Gaussian processes for machine learning.

Science.gov (United States)

Seeger, Matthias

2004-04-01

Gaussian processes (GPs) are natural generalisations of multivariate Gaussian random variables to infinite (countably or continuous) index sets. GPs have been applied in a large number of fields to a diverse range of ends, and very many deep theoretical analyses of various properties are available. This paper gives an introduction to Gaussian processes on a fairly elementary level with special emphasis on characteristics relevant in machine learning. It draws explicit connections to branches such as spline smoothing models and support vector machines in which similar ideas have been investigated. Gaussian process models are routinely used to solve hard machine learning problems. They are attractive because of their flexible non-parametric nature and computational simplicity. Treated within a Bayesian framework, very powerful statistical methods can be implemented which offer valid estimates of uncertainties in our predictions and generic model selection procedures cast as nonlinear optimization problems. Their main drawback of heavy computational scaling has recently been alleviated by the introduction of generic sparse approximations.13,78,31 The mathematical literature on GPs is large and often uses deep concepts which are not required to fully understand most machine learning applications. In this tutorial paper, we aim to present characteristics of GPs relevant to machine learning and to show up precise connections to other "kernel machines" popular in the community. Our focus is on a simple presentation, but references to more detailed sources are provided.

Understanding the cognitive processes involved in writing to learn.

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Arnold, Kathleen M; Umanath, Sharda; Thio, Kara; Reilly, Walter B; McDaniel, Mark A; Marsh, Elizabeth J

2017-06-01

Writing is often used as a tool for learning. However, empirical support for the benefits of writing-to-learn is mixed, likely because the literature conflates diverse activities (e.g., summaries, term papers) under the single umbrella of writing-to-learn. Following recent trends in the writing-to-learn literature, the authors focus on the underlying cognitive processes. They draw on the largely independent writing-to-learn and cognitive psychology learning literatures to identify important cognitive processes. The current experiment examines learning from 3 writing tasks (and 1 nonwriting control), with an emphasis on whether or not the tasks engaged retrieval. Tasks that engaged retrieval (essay writing and free recall) led to better final test performance than those that did not (note taking and highlighting). Individual differences in structure building (the ability to construct mental representations of narratives; Gernsbacher, Varner, & Faust, 1990) modified this effect; skilled structure builders benefited more from essay writing and free recall than did less skilled structure builders. Further, more essay-like responses led to better performance, implicating the importance of additional cognitive processes such as reorganization and elaboration. The results highlight how both task instructions and individual differences affect the cognitive processes involved when writing-to-learn, with consequences for the effectiveness of the learning strategy. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

The Socialization of Newcomers into Organizations: Integrating Learning and Social Exchange Processes

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Korte, Russell F.

2007-01-01

Traditional views of socialization focus primarily on the passive learning by the newcomer of the expectations of the organization. Theorizing and research on cognitive learning and social exchange indicate that the socialization process is vastly more complex. This paper views socialization through the lenses of cognitive learning and social…

Emerging Model of Questioning through the Process of Teaching and Learning Electrochemistry

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Iksan, Zanaton Haji; Daniel, Esther

2015-01-01

Verbal questioning is a technique used by teachers in the teaching and learning process. Research in Malaysia related to teachers' questioning in the chemistry teaching and learning process is more focused on the level of the questions asked rather than the content to ensure that students understand. Thus, the research discussed in this paper is…

An external focus of attention enhances balance learning in older adults.

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Chiviacowsky, Suzete; Wulf, Gabriele; Wally, Raquel

2010-10-01

Studies with young adults have shown that an external focus of attention (i.e., on the movement effect) results in more effective motor learning and greater automaticity than an internal focus (i.e., on one's own body movements). The present study examined whether instructions inducing an external versus internal attentional focus would differentially affect the learning of a balance task in 32 older adults (24 females and 8 males, mean age: 69.4 years), divided equally, by number and gender, into two groups. The task required participants to stand on a balance platform (stabilometer) tilting to the left and right, and to try to keep the platform as close to horizontal as possible during each 30-s trial. The external focus group was instructed to concentrate on keeping markers on the platform horizontal, while the internal focus group was instructed to concentrate on keeping their feet horizontal. The dependent variable was time in balance (i.e., platform movements within ± 5°). Participants performed 10 practice trials on day 1, with focus reminders given before each trial. Learning was assessed by a retention test, consisting of five trials without instructions, performed 1 day later. The external focus group outperformed the internal focus group in retention [F(4, 120)=3.46, p=.01]. The results demonstrate that the learning benefits of an external attentional focus are generalizable to older learners. Copyright © 2010 Elsevier B.V. All rights reserved.

Understanding the effects of time on collaborative learning processes in problem based learning: a mixed methods study.

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Hommes, J; Van den Bossche, P; de Grave, W; Bos, G; Schuwirth, L; Scherpbier, A

2014-10-01

Little is known how time influences collaborative learning groups in medical education. Therefore a thorough exploration of the development of learning processes over time was undertaken in an undergraduate PBL curriculum over 18 months. A mixed-methods triangulation design was used. First, the quantitative study measured how various learning processes developed within and over three periods in the first 1,5 study years of an undergraduate curriculum. Next, a qualitative study using semi-structured individual interviews focused on detailed development of group processes driving collaborative learning during one period in seven tutorial groups. The hierarchic multilevel analyses of the quantitative data showed that a varying combination of group processes developed within and over the three observed periods. The qualitative study illustrated development in psychological safety, interdependence, potency, group learning behaviour, social and task cohesion. Two new processes emerged: 'transactive memory' and 'convergence in mental models'. The results indicate that groups are dynamic social systems with numerous contextual influences. Future research should thus include time as an important influence on collaborative learning. Practical implications are discussed.

Children's learning of tennis skills is facilitated by external focus instructions

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Ricardo Hadler

2014-12-01

Full Text Available The present study examined the effects of instructions promoting external versus internal foci of attention on the learning of a tennis forehand stroke in 11-year old children. Three groups of participants practiced hitting tennis balls at a target. External focus group participants were instructed to direct their attention to the movement of the racquet, while participants in the internal focus group were asked to direct their attention to the movements of their arm. Participants in a control group did not receive attentional focus instructions. Two days after the practice phase (60 trials, learning was assessed in retention and transfer tests. The results showed that the external focus group demonstrated greater accuracy in hitting a target relative to the two other groups in retention, and relative to the internal focus group in transfer. We conclude that instructions inducing an external focus of attention can enhance children's sport skill learning.

[Pre-verbality in focusing and the need for self check. An attempt at "focusing check"].

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Masui, T; Ikemi, A; Murayama, S

1983-06-01

Though the Focusing process is not entirely non-verbal, in Focusing, careful attention is paid by the Focuser and the Listener to the pre-verbal experiential process. In other words, Focusing involves attending to the felt sense that is not easily expressed in words immediately. Hence, during the process of learning to Focus, the Focusing teacher attempts to communicate the experiences of Focusing to the student which are not easily done by words. Due to such difficulties, the Focusing student may (and quite frequently does) mistake the experiential process in Focusing with other processes. Often, the felt sense can be confused with other phenomena such as "autogenic discharge". Also the Focuser may not stay with the felt sense and drift into "free association" or frequently, certain processes in "meditation" can be confused with Focusing. Therefore, there is a need for a "check" by which the Focusing student can confirm the Focusing experience for himself. For the Focusing student, such a "check" serves not only to confirm the Focusing process, but also an aid to learning Focusing. We will report here a "Focusing Check" which we developed by translating Eugene Gendlin's "Focusing Check" and making several modifications in it so that it will be more understandable to the Japanese. Along with the "Focusing Check" we developed, the authors discuss the need for such a check.

Learning craft skills. Exploring preschoolers' craft making process

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Virpi Yliverronen

2016-06-01

Full Text Available The aim of this study was to explore a preschooler craft-making process in which 18 preschool novices cut pieces for fabric bags and designed and printed patterns to decorate the bags. Through the task, children were familiarised with a small-scale holistic craft process. The intention was to determine how preschoolers perceived, verbalised and interpreted the craft-making process and how children used bodily expressions when explaining a learned craft skill. The present study relies on the videographic method: two preschool groups’ stamp printing activities were recorded, and each child was interviewed individually. Children’s embodied expressions were particularly in focus in video analysis. The results reveal that all the children were able to sufficiently explain the making phase, however, some children compensated for missing words using bodily and facial expressions and gestures when talking about making. The results showed that children worked logically, and the skill learning phases of perceiving, making, and interpretation were revealed from their learning.

Intelligent sensor networks the integration of sensor networks, signal processing and machine learning

CERN Document Server

Hu, Fei

2012-01-01

Although governments worldwide have invested significantly in intelligent sensor network research and applications, few books cover intelligent sensor networks from a machine learning and signal processing perspective. Filling this void, Intelligent Sensor Networks: The Integration of Sensor Networks, Signal Processing and Machine Learning focuses on the close integration of sensing, networking, and smart signal processing via machine learning. Based on the world-class research of award-winning authors, the book provides a firm grounding in the fundamentals of intelligent sensor networks, incl

Towards understanding and managing the learning process in mail sorting.

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Berglund, M; Karltun, A

2012-01-01

This paper was based on case study research at the Swedish Mail Service Division and it addresses learning time to sort mail at new districts and means to support the learning process on an individual as well as organizational level. The study population consisted of 46 postmen and one team leader in the Swedish Mail Service Division. Data were collected through measurements of time for mail sorting, interviews and a focus group. The study showed that learning to sort mail was a much more complex process and took more time than expected by management. Means to support the learning process included clarification of the relationship between sorting and the topology of the district, a good work environment, increased support from colleagues and management, and a thorough introduction for new postmen. The identified means to support the learning process require an integration of human, technological and organizational aspects. The study further showed that increased operations flexibility cannot be reinforced without a systems perspective and thorough knowledge about real work activities and that ergonomists can aid businesses to acquire this knowledge.

Focus group discussion in mathematical physics learning

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Ellianawati; Rudiana, D.; Sabandar, J.; Subali, B.

2018-03-01

The Focus Group Discussion (FGD) activity in Mathematical Physics learning has helped students perform the stages of problem solving reflectively. The FGD implementation was conducted to explore the problems and find the right strategy to improve the students' ability to solve the problem accurately which is one of reflective thinking component that has been difficult to improve. The research method used is descriptive qualitative by using single subject response in Physics student. During the FGD process, one student was observed of her reflective thinking development in solving the physics problem. The strategy chosen in the discussion activity was the Cognitive Apprenticeship-Instruction (CA-I) syntax. Based on the results of this study, it is obtained the information that after going through a series of stages of discussion, the students' reflective thinking skills is increased significantly. The scaffolding stage in the CA-I model plays an important role in the process of solving physics problems accurately. Students are able to recognize and formulate problems by describing problem sketches, identifying the variables involved, applying mathematical equations that accord to physics concepts, executing accurately, and applying evaluation by explaining the solution to various contexts.

Developing an Assessment of Learning Process: The Importance of Pre-Testing

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Sheran, Michelle; Sarbaum, Jeffrey

2012-01-01

Colleges and universities are increasingly being held accountable for assessing and reporting student learning. Recently there has been increased focus on using assessment to improve learning over time. In this paper we present a simple, step-by-step assessment process that will deliver meaningful results to achieve these ends. We emphasize the…

Educational Process Reengineering and Diffusion of Innovation in Formal Learning Environment

DEFF Research Database (Denmark)

Khalid, Md. Saifuddin; Hossain, Mohammad Shahadat; Rongbutsri, Nikorn

2011-01-01

administration and evaluation and assessment. Educational environments are flexible and not governed by standard operating procedures, making technology use lithe. Theory of diffusion of innovations‟ is recommended to be integrated to reason and measure acceptance or rejection of EPR selected technology......In technology mediated learning while relative advantages of technologies is proven, lack of contextualization and process centric change, and lack of user driven change has kept intervention and adoption of educational technologies among individuals and organizations as challenges. Reviewing...... the formal, informal and non-formal learning environments, this study focuses on the formal part. This paper coins the term 'Educational Process Reengineering (EPR) based on the established concept of 'Business Process Reengineering (BPR) for process improvement of teaching learning activities, academic...

Teachers’ learning and assessing of mathematical processes with emphasis on representations, reasoning and proof

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Satsope Maoto

2018-03-01

Full Text Available This article focuses mainly on two key mathematical processes (representation, and reasoning and proof. Firstly, we observed how teachers learn these processes and subsequently identify what and how to assess learners on the same processes. Secondly, we reviewed one teacher’s attempt to facilitate the learning of the processes in his classroom. Two interrelated questions were pursued: ‘what are the teachers’ challenges in learning mathematical processes?’ and ‘in what ways are teachers’ approaches to learning mathematical processes influencing how they assess their learners on the same processes?’ A case study was undertaken involving 10 high school mathematics teachers who enrolled for an assessment module towards a Bachelor in Education Honours degree in mathematics education. We present an interpretive analysis of two sets of data. The first set consisted of the teachers’ written responses to a pattern searching activity. The second set consisted of a mathematical discourse on matchstick patterns in a Grade 9 class. The overall finding was that teachers rush through forms of representation and focus more on manipulation of numerical representations with a view to deriving symbolic representation. Subsequently, this unidirectional approach limits the scope of assessment of mathematical processes. Interventions with regard to the enhancement of these complex processes should involve teachers’ actual engagements in and reflections on similar learning.

Fronto-parietal contributions to phonological processes in successful artificial grammar learning

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Dariya Goranskaya

2016-11-01

Full Text Available Sensitivity to regularities plays a crucial role in the acquisition of various linguistic features from spoken language input. Artificial grammar (AG learning paradigms explore pattern recognition abilities in a set of structured sequences (i.e. of syllables or letters. In the present study, we investigated the functional underpinnings of learning phonological regularities in auditorily presented syllable sequences. While previous neuroimaging studies either focused on functional differences between the processing of correct vs. incorrect sequences or between different levels of sequence complexity, here the focus is on the neural foundation of the actual learning success. During functional magnetic resonance imaging (fMRI, participants were exposed to a set of syllable sequences with an underlying phonological rule system, known to ensure performance differences between participants. We expected that successful learning and rule application would require phonological segmentation and phoneme comparison. As an outcome of four alternating learning and test fMRI sessions, participants split into successful learners and non-learners. Relative to non-learners, successful learners showed increased task-related activity in a fronto-parietal network of brain areas encompassing the left lateral premotor cortex as well as bilateral superior and inferior parietal cortices during both learning and rule application. These areas were previously associated with phonological segmentation, phoneme comparison and verbal working memory. Based on these activity patterns and the phonological strategies for rule acquisition and application, we argue that successful learning and processing of complex phonological rules in our paradigm is mediated via a fronto-parietal network for phonological processes.

Effects of Form-Focused Instruction on the Learning of Relative Clauses

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Seyed Jalal Abdolmanafi (Rokni

2012-04-01

Full Text Available Problem Statement: Relativization is an important grammatical sub-system for second language learners. This study intended to explore the effects of different types of L2 instruction on the learning of English relative clauses by Persian learners.Purpose: The differential effects of the three types of treatment (i.e., Focus on FormS, Focus on Meaning, Focus on Form on the learning of English relativization was investigated.Methods: Intact university classes of English learners were divided into three groups receiving different forms of instruction. Accuracy of the target form was measured by two distinct tasks of sentence combining test and grammaticality judgment test.Findings and Results: The results of the two tests show improvement of all three groups, the focus on form treatment group outperformed the other two on both tests, however. This study also suggests that learners’ attention to detailed analysis of form facilitates the learning of relative clauses in this context.

Process management - critical safety issues with focus on risk management

International Nuclear Information System (INIS)

Sanne, Johan M.

2005-12-01

Organizational changes focused on process orientation are taking place among Swedish nuclear power plants, aiming at improving the operation. The Swedish Nuclear Power Inspectorate has identified a need for increased knowledge within the area for its regulatory activities. In order to analyze what process orientation imply for nuclear power plant safety a number of questions must be asked: 1. How is safety in nuclear power production created currently? What significance does the functional organization play? 2. How can organizational forms be analysed? What consequences does quality management have for work and for the enterprise? 3. Why should nuclear power plants be process oriented? Who are the customers and what are their customer values? Which customers are expected to contribute from process orientation? 4. What can one learn from process orientation in other safety critical systems? What is the effect on those features that currently create safety? 5. Could customer values increase for one customer without decreasing for other customers? What is the relationship between economic and safety interests from an increased process orientation? The deregulation of the electricity market have caused an interest in increased economic efficiency, which is the motivation for the interest in process orientation. among other means. It is the nuclear power plants' owners and the distributors (often the same corporations) that have the strongest interest in process orientation. If the functional organization and associated practices are decomposed, the prerequisites of the risk management regime changes, perhaps deteriorating its functionality. When nuclear power operators consider the introduction of process orientation, the Nuclear Power Inspectorate should require that 1. The operators perform a risk analysis beforehand concerning the potential consequences that process orientation might convey: the analysis should contain a model specifying how safety is currently

An external focus of attention enhances motor learning in children with intellectual disabilities.

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Chiviacowsky, S; Wulf, G; Avila, L T G

2013-07-01

The present study examined whether the learning benefits of an external focus of attention (i.e., on the movement effect) relative to an internal focus (i.e. on the movement), found previously in non-disabled children and adults would also be found in children with intellectual disabilities (IDs). Participants (n = 24; average age: 12.2 years) with mild intellectual deficiency (IQ = 51-69) practiced throwing beanbags at a target. In the external focus group, participants were instructed to direct their attention to the movement of the beanbag, while in the internal focus group, participants were asked to direct their attention to the movement of their hand. The practice phase consisted of 40 trials, and attentional focus reminders were given after every third trial. Learning was assessed 1 day later by retention and transfer (greater target distance) tests, each consisting of 10 trials. No focus reminders were given on that day. The external focus group demonstrated more effective learning than the internal focus group, as evidenced by more accurate tosses on the transfer test. The present findings show that instructions that induce an external focus of attention can enhance motor learning in children with IDs. © 2012 The Authors. Journal of Intellectual Disability Research © 2012 John Wiley & Sons Ltd, MENCAP & IASSID.

Service-Learning in Higher Education: Focus on Eating Disorder Prevention

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Roofe, Nina; Brinegar, Jennifer; Seymour, Gayle

2015-01-01

Interdisciplinary service-learning projects are mutually beneficial for communities and students. This service-learning project focused on eating disorder prevention and involved students majoring in nutrition, art, and psychology at a public Southern university. The nutrition majors completed the Eating Attitudes Test before and after the…

Simulated interprofessional education: an analysis of teaching and learning processes.

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van Soeren, Mary; Devlin-Cop, Sandra; Macmillan, Kathleen; Baker, Lindsay; Egan-Lee, Eileen; Reeves, Scott

2011-11-01

Simulated learning activities are increasingly being used in health professions and interprofessional education (IPE). Specifically, IPE programs are frequently adopting role-play simulations as a key learning approach. Despite this widespread adoption, there is little empirical evidence exploring the teaching and learning processes embedded within this type of simulation. This exploratory study provides insight into the nature of these processes through the use of qualitative methods. A total of 152 clinicians, 101 students and 9 facilitators representing a range of health professions, participated in video-recorded role-plays and debrief sessions. Videotapes were analyzed to explore emerging issues and themes related to teaching and learning processes related to this type of interprofessional simulated learning experience. In addition, three focus groups were conducted with a subset of participants to explore perceptions of their educational experiences. Five key themes emerged from the data analysis: enthusiasm and motivation, professional role assignment, scenario realism, facilitator style and background and team facilitation. Our findings suggest that program developers need to be mindful of these five themes when using role-plays in an interprofessional context and point to the importance of deliberate and skilled facilitation in meeting desired learning outcomes.

Reading aloud and solving simple arithmetic calculation intervention (Learning therapy improves inhibition, verbal episodic memory, focus attention, and processing speed in healthy elderly people: Evidence from a randomized controlled trial

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Rui eNouchi

2016-05-01

Full Text Available BackgroundPrevious reports have described that simple cognitive training using reading aloud and solving simple arithmetic calculations, so-called learning therapy, can improve executive functions and processing speed in the older adults. Nevertheless, it is not well-known whether learning therapy improve a wide range of cognitive functions or not. We investigated the beneficial effects of learning therapy on various cognitive functions in healthy older adults.MethodsWe used a single-blinded intervention with two groups (learning therapy group: LT and waiting list control group: WL. Sixty-four elderly were randomly assigned to LT or WL. In LT, participants performed reading Japanese aloud and solving simple calculations training tasks for 6 months. WL did not participate in the intervention. We measured several cognitive functions before and after 6 months intervention periods.ResultsCompared to WL, results revealed that LT improved inhibition performance in executive functions (Stroop: LT (Mean = 3.88 vs. WL (Mean = 1.22, adjusted p =.013 and reverse Stroop LT (Mean = 3.22 vs. WL (Mean = 1.59, adjusted p =.015, verbal episodic memory (logical memory: LT (Mean = 4.59 vs. WL (Mean = 2.47, adjusted p =.015, focus attention(D-CAT: LT (Mean = 2.09 vs. WL (Mean = -0.59, adjusted p =.010 and processing speed compared to the waiting list control group (digit symbol coding: LT (Mean = 5.00 vs. WL (Mean = 1.13, adjusted p =.015 and symbol search: LT (Mean = 3.47 vs. WL (Mean = 1.81, adjusted p =.014.DiscussionThis RCT can showed the benefit of learning therapy on inhibition of executive functions, verbal episodic memory, focus attention, and processing speed in healthy elderly people. Our results were discussed under overlapping hypothesis.Trial registrationThis trial was registered in The University Hospital Medical Information Network Clinical Trials Registry (UMIN000006998.

Leading Online: An Autoethnography Focused on Leading an Instructional Focus on Student Learning in an Online School

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Lancaster, Sally Ann

2012-01-01

The purpose in writing this autoethnography was to describe, analyze and interpret one leader's experience in leading a group of online teachers. I specifically wanted to identify the characteristics of an online learning environment that triggered teachers to focus on management issues rather than instructional learning issues; that is what…

Teacher’s leadership in learning processes at kindergartens

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Maria Dominika Niron

2017-09-01

Full Text Available The aim of this study was to find out the effective kindergarten teacher’s behaviour in influencing, mobilizing, and developing students in teaching learning process. This research was phenomenological qualitative research. The main instruments of this research were the researcher and observation manual. The focus of this research was the way teachers teach in the learning process in group A of Indriyasana Kindergarten, Indriarini Kindergarten, and ABA Pokoh Kindergarten. The data validity of this research was tested by using repeated observation, resource triangulation, and technique triangulation. The componential data was analyzed by employing inductive technique from Spradley’s qualitative model and Miles and Huberman analysis model. The result of the research showed that teacher’s effective ways to influence, mobilize, and develop students in teaching learning process are as follows: 1. Reciting yell, clap yell, and asking students to sing. The content of yell, clap yell, and song was appropriate with values which were developed based on vision, mission, and the goal of Kindergarten institution. Yells, clap yell, and song were democratic and they were the form of the value of learning leadership. 2. In some situations, there was a tendency where the teacher used more autocratic way to influence, mobilize, and develop students in learning process such as the verbal way in which teacher call students’ name and non-verbal way in which teacher put his index finger on his lip as a sign to ask students to be quiet. The other non-verbal ways were: shaking head as a sign of disagreement, raising thumb as a sign of reinforcement, and nodding as a sign of agreement. Sometimes, teachers also used laissez-fair methods such as neglecting students/letting students behave as they want. Keywords: leadership, teacher’s leadership behaviour, learning process in Kindergarten

Use of e-learning in clinical clerkships: effects on acquisition of dermatological knowledge and learning processes

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Martens, Herm; Nagtzaam, Ivo; Heeneman, Sylvia

2018-01-01

Objectives To obtain a deeper understanding of how the e-learning program, Education in Dermatology (ED), affects the acquisition of dermatological knowledge and the underlying learning processes of medical students in their clinical phase. Methods The study used a mixed method design with a convergent parallel collection of data. Medical students (n=62) from Maastricht University (The Netherlands) were randomized to either a conventional teaching group (control group n=30) or conventional teaching plus the e-learning program (application on smartphone) group (e-learning group n=32). Pre- and post-intervention knowledge test results were analysed using an independent t-test. Individual semi-structured interviews (n=9) were conducted and verbatim-transcribed recordings were analysed using King’s template analysis. Results The e-learning program positively influenced students’ level of knowledge and their process of learning. A significant difference was found in the post-test scores for the control group (M=51.4, SD=6.43) and the e-learning group (M=73.09, SD=5.12); t(60)=-14.75, pe-learning program stimulated students’ learning as the application promoted the identification and recognition of skin disorders, the use of references, creation of documents and sharing information with colleagues. Conclusions This study demonstrated that use of the e-learning program led to a significant improvement in basic dermatological knowledge. The underlying learning processes indicated that e-learning programs in dermatology filled a vital gap in the understanding of clinical reasoning in dermatology. These results might be useful when developing (clinical) teaching formats with a special focus on visual disciplines.  PMID:29352748

Use of e-learning in clinical clerkships: effects on acquisition of dermatological knowledge and learning processes.

Science.gov (United States)

Fransen, Frederike; Martens, Herm; Nagtzaam, Ivo; Heeneman, Sylvia

2018-01-17

To obtain a deeper understanding of how the e-learning program, Education in Dermatology (ED), affects the acquisition of dermatological knowledge and the underlying learning processes of medical students in their clinical phase. The study used a mixed method design with a convergent parallel collection of data. Medical students (n=62) from Maastricht University (The Netherlands) were randomized to either a conventional teaching group (control group n=30) or conventional teaching plus the e-learning program (application on smartphone) group (e-learning group n=32). Pre- and post-intervention knowledge test results were analysed using an independent t-test. Individual semi-structured interviews (n=9) were conducted and verbatim-transcribed recordings were analysed using King's template analysis. The e-learning program positively influenced students' level of knowledge and their process of learning. A significant difference was found in the post-test scores for the control group (M=51.4, SD=6.43) and the e-learning group (M=73.09, SD=5.12); t(60)=-14.75, pe-learning program stimulated students' learning as the application promoted the identification and recognition of skin disorders, the use of references, creation of documents and sharing information with colleagues. This study demonstrated that use of the e-learning program led to a significant improvement in basic dermatological knowledge. The underlying learning processes indicated that e-learning programs in dermatology filled a vital gap in the understanding of clinical reasoning in dermatology. These results might be useful when developing (clinical) teaching formats with a special focus on visual disciplines.

Nurses' various ways of conceiving their learning process as doctoral students: a phenomenographic study.

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Arvidsson, Barbro; Franke, Anita

2013-01-01

The aim was to describe variations in how doctoral students conceive their learning process to become researchers in the light of their professional background as nurses. Nursing research is an emerging discipline and the number of nurses who acquire a doctor's degree is increasing. The study had a descriptive, qualitative design with a phenomenographic approach and was carried out by means of 20 interviews. Three different description categories emerged: (1) A learning process that provides a synthesis of different parts of the research process aimed at developing preparedness for action within the nursing profession. (2) A learning process where practical problems are integrated with and problematised in relation to scientific theories. (3) A learning process involving the transformation from nurse to researcher. The description categories revealed that the focus was on solving problems that occur in health care and synthesising them by means of research tools. Furthermore, the doctoral students explored different ways of understanding and developing their awareness of the nature of research. Focus was also on the nursing profession and practice and a shift towards the role of a researcher was evident. Copyright © 2012 Elsevier Ltd. All rights reserved.

Designing future learning. A posthumanist approach to researching design processes

DEFF Research Database (Denmark)

Juelskjær, Malou

I investigate how a design process – leading up to the design of a new education building - enact, transform and highlight tacit everyday practices and experiences in an education setting, whereby becoming an art of managing. I apply a post-humanist performative perspective, highlighting entangled...... agencies rather than focusing on human agency. I focus on the design process rather than the designer. The design process accelerated and performed past and future experiences of schooling, learning, teaching. This called for analytical attention to agential forces of not only the material but also...... and temporalities matter in design processes. Furthermore, the analysis emphasise how design translate affective economies and that attention to those affective economies are vital for the result of the design process....

Focus of Attention in Children's Motor Learning: Examining the Role of Age and Working Memory.

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Brocken, J E A; Kal, E C; van der Kamp, J

2016-01-01

The authors investigated the relative effectiveness of different attentional focus instructions on motor learning in primary school children. In addition, we explored whether the effect of attentional focus on motor learning was influenced by children's age and verbal working memory capacity. Novice 8-9-year old children (n = 30) and 11-12-year-old children (n = 30) practiced a golf putting task. For each age group, half the participants received instructions to focus (internally) on the swing of their arm, while the other half was instructed to focus (externally) on the swing of the club. Children's verbal working memory capacity was assessed with the Automated Working Memory Assessment. Consistent with many reports on adult's motor learning, children in the external groups demonstrated greater improvements in putting accuracy than children who practiced with an internal focus. This effect was similar across age groups. Verbal working memory capacity was not found to be predictive of motor learning, neither for children in the internal focus groups nor for children in the external focus groups. In conclusion, primary school children's motor learning is enhanced by external focus instructions compared to internal focus instructions. The purported modulatory roles of children's working memory, attentional capacity, or focus preferences require further investigation.

Design Research with a Focus on Learning Processes: An Overview on Achievements and Challenges

Science.gov (United States)

Prediger, Susanne; Gravemeijer, Koeno; Confrey, Jere

2015-01-01

Design research continues to gain prominence as a significant methodology in the mathematics education research community. This overview summarizes the origins and the current state of design research practices focusing on methodological requirements and processes of theorizing. While recognizing the rich variations in the foci and scale of design…

Cooperating to learn teaching to cooperate: adviser processes for program implement CA/AC

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José Ramón LAGO

2011-11-01

Full Text Available The aim of this paper is present some results of advise strategy to introduce cooperative learning from the «Cooperating to Learn/ Learning to Cooperate» CL/LC Programme. The first part situates the research project and the research objective focused on how introduction of CL/LC program through a process of advice facilitates permanent improvements to the inclusion of students. In the second we analyzed the phases and tasks of an adviser process for the introduction of cooperative learning and three stages to build on cooperative learning in school: the introduction, generalization and consolidation. The third part is the central part. We describe five process of adviser to implement cooperative learning which we can observe different degrees and modalities of collaboration between teachers and counselors and between teachers. Is possible the first step of a network centers to work cooperatively.

E-learning educational process

Directory of Open Access Journals (Sweden)

Leszek Rudak

2012-06-01

Full Text Available The e-learning educational process differs fundamentally from the teaching-learning process in the face-to-face teaching. A reason of differences is the nature of the distance education: the teacher cannot observe the student at work. Thus, the natural process of teaching, based on performing particular actions by teacher and students in relays, is disturbed. So, one has to consider the e-learning educational process as two separate sets of actions. The first, strongly regular, consists of teachers operations. The second, unorganized, contains the student activities. In the article some relations between the both structures are investigated. Moreover, some methods of arranging the set of students’ activities to better fit in with the educational goals are provided.

Learning and memory and its relationship with the lateralization of epileptic focus in subjects with temporal lobe epilepsy

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Daniel Fuentes

2014-04-01

Full Text Available Background : In medial temporal lobe epilepsy (MTLE, previous studies addressing the hemispheric laterality of epileptogenic focus and its relationship with learning and memory processes have reported controversial findings. Objective : To compare the performance of MTLE patients according to the location of the epileptogenic focus on the left (MTLEL or right temporal lobe (MTLER on tasks of episodic learning and memory for verbal and visual content. Methods : One hundred patients with MTLEL and one hundred patients with MTLER were tested with the following tasks: the Rey Auditory Verbal Learning Test (RAVLT and the Logical Memory-WMS-R to evaluate verbal learning and memory; and the Rey Visual Design Learning Test (RVDLT and the Visual Reproduction-WMS-R to evaluate visual learning and memory. Results : The MTLEL sample showed significantly worse performance on the RAVLT (p < 0.005 and on the Logical Memory tests (p < 0.01 than MTLER subjects. However, there were no significant between-group differences in regard to the visual memory tests. Discussion : Our findings suggest that verbal learning and memory abilities are dependent on the structural and functional integrity of the left temporal lobe, while visual abilities are less dependent on the right temporal lobe.

Implementation of modified team-based learning within a problem based learning medical curriculum: a focus group study.

Science.gov (United States)

Burgess, Annette; Roberts, Chris; Ayton, Tom; Mellis, Craig

2018-04-10

While Problem Based Learning (PBL) has long been established internationally, Team-based learning (TBL) is a relatively new pedagogy in medical curricula. Both PBL and TBL are designed to facilitate a learner-centred approach, where students, in interactive small groups, use peer-assisted learning to solve authentic, professionally relevant problems. Differences, however, exist between PBL and TBL in terms of preparation requirements, group numbers, learning strategies, and class structure. Although there are many similarities and some differences between PBL and TBL, both rely on constructivist learning theory to engage and motivate students in their learning. The aim of our study was to qualitatively explore students' perceptions of having their usual PBL classes run in TBL format. In 2014, two iterations in a hybrid PBL curriculum were converted to TBL format, with two PBL groups of 10 students each, being combined to form one TBL class of 20, split into four groups of five students. At the completion of two TBL sessions, all students were invited to attend one of two focus groups, with 14 attending. Thematic analysis was used to code and categorise the data into themes, with constructivist theory used as a conceptual framework to identify recurrent themes. Four key themes emerged; guided learning, problem solving, collaborative learning, and critical reflection. Although structured, students were attracted to the active and collaborative approach of TBL. They perceived the key advantages of TBL to include the smaller group size, the preparatory Readiness Assurance Testing process, facilitation by a clinician, an emphasis on basic science concepts, and immediate feedback. The competitiveness of TBL was seen as a spur to learning. These elements motivated students to prepare, promoted peer assisted teaching and learning, and focussed team discussion. An important advantage of PBL over TBL, was the opportunity for adequate clinical reasoning within the problem

Climate for Learning: A Symposium. Creating a Climate for Learning, and the Humanizing Process. The Principal and School Discipline. Curriculum Bulletin Vol. XXXII, No. 341.

Science.gov (United States)

Johnson, Simon O.; Chaky, June

This publication contains two articles focusing on creating a climate for learning. In "Creating a Climate for Learning, and the Humanizing Process," Simon O. Johnson offers practical suggestions for creating a humanistic learning environment. The author begins by defining the basic concepts--humanism, affective education, affective situation,…

Experimenting on how to create a sustainable gamified learning design that supports adult students when learning through designing learning games

DEFF Research Database (Denmark)

Weitze, Charlotte Lærke

2014-01-01

digital learning games (small games) in cross‐disciplinary subject matters. The experiment has focused on creating a game‐based learning design that enables the students to implement the learning goals into their games, and on making the game design process motivating and engaging. Another focus......This paper presents and discusses the first iteration of a design‐based research experiment focusing on how to create an overall gamified learning design (big Game) facilitating the learning process for adult students by letting them be their own learning designers through designing their own...... of the study has been to create a sustainable learning design that supports the learning game design process and gives teachers the ability to evaluate whether the students have been successful in learning their subject matter through this learning game design process. The findings are that this initial...

Teaching and Learning about Force with a Representational Focus: Pedagogy and Teacher Change

Science.gov (United States)

Hubber, Peter; Tytler, Russell; Haslam, Filocha

2010-01-01

A large body of research in the conceptual change tradition has shown the difficulty of learning fundamental science concepts, yet conceptual change schemes have failed to convincingly demonstrate improvements in supporting significant student learning. Recent work in cognitive science has challenged this purely conceptual view of learning, emphasising the role of language, and the importance of personal and contextual aspects of understanding science. The research described in this paper is designed around the notion that learning involves the recognition and development of students’ representational resources. In particular, we argue that conceptual difficulties with the concept of force are fundamentally representational in nature. This paper describes a classroom sequence in force that focuses on representations and their negotiation, and reports on the effectiveness of this perspective in guiding teaching, and in providing insight into student learning. Classroom sequences involving three teachers were videotaped using a combined focus on the teacher and groups of students. Video analysis software was used to capture the variety of representations used, and sequences of representational negotiation. Stimulated recall interviews were conducted with teachers and students. The paper reports on the nature of the pedagogies developed as part of this representational focus, its effectiveness in supporting student learning, and on the pedagogical and epistemological challenges negotiated by teachers in implementing this approach.

Combining fMRI and behavioral measures to examine the process of human learning.

Science.gov (United States)

Karuza, Elisabeth A; Emberson, Lauren L; Aslin, Richard N

2014-03-01

Prior to the advent of fMRI, the primary means of examining the mechanisms underlying learning were restricted to studying human behavior and non-human neural systems. However, recent advances in neuroimaging technology have enabled the concurrent study of human behavior and neural activity. We propose that the integration of behavioral response with brain activity provides a powerful method of investigating the process through which internal representations are formed or changed. Nevertheless, a review of the literature reveals that many fMRI studies of learning either (1) focus on outcome rather than process or (2) are built on the untested assumption that learning unfolds uniformly over time. We discuss here various challenges faced by the field and highlight studies that have begun to address them. In doing so, we aim to encourage more research that examines the process of learning by considering the interrelation of behavioral measures and fMRI recording during learning. Copyright © 2013 Elsevier Inc. All rights reserved.

The IPOO-model of creative learning and the students' information processing characteristics

Directory of Open Access Journals (Sweden)

Katalin Mező

2015-03-01

Full Text Available The present study was designed to examine secondary school students' information processing characteristics during learning and their relationship with the students' academic averages, internal motivation for learning and cognitive abilities, such as intelligence and creativity. Although many studies have previously focused on this issue, we are now studying this topic from the perspective of the IPOO-model, which is a new theoretical approach to school learning (note: IPOO is an acronym of Input, Process, Output, Organizing. This study featured 815 participants (secondary school students who completed the following tests and questionnaires: Raven's Advanced Progressive Matrices (APM intelligence test, the "Unusual Uses" creativity test (UUT, the 2nd version of the Jupiterbolha-próba (Jupiter Flea test – JB2 to test the information processing method of learning, and the Learning Attitude Questionnaire (LAQ. In our analysis we took the gender, school grade and academic average of participants into account. According to our results, the quality of information-processing methods of learning is at a low level, and there are no significant strong correlational relationships among the tests and questionnaire results (except in the cases of fluency, originality, and flexibility. There were no significant differences between genders or classes. These findings are consistent with the findings of previous studies.

Conceptual Frameworks for the Workplace Change Adoption Process: Elements Integration from Decision Making and Learning Cycle Process.

Science.gov (United States)

Radin Umar, Radin Zaid; Sommerich, Carolyn M; Lavender, Steve A; Sanders, Elizabeth; Evans, Kevin D

2018-05-14

Sound workplace ergonomics and safety-related interventions may be resisted by employees, and this may be detrimental to multiple stakeholders. Understanding fundamental aspects of decision making, behavioral change, and learning cycles may provide insights into pathways influencing employees' acceptance of interventions. This manuscript reviews published literature on thinking processes and other topics relevant to decision making and incorporates the findings into two new conceptual frameworks of the workplace change adoption process. Such frameworks are useful for thinking about adoption in different ways and testing changes to traditional intervention implementation processes. Moving forward, it is recommended that future research focuses on systematic exploration of implementation process activities that integrate principles from the research literature on sensemaking, decision making, and learning processes. Such exploration may provide the groundwork for development of specific implementation strategies that are theoretically grounded and provide a revised understanding of how successful intervention adoption processes work.

Engaging Focus Group Methodology: The 4-H Middle School-Aged Youth Learning and Leading Study

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Scott, Siri; Grant, Samantha; Nippolt, Pamela Larson

2015-01-01

With young people, discussing complex issues such as learning and leading in a focus group can be a challenge. To help prime youth for the discussion, we created a focus group approach that featured a fun, interactive activity. This article includes a description of the focus group activity, lessons learned, and suggestions for additional…

Re-Imagining the Nature of (Student-Focused) Learning through Digital Technology

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Hood, Nina

2018-01-01

Digital technology is frequently positioned as being central to the establishment of a 'future focused' education system that provides high quality student-focused learning opportunities and re-envisioned educational outcomes. While recognising the potential of technology, this paper explores some of the questions about its role in education and…

Attentional Focus in Motor Learning, the Feldenkrais Method, and Mindful Movement.

Science.gov (United States)

Mattes, Josef

2016-08-01

The present paper discusses attentional focus in motor learning and performance from the point of view of mindful movement practices, taking as a starting point the Feldenkrais method. It is argued that earlier criticism of the Feldenkrais method (and thereby implicitly of mindful movement practices more generally) because of allegedly inappropriate attentional focus turns out to be unfounded in light of recent developments in the study of motor learning and performance. Conversely, the examples of the Feldenkrais method and Ki-Aikido are used to illustrate how both Western and Eastern (martial arts derived) mindful movement practices might benefit sports psychology. © The Author(s) 2016.

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.

Managing Changes with focus on Employee Involvement and Learning

DEFF Research Database (Denmark)

Kofoed, L.B.; Rosenørn, T.U.; Jensen, Lars Peter

1999-01-01

in the experimentarium, and it is shown that the role of managers and supervisors is very important for the outcome of the learning. Results from work in experimentaria show that management and employees have unclear, different and not communicated expectations to each other and that this is a barrier for a successful......The initiating question guiding this study is how employee participation can be established during an organisational change process in order to ensure the employees' involvement in the design of their future work environment. A case study where an "experimentarium" (learning lab) was set up...... in a medium size Danish company (200 employees) is presented in this paper. The study shows that management as well as employees have to learn respectively to manage and to participate in the change process and to deal with the unforeseen problems during the change process. The case study demonstrates...

Learning and the variation in focus among physics students when using a computer simulation

Directory of Open Access Journals (Sweden)

Åke Ingerman

2012-07-01

Full Text Available This article presents a qualitative analysis of the essential characteristics of university students’ “focus of awareness” whilst engaged with learning physics related to the Bohr model with the aid of a computer simulation. The research is located within the phenomenographic research tradition, with empirical data comprising audio and video recordings of student discussions and interactions, supplemented by interviews. Analysis of this data resulted in descriptions of four qualitatively distinct focuses: Doing the Assignment, Observing the Presentation, Manipulating the Parameters and Exploring the Physics. The focuses are further elucidated in terms of students’ perceptions of learning and the nature of physics. It is concluded that the learning outcomes possible for the students are dependent on the focus that is adopted in the pedagogical situation. Implications for teaching physics using interactive-type simulations can be drawn through epistemological and meta-cognitive considerations of the kind of mindful interventions appropriate to a specific focus.

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

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Dascălu, Mihai

2014-01-01

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

Learning during processing Word learning doesn’t wait for word recognition to finish

Science.gov (United States)

Apfelbaum, Keith S.; McMurray, Bob

2017-01-01

Previous research on associative learning has uncovered detailed aspects of the process, including what types of things are learned, how they are learned, and where in the brain such learning occurs. However, perceptual processes, such as stimulus recognition and identification, take time to unfold. Previous studies of learning have not addressed when, during the course of these dynamic recognition processes, learned representations are formed and updated. If learned representations are formed and updated while recognition is ongoing, the result of learning may incorporate spurious, partial information. For example, during word recognition, words take time to be identified, and competing words are often active in parallel. If learning proceeds before this competition resolves, representations may be influenced by the preliminary activations present at the time of learning. In three experiments using word learning as a model domain, we provide evidence that learning reflects the ongoing dynamics of auditory and visual processing during a learning event. These results show that learning can occur before stimulus recognition processes are complete; learning does not wait for ongoing perceptual processing to complete. PMID:27471082

E-learning process maturity level: a conceptual framework

Science.gov (United States)

Rahmah, A.; Santoso, H. B.; Hasibuan, Z. A.

2018-03-01

ICT advancement is a sure thing with the impact influencing many domains, including learning in both formal and informal situations. It leads to a new mindset that we should not only utilize the given ICT to support the learning process, but also improve it gradually involving a lot of factors. These phenomenon is called e-learning process evolution. Accordingly, this study attempts to explore maturity level concept to provide the improvement direction gradually and progression monitoring for the individual e-learning process. Extensive literature review, observation, and forming constructs are conducted to develop a conceptual framework for e-learning process maturity level. The conceptual framework consists of learner, e-learning process, continuous improvement, evolution of e-learning process, technology, and learning objectives. Whilst, evolution of e-learning process depicted as current versus expected conditions of e-learning process maturity level. The study concludes that from the e-learning process maturity level conceptual framework, it may guide the evolution roadmap for e-learning process, accelerate the evolution, and decrease the negative impact of ICT. The conceptual framework will be verified and tested in the future study.

Rethinking and Redesigning an Image Processing Course from a Problem-Based Learning Perspective

DEFF Research Database (Denmark)

Reng, Lars; Triantafyllou, Evangelia; Triantafyllidis, George

2015-01-01

of such concepts and being able to use them for solving real-world problems. The Problem-Based Learning (PBL) pedagogy is an approach, which favours learning by applying knowledge to solve such problems. However, formulating an appropriate project for image processing courses presents challenges on how......Our experience at the Media Technology department, Aalborg University Copenhangen has shown that learning core concepts and techniques in image processing is a challenge for undergraduate students. One possible cause for this is the gap between understanding the mathematical formalism...... to appropriately present relevant concepts and techniques to students. This article presents our redesign of an image processing course at the Media Technology department, which focused on relevant concept and technique presentation and design projects and employed a game engine (Unity) in order to present...

Beyond the Learning Process and toward the Knowledge Creation Process: Linking Learning and Knowledge in the Supportive Learning Culture

Science.gov (United States)

Yoon, Seung Won; Song, Ji Hoon; Lim, Doo Hun

2009-01-01

This integrative literature review synthesizes the concepts and process of organizational knowledge creation with theories of individual learning. The knowledge conversion concept (Nonaka & Takeuchi, 1995; Nonaka, Toyama, & Byosiere, 2001) is used as the basis of the organizational knowledge creation process, while major learning theories relevant…

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

NARCIS (Netherlands)

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

2015-01-01

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

On the organizational learning work process

International Nuclear Information System (INIS)

Weil, Richard; Apostolakis, George

2000-01-01

This paper presents an organizational learning work process for use at nuclear power plants or other high-risk industries. Relying on insights gained from surveying organizational learning activities at nuclear power plants, the proposed work process synthesizes distributed learning activities and improves upon existing organizational learning processes. A root-cause analysis that targets organizational factors is presented. Additionally, a more accurate and objective methodology for prioritizing operating experience is presented. This methodology was applied to a case study during a workshop with utility personnel held at MIT. (author)

Explicit and Implicit Processes Constitute the Fast and Slow Processes of Sensorimotor Learning.

Science.gov (United States)

McDougle, Samuel D; Bond, Krista M; Taylor, Jordan A

2015-07-01

A popular model of human sensorimotor learning suggests that a fast process and a slow process work in parallel to produce the canonical learning curve (Smith et al., 2006). Recent evidence supports the subdivision of sensorimotor learning into explicit and implicit processes that simultaneously subserve task performance (Taylor et al., 2014). We set out to test whether these two accounts of learning processes are homologous. Using a recently developed method to assay explicit and implicit learning directly in a sensorimotor task, along with a computational modeling analysis, we show that the fast process closely resembles explicit learning and the slow process approximates implicit learning. In addition, we provide evidence for a subdivision of the slow/implicit process into distinct manifestations of motor memory. We conclude that the two-state model of motor learning is a close approximation of sensorimotor learning, but it is unable to describe adequately the various implicit learning operations that forge the learning curve. Our results suggest that a wider net be cast in the search for the putative psychological mechanisms and neural substrates underlying the multiplicity of processes involved in motor learning. Copyright © 2015 the authors 0270-6474/15/359568-12$15.00/0.

An Analysis of Creative Process Learning in Computer Game Activities Through Player Experiences

OpenAIRE

Wilawan Inchamnan

2016-01-01

This research investigates the extent to which creative processes can be fostered through computer gaming. It focuses on creative components in games that have been specifically designed for educational purposes: Digital Game Based Learning (DGBL). A behavior analysis for measuring the creative potential of computer game activities and learning outcomes is described. Creative components were measured by examining task motivation and domain-relevant and creativity-relevant skill factors. The r...

How initial representations shape coupled learning processes

DEFF Research Database (Denmark)

Puranam, Phanish; Swamy, M.

2016-01-01

Coupled learning processes, in which specialists from different domains learn how to make interdependent choices among alternatives, are common in organizations. We explore the role played by initial representations held by the learners in coupled learning processes using a formal agent-based model....... We find that initial representations have important consequences for the success of the coupled learning process, particularly when communication is constrained and individual rates of learning are high. Under these conditions, initial representations that generate incorrect beliefs can outperform...... one that does not discriminate among alternatives, or even a mix of correct and incorrect representations among the learners. We draw implications for the design of coupled learning processes in organizations. © 2016 INFORMS....

Teachers’ competences in the foreign language teaching/learning process

OpenAIRE

Douglas Altamiro Consolo; Cristina Francisca de Carvalho Porto

2012-01-01

In this article we discuss competences demanded from the foreign language teacher for him or her to perform in the teaching-learning process efficiently. Our reflections are based mainly on Paulo Freire (2001), Philippe Perrenoud (2000), Edgar Morin (2003), Maurice Tardif (2002) and Almeida Filho (1999), providing, in this way, a reflective dialogue among studies that focus on teachers’ competences. The main objective is a better understanding of the necessary knowledge about teaching practic...

Learning-Focused Leadership and Leadership Support: Meaning and Practice in Urban Systems

Science.gov (United States)

Knapp, Michael S.; Copland, Michael A.; Honig, Meredith I.; Plecki, Margaret L.; Portin, Bradley S.

2010-01-01

This report synthesizes what has been learned about how leaders in urban systems focus their leadership on the improvement of learning, and what it takes to support their leadership in these settings. The report brings together findings from three sub-study strands, concerned with efforts in seven urban districts to: a) invest staffing and other…

'Steps in the learning Process'

International Nuclear Information System (INIS)

Cheung, Kyung Mo; Cheung, Hwan

1984-01-01

The process by which a student learns is extremely complicated. Whether he is simply learning facts, laws or formulae, changing his values or mastering a skill the way in which his brain functions is impossible to describe. The idea of learning domains is put forward not to explain in biological terms what happens in the brain but simply to attempt to break the system down into simpler units so that the learning process can be organized in an easier, more systematic way. In the most commonly used description of this process, the one described by BLOOM, this is BLOOM's Taxonomy. In addition to, I'd like to compare with the work of Lewis (Levels of Knowledge and Understanding). As a result, let us discuss about the most effective method in teaching in order to supply high-quality education

Serial Learning Process: Test of Chaining, Position, and Dual-Process Hypotheses

Science.gov (United States)

Giurintano, S. L.

1973-01-01

The chaining, position, and dual-process hypotheses of serial learning (SL) as well as serial recall, reordering, and relearning of paired-associate learning were examined to establish learning patterns. Results provide evidence for dual-process hypothesis. (DS)

Local learning processes in Malaysian industry

DEFF Research Database (Denmark)

Wangel, Arne

1999-01-01

Local learning processes are a vital part of any dynamic assimilation of transferred technology. The paper raises the question about the interaction between the training paradigms, which transnational corporations introduce in their subsidiaries in Malaysia and the specific basis for learning...... of Malaysian labour. Experiences from Malaysian industry indicate that local learning processes are shaped, among other things, by the concept of knowledge in a particular training programme, labour market structures, and learning cultures....

Managing Changes With Focus on Employee Involvement and Learning

DEFF Research Database (Denmark)

Kofoed, Lise Busk; Rosenørn, Torben

2000-01-01

The initiating question guiding this study is how employee participation can be established during an organisational change process in order to ensure the employees' involvement in the design of their future work environment. A case study where an "experimentarium" (learning lab) was set up...... that it is feasible to generate employee participation in designing their future working environment in the experimentarium when careful attention is given to the influence of situational factors and the work in the experimentarium is supported by management. Furthermore a common learning process was started...... in the experimentarium, and it is shown that the role of managers and supervisors is very important for the outcome of the learning. Results from work in experimentaria show that management and employees have unclear, different and not communicated expectations to each other and that this is a barrier for a successful...

Selective Use of the Mother Tongue to Enhance Students’ English Learning Processes...Beyond the Same Assumptions

Directory of Open Access Journals (Sweden)

Luis Fernando Cuartas Alvarez

2014-04-01

Full Text Available This article reports the results of an action-research project that examines enhancing students’ English learning processes through the selective use of their mother tongues with the aim of overcoming their reluctant attitudes toward learning English in the classroom. This study involves forty ninth-graders from an all-girls public school in Medellin, Colombia. The data gathered included field notes, questionnaires, and participants’ focus group interviews. The findings show that the mother tongue plays an important role in students’ English learning processes by fostering students’ affective, motivational, cognitive, and attitudinal aspects. Thus, the mother tongue serves as the foothold for further advances in learning English when used selectively.

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

DEFF Research Database (Denmark)

Weitze, Charlotte Lærke

2015-01-01

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

Revisiting Nature vs. Nurture: Implications for the Teaching/Learning Process.

Science.gov (United States)

French, Fred

2003-01-01

Child development theories conclude that nature and nurture interactively shape individual development. Implications for education are that children learn better when they feel wanted and are in a supportive environment. Teaching needs to go beyond pure content and focus on learning how to learn. Assessment should focus on the use of knowledge…

Learning dialog act processing

OpenAIRE

Wermter, Stefan; Löchel, Matthias

1996-01-01

In this paper we describe a new approach for learning dialog act processing. In this approach we integrate a symbolic semantic segmentation parser with a learning dialog act network. In order to support the unforeseeable errors and variations of spoken language we have concentrated on robust data-driven learning. This approach already compares favorably with the statistical average plausibility method, produces a segmentation and dialog act assignment for all utterances in a robust manner,...

Processes of Learning with Regard to Students’ Learning Difficulties in Mathematics

Directory of Open Access Journals (Sweden)

Amalija Zakelj

2014-06-01

Full Text Available In the introduction, we write about the process of learning mathematics: the development of mathematical concepts, numerical and spatial imagery on reading and understanding of texts, etc. The central part of the paper is devoted to the study, in which we find that identifying the learning processes associated with learning difficulties of students in mathematics, is not statistically significantly different between primary school teachers and teachers of mathematics. Both groups expose the development of numerical concepts, logical reasoning, and reading and understanding the text as the ones with which difficulties in learning mathematics appear the most frequently. All the processes of learning that the teachers assessed as the ones that represent the greatest barriers to learning have a fairly uniform average estimates of the degree of complexity, ranging from 2.6 to 2.8, which is very close to the estimate makes learning very difficult.

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

DEFF Research Database (Denmark)

Weitze, Charlotte Lærke

2016-01-01

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

Anatomy by whole body dissection: a focus group study of students' learning experience.

Science.gov (United States)

Burgess, Annette; Ramsey-Stewart, George

2015-01-01

The social construction of knowledge within medical education is essential for learning. Students' interactions within groups and associated learning artifacts can meaningfully impact learning. Situated cognition theory poses that knowledge, thinking, and learning are located in experience. In recent years, there has been a reported decline in time spent on anatomy by whole body dissection (AWBD) within medical programs. However, teaching by surgeons in AWBD provides unique opportunities for students, promoting a deeper engagement in learning. In this study, we apply situated cognition theory as a conceptual framework to explore students' perceptions of their learning experience within the 2014 iteration of an 8-week elective AWBD course. At the end of the course, all students (n=24) were invited to attend one of three focus groups. Framework analysis was used to code and categorize data into themes. In total, 20/24 (83%) students participated in focus groups. Utilizing situated cognition theory as a conceptual framework, we illustrate students' learning experiences within the AWBD course. Students highlighted opportunities to create and reinforce their own knowledge through active participation in authentic dissection tasks; guidance and clinical context provided by surgeons as supervisors; and the provision of an inclusive learning community. Situated cognition theory offers a valuable lens through which to view students' learning experience in the anatomy dissection course. By doing so, the importance of providing clinical relevance to medical teaching is highlighted. Additionally, the value of having surgeons teach AWBD and the experience they share is illustrated. The team learning course design, with varying teaching methods and frequent assessments, prompting student-student and student-teacher interaction, was also beneficial for student learning.

Competencies to enable learning-focused clinical supervision: a thematic analysis of the literature.

Science.gov (United States)

Pront, Leeanne; Gillham, David; Schuwirth, Lambert W T

2016-04-01

Clinical supervision is essential for development of health professional students and widely recognised as a significant factor influencing student learning. Although considered important, delivery is often founded on personal experience or a series of predetermined steps that offer standardised behavioural approaches. Such a view may limit the capacity to promote individualised student learning in complex clinical environments. The objective of this review was to develop a comprehensive understanding of what is considered 'good' clinical supervision, within health student education. The literature provides many perspectives, so collation and interpretation were needed to aid development and understanding for all clinicians required to perform clinical supervision within their daily practice. A comprehensive thematic literature review was carried out, which included a variety of health disciplines and geographical environments. Literature addressing 'good' clinical supervision consists primarily of descriptive qualitative research comprising mostly small studies that repeated descriptions of student and supervisor opinions of 'good' supervision. Synthesis and thematic analysis of the literature resulted in four 'competency' domains perceived to inform delivery of learning-focused or 'good' clinical supervision. Domains understood to promote student learning are co-dependent and include 'to partner', 'to nurture', 'to engage' and 'to facilitate meaning'. Clinical supervision is a complex phenomenon and establishing a comprehensive understanding across health disciplines can influence the future health workforce. The learning-focused clinical supervision domains presented here provide an alternative perspective of clinical supervision of health students. This paper is the first step in establishing a more comprehensive understanding of learning-focused clinical supervision, which may lead to development of competencies for clinical supervision. © 2016 John Wiley

Predicting Process Behaviour using Deep Learning

OpenAIRE

Evermann, Joerg; Rehse, Jana-Rebecca; Fettke, Peter

2016-01-01

Predicting business process behaviour is an important aspect of business process management. Motivated by research in natural language processing, this paper describes an application of deep learning with recurrent neural networks to the problem of predicting the next event in a business process. This is both a novel method in process prediction, which has largely relied on explicit process models, and also a novel application of deep learning methods. The approach is evaluated on two real da...

Learning during Processing: Word Learning Doesn't Wait for Word Recognition to Finish

Science.gov (United States)

Apfelbaum, Keith S.; McMurray, Bob

2017-01-01

Previous research on associative learning has uncovered detailed aspects of the process, including what types of things are learned, how they are learned, and where in the brain such learning occurs. However, perceptual processes, such as stimulus recognition and identification, take time to unfold. Previous studies of learning have not addressed…

Framework for Conducting Empirical Observations of Learning Processes.

Science.gov (United States)

Fischer, Hans Ernst; von Aufschnaiter, Stephan

1993-01-01

Reviews four hypotheses about learning: Comenius's transmission-reception theory, information processing theory, Gestalt theory, and Piagetian theory. Uses the categories preunderstanding, conceptual change, and learning processes to classify and assess investigations on learning processes. (PR)

Digital Didactical Designs: Teachers' Integration of iPads for Learning-Centered Processes

Science.gov (United States)

Jahnke, Isa; Kumar, Swapna

2014-01-01

This research presents five examples of how teachers integrated iPads into their classrooms, as part of a larger study of 15 Danish classrooms. Classroom observations and interviews with teachers revealed the use of multiple apps and a focus on creativity, production, and collaboration in the learning process. We discuss the results in the context…

Students take the lead for learning in practice: A process for building self-efficacy into undergraduate nursing education.

Science.gov (United States)

Henderson, Amanda; Harrison, Penny; Rowe, Jennifer; Edwards, Sam; Barnes, Margaret; Henderson, Simon; Henderson, Amanda

2018-04-10

To prepare graduate nurses for practice, the curriculum and pedagogy need to facilitate student engagement, active learning and the development of self-efficacy. This pilot project describes and explores an initiative, the Check-in and Check-out process, that aims to engage students as active partners in their learning and teaching in their clinical preparation for practice. Three interdependent elements make up the process: a check-in (briefing) part; a clinical practice part, which supports students as they engage in their learning and practise clinical skills; and a check-out (debriefing) part. A student evaluation of this initiative confirmed the value of the process, which has subsequently been embedded in the preparation for practice and work-integrated learning courses in the undergraduate nursing programs at the participating university. The introduction of a singular learning process provides consistency in the learning approach used across clinical learning spaces, irrespective of their location or focus. A consistent learning process-including a common language that easily transfers across all clinical courses and clinical settings-arguably enhances the students' learning experience, helps them to actively manage their preparation for clinical practice and to develop self-efficacy. Copyright © 2018. Published by Elsevier Ltd.

Deep Learning in Visual Computing and Signal Processing

OpenAIRE

Xie, Danfeng; Zhang, Lei; Bai, Li

2017-01-01

Deep learning is a subfield of machine learning, which aims to learn a hierarchy of features from input data. Nowadays, researchers have intensively investigated deep learning algorithms for solving challenging problems in many areas such as image classification, speech recognition, signal processing, and natural language processing. In this study, we not only review typical deep learning algorithms in computer vision and signal processing but also provide detailed information on how to apply...

An Analysis of Creative Process Learning in Computer Game Activities through Player Experiences

Science.gov (United States)

Inchamnan, Wilawan

2016-01-01

This research investigates the extent to which creative processes can be fostered through computer gaming. It focuses on creative components in games that have been specifically designed for educational purposes: Digital Game Based Learning (DGBL). A behavior analysis for measuring the creative potential of computer game activities and learning…

Educational Design for Learning Games with a focus on the teacher’s roles

DEFF Research Database (Denmark)

Sørensen, Birgitte Holm; Meyer, Bente Tobiesen

2010-01-01

of the educational design of game-based learning. In the paper we shall conceptualize these texts as paratexts, following Genette’s terminology. In the paper we shall present an on-going development of an educational design concept for learning games with a focus on how teachers are and can be included in the design...

Learning Process Questionnaire Manual. Student Approaches to Learning and Studying.

Science.gov (United States)

Biggs, John B.

This manual describes the theory behind the Learning Process Questionnaire (LPQ) used in Australia and defines what the subscale and scale scores mean. The LPQ is a 36-item self-report questionnaire that yields scores on three basic motives for learning and three learning strategies, and on the approaches to learning that are formed by these…

THE LET ME LEARN PROFESSIONAL LEARNING PROCESS FOR TEACHER TRANSFORMATION

OpenAIRE

Calleja, Colin

2013-01-01

This research set out to explore how a group of nine educators from a Catholic Church school in Malta, who have attended the Let Me Learn professional Learning process (LMLpLp), experienced personal and professional transformation. This study investigates those factors influencing participants in their transformative learning journey. It also explores the dynamics of transformative learning and whether individual transformation affects the school’s transformative learning experience. More spe...

Cognitive and metacognitive processes in self-regulation of learning

Directory of Open Access Journals (Sweden)

Erika Tomec

2006-08-01

Full Text Available The purpose of the present study was to investigate differences among secondary school students in cognitive and metacognitive processes in self-regulated learning (SRL according to year of education, learning program, sex and achievement. Beside this, the autors were interested in the relationship between (metacognitive components of self-regulated learning. The theoretical framework of the research was the four-component model of self-regulated learning by Hofer, Yu and Pintrich (1998. The focus was on the first part of the model which is about cognitive structure and cognitive strategies.Metacognitive awareness inventory (Shraw and Sperling Dennison, 1994 and Cognitive strategies awareness questionnaire (Pečjak, 2000, in Peklaj and Pečjak, 2002 were applied. In a sample of 321 students, differences in perception of importance of cognitive strategies among students attending different grades (1st and 4th, students attending different learning programs, students of different gender and students with different achievements emerged. Students' achievement in the whole sample was related to amount of metacognitive awareness. In the sample of 4-year students and students attending professional secondary schools, students' achievement was additionally related to appraisal of importance elaboration and organizational strategies. Further statistical analyses of relationship between components in SRL showed high positive correlation between cognitive and metacognitive components.

Conceptualizing impact assessment as a learning process

International Nuclear Information System (INIS)

Sánchez, Luis E.; Mitchell, Ross

2017-01-01

This paper explores how project developers and their consultants, government regulators and stakeholders can learn from the impact assessment (IA) process, thus potentially improving its effectiveness and enhancing project sustainability. Despite the benefits that learning can bring to an organization, failure to learn appears commonplace both within the IA process and, once approved, subsequent industrial development. To nurture organizational learning through IA, enabling structures that foster information sharing and interpretation and enhance organizational memory are needed. In this paper learning outcomes are grouped into three categories: acquisition of knowledge and skills, developing new behaviors and developing sustainability-oriented norms and values. Means to achieve such outcomes include education and training, experiential learning, learning through public participation (social learning) and a ‘learning organization approach’. Societal expectations increasingly demand not only projects that ‘pass’ the review criteria of regulators, financiers and the community, but IA processes capable of delivering sustainable outcomes that include learning and sharing of knowledge. It is proposed that learning be treated as a purposeful – not as an accidental – outcome of IA, and facilitated by adopting a ‘learning organization approach’ coupled with best practice such as early stakeholder engagement. - Highlights: • Proponents are challenged to develop projects that deliver sustainable outcomes. • Passing the test of government approval may be insufficient to obtain a social license. • Learning by all stakeholders is vital to meet these challenges. • Learning outcomes have to go beyond instrumental learning to reach new behaviors, norms and values. • A “learning organization approach” can promote mutual learning and improve project design.

Conceptualizing impact assessment as a learning process

Energy Technology Data Exchange (ETDEWEB)

Sánchez, Luis E., E-mail: lsanchez@usp.br [Escola Politécnica, University of São Paulo, Av. Prof. Mello Moraes, 2373, 05508-900 São Paulo (Brazil); Mitchell, Ross, E-mail: ross.mitchell@ualberta.net [Shell International Exploration & Production BV (Netherlands)

2017-01-15

This paper explores how project developers and their consultants, government regulators and stakeholders can learn from the impact assessment (IA) process, thus potentially improving its effectiveness and enhancing project sustainability. Despite the benefits that learning can bring to an organization, failure to learn appears commonplace both within the IA process and, once approved, subsequent industrial development. To nurture organizational learning through IA, enabling structures that foster information sharing and interpretation and enhance organizational memory are needed. In this paper learning outcomes are grouped into three categories: acquisition of knowledge and skills, developing new behaviors and developing sustainability-oriented norms and values. Means to achieve such outcomes include education and training, experiential learning, learning through public participation (social learning) and a ‘learning organization approach’. Societal expectations increasingly demand not only projects that ‘pass’ the review criteria of regulators, financiers and the community, but IA processes capable of delivering sustainable outcomes that include learning and sharing of knowledge. It is proposed that learning be treated as a purposeful – not as an accidental – outcome of IA, and facilitated by adopting a ‘learning organization approach’ coupled with best practice such as early stakeholder engagement. - Highlights: • Proponents are challenged to develop projects that deliver sustainable outcomes. • Passing the test of government approval may be insufficient to obtain a social license. • Learning by all stakeholders is vital to meet these challenges. • Learning outcomes have to go beyond instrumental learning to reach new behaviors, norms and values. • A “learning organization approach” can promote mutual learning and improve project design.

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

Science.gov (United States)

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…

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

Directory of Open Access Journals (Sweden)

Valerie van den Eertwegh

Full Text Available Competency-based education is a resurgent paradigm in professional medical education. However, more specific knowledge is needed about the learning process of such competencies, since they consist of complex skills. We chose to focus on the competency of skilled communication and want to further explore its learning process, since it is regarded as a main competency in medical education.This study aims to explore in more detail the learning process that residents in general practice go through during workplace-based learning in order to become skilled communicators.A qualitative study was conducted in which twelve GP residents were observed during their regular consultations, and were interviewed in-depth afterwards.Analysis of the data resulted in the construction of five phases and two overall conditions to describe the development towards becoming a skilled communicator: Confrontation with (undesired behaviour or clinical outcomes was the first phase. Becoming conscious of one's own behaviour and changing the underlying frame of reference formed the second phase. The third phase consisted of the search for alternative behaviour. In the fourth phase, personalization of the alternative behaviour had to occur, this was perceived as difficult and required much time. Finally, the fifth phase concerned full internalization of the new behaviour, which by then had become an integrated part of the residents' clinical repertoire. Safety and cognitive & emotional space were labelled as overall conditions influencing this learning process.Knowledge and awareness of these five phases can be used to adjust medical working and learning environments in such a way that development of skilled medical communication can come to full fruition and its benefits are more fully reaped.

Exploring Residents’ Communication Learning Process in the Workplace: A Five-Phase Model

Science.gov (United States)

Scherpbier, Albert; van Dulmen, Sandra

2015-01-01

Context Competency-based education is a resurgent paradigm in professional medical education. However, more specific knowledge is needed about the learning process of such competencies, since they consist of complex skills. We chose to focus on the competency of skilled communication and want to further explore its learning process, since it is regarded as a main competency in medical education. Objective This study aims to explore in more detail the learning process that residents in general practice go through during workplace-based learning in order to become skilled communicators. Methods A qualitative study was conducted in which twelve GP residents were observed during their regular consultations, and were interviewed in-depth afterwards. Results Analysis of the data resulted in the construction of five phases and two overall conditions to describe the development towards becoming a skilled communicator: Confrontation with (un)desired behaviour or clinical outcomes was the first phase. Becoming conscious of one’s own behaviour and changing the underlying frame of reference formed the second phase. The third phase consisted of the search for alternative behaviour. In the fourth phase, personalization of the alternative behaviour had to occur, this was perceived as difficult and required much time. Finally, the fifth phase concerned full internalization of the new behaviour, which by then had become an integrated part of the residents’ clinical repertoire. Safety and cognitive & emotional space were labelled as overall conditions influencing this learning process. Conclusions Knowledge and awareness of these five phases can be used to adjust medical working and learning environments in such a way that development of skilled medical communication can come to full fruition and its benefits are more fully reaped. PMID:26000767

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

Science.gov (United States)

van den Eertwegh, Valerie; van der Vleuten, Cees; Stalmeijer, Renée; van Dalen, Jan; Scherpbier, Albert; van Dulmen, Sandra

2015-01-01

Competency-based education is a resurgent paradigm in professional medical education. However, more specific knowledge is needed about the learning process of such competencies, since they consist of complex skills. We chose to focus on the competency of skilled communication and want to further explore its learning process, since it is regarded as a main competency in medical education. This study aims to explore in more detail the learning process that residents in general practice go through during workplace-based learning in order to become skilled communicators. A qualitative study was conducted in which twelve GP residents were observed during their regular consultations, and were interviewed in-depth afterwards. Analysis of the data resulted in the construction of five phases and two overall conditions to describe the development towards becoming a skilled communicator: Confrontation with (un)desired behaviour or clinical outcomes was the first phase. Becoming conscious of one's own behaviour and changing the underlying frame of reference formed the second phase. The third phase consisted of the search for alternative behaviour. In the fourth phase, personalization of the alternative behaviour had to occur, this was perceived as difficult and required much time. Finally, the fifth phase concerned full internalization of the new behaviour, which by then had become an integrated part of the residents' clinical repertoire. Safety and cognitive & emotional space were labelled as overall conditions influencing this learning process. Knowledge and awareness of these five phases can be used to adjust medical working and learning environments in such a way that development of skilled medical communication can come to full fruition and its benefits are more fully reaped.

The impact of power negotiations on nursing students learning processes in simulation scenario debriefing

DEFF Research Database (Denmark)

Frandsen, Anne; Topperzer, Martha; Sejr Olsen, Pernille

element to obtain critical reflection and learning (3). During debriefing students and facilitators jointly explore what happened in the scenario, and what should be focus of the prospective learning process (4). The aim of this paper is to explore how the negotiations of power (5) in the simulation...... scenario debriefing have an impact on the learning process for novice nursing students. References: Zapko et al 2015: Interdisciplinary Disaster Drill Simulation: Laying the Groundwork for further Research. Nurse Education Perspective Nov. Dec. 36(6):379-82 Motola et al 2013: Simulation in healthcare......Clinical simulation in nursing improves student`s ability to critical thinking, clinical judgement and clinical decision- making(1). The key elements to success are planning, pre- briefing, engagement, a realistic scenario with interruptions and debriefing (2). Debriefing is highlighted as the key...

Learning processes across knowledge domains

DEFF Research Database (Denmark)

Hall-Andersen, Lene Bjerg; Broberg, Ole

2014-01-01

Purpose - The purpose of this paper is to shed light on the problematics of learning across knowledge boundaries in organizational settings. The paper specifically explores learning processes that emerge, when a new knowledge domain is introduced into an existing organizational practice with the ...

Real-time Color Codes for Assessing Learning Process

OpenAIRE

Dzelzkalēja, L; Kapenieks, J

2016-01-01

Effective assessment is an important way for improving the learning process. There are existing guidelines for assessing the learning process, but they lack holistic digital knowledge society considerations. In this paper the authors propose a method for real-time evaluation of students’ learning process and, consequently, for quality evaluation of teaching materials both in the classroom and in the distance learning environment. The main idea of the proposed Color code method (CCM) is to use...

The effect of observational learning on students' performance, processes, and motivation in two creative domains.

Science.gov (United States)

Groenendijk, Talita; Janssen, Tanja; Rijlaarsdam, Gert; van den Bergh, Huub

2013-03-01

Previous research has shown that observation can be effective for learning in various domains, for example, argumentative writing and mathematics. The question in this paper is whether observational learning can also be beneficial when learning to perform creative tasks in visual and verbal arts. We hypothesized that observation has a positive effect on performance, process, and motivation. We expected similarity in competence between the model and the observer to influence the effectiveness of observation. Sample.  A total of 131 Dutch students (10(th) grade, 15 years old) participated. Two experiments were carried out (one for visual and one for verbal arts). Participants were randomly assigned to one of three conditions; two observational learning conditions and a control condition (learning by practising). The observational learning conditions differed in instructional focus (on the weaker or the more competent model of a pair to be observed). We found positive effects of observation on creative products, creative processes, and motivation in the visual domain. In the verbal domain, observation seemed to affect the creative process, but not the other variables. The model similarity hypothesis was not confirmed. Results suggest that observation may foster learning in creative domains, especially in the visual arts. © 2011 The British Psychological Society.

Cognitive diffusion model with user-oriented context-to-text recognition for learning to promote high level cognitive processes

Directory of Open Access Journals (Sweden)

Wu-Yuin Hwang

2014-03-01

Full Text Available There is a large number of studies on how to promote students’ cognitive processes and learning achievements through various learning activities supported by advanced learning technologies. However, not many of them focus on applying the knowledge that students learn in school to solve authentic daily life problems. This study aims to propose a cognitive diffusion model called User-oriented Context-to-Text Recognition for Learning (U-CTRL to facilitate and improve students’ learning and cognitive processes from lower levels (i.e., Remember and Understand to higher levels (i.e., Apply and above through an innovative approach, called User-Oriented Context-to-Text Recognition for Learning (U-CTRL. With U-CTRL, students participate in learning activities in which they capture the learning context that can be scanned and recognized by a computer application as text. Furthermore, this study proposes the use of an innovative model, called Cognitive Diffusion Model, to investigate the diffusion and transition of students’ cognitive processes in different learning stages including pre-schooling, after-schooling, crossing the chasm, and higher cognitive processing. Finally, two cases are presented to demonstrate how the U-CTRL approach can be used to facilitate student cognition in their learning of English and Natural science.

Food security: what the community wants. Learning through focus groups.

Science.gov (United States)

Hargrove, D; Dewolfe, J A; Thompson, L

1994-01-01

We used focus groups to learn the range of issues threatening food security of low income residents in our community. Five major themes emerged from the discussions: literacy, money, time, mental health and self-esteem, suggesting several approaches that could help ensure food security: 1) education, 2) sharing of resources, 3) coalition building, and 4) advocacy. Education programs have to be practical, allowing for demonstrations and hands-on learning while emphasizing skill building and problem solving. Incorporating a social aspect into learning may compensate for the social isolation and would capitalize on the impressive mutual support we witnessed. Strategies based on self-help and peer assistance may counteract low self-esteem and overcome suspicion of health professionals. A community-wide effort is needed to address the factors contributing to food insecurity. We envision the formation of a coalition of professionals, agencies, and low income people to develop a comprehensive strategy for achieving food security.

Reconceptualizing Learning as a Dynamical System.

Science.gov (United States)

Ennis, Catherine D.

1992-01-01

Dynamical systems theory can increase our understanding of the constantly evolving learning process. Current research using experimental and interpretive paradigms focuses on describing the attractors and constraints stabilizing the educational process. Dynamical systems theory focuses attention on critical junctures in the learning process as…

EFL learners' self-evaluation of learning processes after metatalk tasks

Directory of Open Access Journals (Sweden)

Rejane Teixeira Vidal

2007-01-01

Full Text Available Esta investigação combinou a instrução-focada-na-forma com o ensino baseado em tarefas em contexto de aprendizagem autônoma no cenário de ensino de inglês como língua estrangeira que tem por objetivo o desenvolvimento da interlíngua do aprendiz no que tange à precisão lingüística. Pretendeu-se dar uma contribuição ao entendimento de que, ao produzir a língua alvo enquanto se reflete sobre ela, o aprendiz pode consolidar conhecimento já existente assim como gerar conhecimento do que é novo para ele (Swain, 1998, ajudando-o a compreender e a tornar-se mais consciente de seu processo de aprendizagem como um todo. O estudo atingiu seus principais objetivos: trouxe evidências adicionais à reivindicação de que aprendizes eficientes compreendem o processo subjacente à sua aprendizagem e que tarefas com foco na forma que exploram o diálogo colaborativo via metafala têm o potencial de esclarecer questões do campo de estudo conhecido como "desenvolvimento do aprendiz" (Benson, 2001, além de melhorar a qualidade de sua produção lingüística.This investigation attempted to combine form-focused instruction with task-based learning in the context of autonomous learning in an English as a foreign language scenario with the aim of stretching learners' interlanguage as related to language accuracy. It intended to contribute to furthering the understanding concerning how producing the target language while reflecting on it may trigger cognitive processes that both consolidate existing knowledge and generate linguistic knowledge which is new to the learner (Swain, 1998, helping them understand and become more conscious of their learning process as a whole. The study has achieved the major aims it had set out to accomplish: it provided additional evidence for the claim that successful learners understand the process underling their own learning and that form-focused tasks which explore collaborative dialogue via metatalk have the

A review of assertions about the processes and outcomes of social learning in natural resource management.

Science.gov (United States)

Cundill, G; Rodela, R

2012-12-30

Social learning has become a central theme in natural resource management. This growing interest is underpinned by a number of assertions about the outcomes of social learning, and about the processes that support these outcomes. Yet researchers and practitioners who seek to engage with social learning through the natural resource management literature often become disorientated by the myriad processes and outcomes that are identified. We trace the roots of current assertions about the processes and outcomes of social learning in natural resource management, and assess the extent to which there is an emerging consensus on these assertions. Results suggest that, on the one hand, social learning is described as taking place through deliberative interactions amongst multiple stakeholders. During these interactions, it is argued that participants learn to work together and build relationships that allow for collective action. On the other hand, social learning is described as occurring through deliberate experimentation and reflective practice. During these iterative cycles of action, monitoring and reflection, participants learn how to cope with uncertainty when managing complex systems. Both of these processes, and their associated outcomes, are referred to as social learning. Where, therefore, should researchers and practitioners focus their attention? Results suggest that there is an emerging consensus that processes that support social learning involve sustained interaction between stakeholders, on-going deliberation and the sharing of knowledge in a trusting environment. There is also an emerging consensus that the key outcome of such learning is improved decision making underpinned by a growing awareness of human-environment interactions, better relationships and improved problem-solving capacities for participants. Copyright © 2012 Elsevier Ltd. All rights reserved.

Do action learning sets facilitate collaborative, deliberative learning?: A focus group evaluation of Graduate Entry Pre-registration Nursing (GEN) students' experience.

Science.gov (United States)

Maddison, Charlotte; Strang, Gus

2018-01-01

The aim of this study was to investigate if by participating in action learning sets, Graduate Entry Pre-registration Nursing (GEN) students were able to engage in collaborative and deliberative learning. A single focus group interview involving eleven participants was used to collect data. Data analysis identified five themes; collaborative learning; reflection; learning through case study and problem-solving; communication, and rejection of codified learning. The themes are discussed and further analysed in the context of collaborative and deliberative learning. The evidence from this small scale study suggests that action learning sets do provide an environment where collaborative and deliberative learning can occur. However, students perceived some of them, particularly during year one, to be too 'teacher lead', which stifled learning. Copyright © 2017 Elsevier Ltd. All rights reserved.

Considerations for implementing an organizational lessons learned process.

Energy Technology Data Exchange (ETDEWEB)

Fosshage, Erik D

2013-05-01

This report examines the lessons learned process by a review of the literature in a variety of disciplines, and is intended as a guidepost for organizations that are considering the implementation of their own closed-loop learning process. Lessons learned definitions are provided within the broader context of knowledge management and the framework of a learning organization. Shortcomings of existing practices are summarized in an attempt to identify common pitfalls that can be avoided by organizations with fledgling experiences of their own. Lessons learned are then examined through a dual construct of both process and mechanism, with emphasis on integrating into organizational processes and promoting lesson reuse through data attributes that contribute toward changed behaviors. The report concludes with recommended steps for follow-on efforts.

Behavioral similarity measurement based on image processing for robots that use imitative learning

Science.gov (United States)

Sterpin B., Dante G.; Martinez S., Fernando; Jacinto G., Edwar

2017-02-01

In the field of the artificial societies, particularly those are based on memetics, imitative behavior is essential for the development of cultural evolution. Applying this concept for robotics, through imitative learning, a robot can acquire behavioral patterns from another robot. Assuming that the learning process must have an instructor and, at least, an apprentice, the fact to obtain a quantitative measurement for their behavioral similarity, would be potentially useful, especially in artificial social systems focused on cultural evolution. In this paper the motor behavior of both kinds of robots, for two simple tasks, is represented by 2D binary images, which are processed in order to measure their behavioral similarity. The results shown here were obtained comparing some similarity measurement methods for binary images.

THE IMPACT OF INTERACTIVE LEARNING ON THE QUALITY OF COMMUNICATION IN TEACHING PROCESS

OpenAIRE

Branka Kovačević; Brane Mikanović; Žana Gavrilović

2017-01-01

The application of interactive learning is directed towards increasing the quality of communication in the teaching process. The focus of the research in this paper is the influence of the communicative approach on the quality of the teaching process, and the purposeful interaction that has been both the method and the aim of the communicative approach. The authors of this paper argue that the interactive method significantly adds to a successful implementation of purposeful communication in ...

Football coaches’ development in Brazil: a focus on the content of learning

Directory of Open Access Journals (Sweden)

Alexandre Vinicius Bobato Tozetto

2017-12-01

Full Text Available Abstract AIM The aim of the study was to analyze the lifelong content of learning of coaches. METHODS Eight coaches inserted in an Elite Football Club participated. Rappaport Time Line and semi-structured interviews were used to obtain the data. The coaches’ learning was organized according to the theory of Lifelong Learning.1-4 RESULTS The coaches presented in their personal experiences, with their families and as athletes, content of learning such as “leadership development” and “formation of values”. In professional experiences, such as in academic training, coach assistants and even coaching, they are also reported as essential in obtaining content of learning (general and specific knowledge, training methods, leadership development, self-control. Finally, the reflexive process is considered by most coaches as a potentiator of learning, with interference on the “coach-athlete relationship”, “activity adjustment,” among other content of learning. CONCLUSION The content learned throughout the life were defined in certain episodes for presenting different meanings in the life of the coaches, in which they related to a new experience according to their biographies. Therefore, the various episodes offer coaches new experiences, in which they can incorporate, reinforce or renew the content about the coaching process and are responsible for the development of the coach.

Homework in the Learning Process

Directory of Open Access Journals (Sweden)

Gómez Sandra M.

2000-08-01

Full Text Available A problem has been observed that creates difficulties in the normal and productive development of the English courses. Without any doubt, doing homework is very important in the learning process of a new language. Doubtless it affects the student’s active participation in the classroom and his relationship to partners and teachers. Because of this, a research project was done with the aim to finding out strategies to ensure students do homework and make it part of the learning process, erasing the image of homework as a punishment.

Designing a clinical skills training laboratory with focus on video for better learning

DEFF Research Database (Denmark)

Lauridsen, Henrik Hein; Toftgård, Rie Castella; Nørgaard, Cita

resources of varying quality on the internet if this is not made available during teaching. The objective of this project was to design a new clinical skills laboratory with IT and video facilities to support learning processes. Methods Teaching principles were described before decisions on the design......Objective The principles of apprenticeship in clinical skills training are increasingly being challenged. First, most students are proficient in learning from visual multimedia and will expect this to be part of a modern university education. Second, students will often find visual teaching...... on a priori described teaching and learning designs related to active learning principles. This was a complex process involving teachers, IT-experts, e-learning specialists and a variety of university employees....

Creative Problem Solving as a Learning Process

Directory of Open Access Journals (Sweden)

Andreas Ninck

2013-12-01

Full Text Available The Business School at the Bern University of Applied Sciences is offering a new MScBA degree program in business development. The paper presents a practical report about the action learning approach in the course 'Business Analysis and Design'. Our problem-based approach is more than simply 'learning by doing'. In a world of increasing complexity, taking action alone will not result in a learning effect per se. What is imperative is to structure and facilitate the learning process on different levels: individual construction of mental models; understanding needs and developing adequate solutions; critical reflection of methods and processes. Reflective practice, where individuals are learning from their own professional experiences rather than from formal teaching or knowledge transfer, may be the most important source for lifelong learning.

Problem-Based Learning: An Overview of its Process and Impact on Learning

Directory of Open Access Journals (Sweden)

Elaine H.J. Yew

2016-12-01

Full Text Available In this review, we provide an overview of the process of problem-based learning (PBL and the studies examining the effectiveness of PBL. We also discuss a number of naturalistic and empirical studies that have examined the process of PBL and how its various components impact students’ learning. We conclude that the studies comparing the relative effectiveness of PBL are generally consistent in demonstrating its superior efficacy for longer-term knowledge retention and in the application of knowledge. Studies on the process of PBL, however, are still inconclusive as to which component(s of PBL most significantly impact students’ learning, although causal studies have demonstrated that all the phases of PBL are necessary in influencing students’ learning outcomes.

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

USING PCU-CAMEL, A WEB-BASED LEARNING ENVIRONMENT, IN EVALUATING TEACHING-LEARNING PROCESS

Directory of Open Access Journals (Sweden)

Arlinah Imam Rahardjo

2008-01-01

Full Text Available PCU-CAMEL (Petra Christian University-Computer Aided Mechanical Engineering Department Learning Environment has been developed to integrate the use of this web-based learning environment into the traditional, face-to-face setting of class activities. This integrated learning method is designed as an effort to enrich and improve the teaching-learning process at Petra Christian University. A study was conducted to introduce the use of PCU-CAMEL as a tool in evaluating teaching learning process. The study on this method of evaluation was conducted by using a case analysis on the integration of PCU-CAMEL to the traditional face-to-face meetings of LIS (Library Information System class at the Informatics Engineering Department of Petra Christian University. Students’ responses documented in some features of PCU-CAMEL were measured and analyzed to evaluate the effectiveness of this integrated system in developing intrinsic motivation of the LIS students of the first and second semester of 2004/2005 to learn. It is believed that intrinsic motivation can drive students to learn more. From the study conducted, it is concluded that besides its capability in developing intrinsic motivation, PCU-CAMEL as a web-based learning environment, can also serve as an effective tool for both students and instructors to evaluate the teaching-learning process. However, some weaknesses did exist in using this method of evaluating teaching-learning process. The free style and unstructured form of the documentation features of this web-based learning environment can lead to ineffective evaluation results

Learning Organisation and the Process of Regionalisation

OpenAIRE

Gustavsen, Bjørn

2006-01-01

"Concepts like Taylorism, lean production and learning organisation draw attention to the point that work organisation can appear in different forms and it is generally recognised that different conditions tend to produce different forms. Still, there is a tendency to underplay how different these generative conditions are. In this article the issue of learning organisation is placed in focus, drawing upon experiences from Scandinavian workplace development programmes. These...

Proceedings of the IEEE Machine Learning for Signal Processing XVII

DEFF Research Database (Denmark)

The seventeenth of a series of workshops sponsored by the IEEE Signal Processing Society and organized by the Machine Learning for Signal Processing Technical Committee (MLSP-TC). The field of machine learning has matured considerably in both methodology and real-world application domains and has...... become particularly important for solution of problems in signal processing. As reflected in this collection, machine learning for signal processing combines many ideas from adaptive signal/image processing, learning theory and models, and statistics in order to solve complex real-world signal processing......, and two papers from the winners of the Data Analysis Competition. The program included papers in the following areas: genomic signal processing, pattern recognition and classification, image and video processing, blind signal processing, models, learning algorithms, and applications of machine learning...

Product focused software process improvement (P-SPI) : concepts and their application

NARCIS (Netherlands)

Solingen, van D.M.; Kusters, R.J.; Trienekens, J.J.M.; Uijtrecht, van A.

1999-01-01

Management problems in the development of software have been addressed over recent years by a focus on improvement of the development process. This paper states that software process improvement (SPI) should have an explicit product focus. The practical implementation of a method for product-focused

Utilization of Smartphone Literacy In Learning Process

Directory of Open Access Journals (Sweden)

Yenni Yuniati

2017-01-01

Full Text Available The utilization of smartphones is increasingly developing among the students. It causes various modifications of attitude and behavior, that media literacy nowadays becomes highly important. Therefore, media literacy shall become the priority for related parties specifically parents and teachers. In addition to helping to find information and to conduct fast communication, smartphone is also functions in formal learning process among the students.The aim of this research is to acknowledge the utilization of smartphones in formal learning process. This study uses qualitative descriptive method which makes serious efforts in describing and depicting utilization of smartphones in learning process among Junior High School students in Bandung. The research result shows that smartphones may function as a device to channel messages and to stimulate the mind, feeling and desire of the students which may encourage learning process in them and to give positive values and to bridge media literacy among the students.

Incorporating Learning Analytics in the Classroom

Science.gov (United States)

Thille, Candace; Zimmaro, Dawn

2017-01-01

This chapter describes an open learning analytics system focused on learning process measures and designed to engage instructors and students in an evidence-informed decision-making process to improve learning.

Intervention in the learning process of second year medical students

Directory of Open Access Journals (Sweden)

Fariba Haghani

2011-01-01

Full Text Available Background: It has been demonstrated that educational programs that focus on study skills could improve learning strategies and academic success of university students. Due to the important role of such supportive programs aimed at the fresh students, this survey was carried out to investigate the effectiveness of an optional course of learning and study skills on learning and study skills of second year medical students. Methods: This quasi-experimental research was performed on 32 eligible medical students in Isfahan University of Medical Sciences, who chose the optional course of learning and study skills. Both of intervention and control groups completed Learning and Study Strategies Inventory (LASSI at the beginning and the end of semester. Students in the intervention group studied different components of reading and learning skills using team working. Their final scores were calculated based on written reports on application of study skills in exams (portfolio, self-evaluation form and their progress in LASSI test. The mean differences of scores before and after intervention in each of ten test scales were compared between two groups. Results: The results showed that the mean difference scores in attitude, time management, information processing, main ideas selection, study aids and self-testing scales were significantly higher in the intervention group (p < 0.05 for all. Conclusions: This optional course successfully improved learning strategies in the corresponding classroom activities. However, there was no improvement in the motivational scale which is tightly related to the educational success. Therefore, the implementation of educational programs with an emphasis on meta-cognitional aspects of learning is recommended.

Doing learning

DEFF Research Database (Denmark)

Mathiasen, John Bang; Koch, Christian

2014-01-01

Purpose: To investigate how learning occurs in a systems development project, using a company developing wind turbine control systems in collaboration with customers as case. Design/methodology/approach: Dewey’s approach to learning is used, emphasising reciprocity between the individual...... learning processes and that the interchanges between materiality and systems developers block the learning processes due to a customer with imprecise demands and unclear system specifications. In the four cases discussed, learning does occur however. Research limitations/implications: A qualitative study...... focusing on individual systems developers gives limited insight into whether the learning processes found would occur in other systems development processes. Practical implications: Managers should ensure that constitutive means, such as specifications, are available, and that they are sufficiently...

A Concept Transformation Learning Model for Architectural Design Learning Process

Science.gov (United States)

Wu, Yun-Wu; Weng, Kuo-Hua; Young, Li-Ming

2016-01-01

Generally, in the foundation course of architectural design, much emphasis is placed on teaching of the basic design skills without focusing on teaching students to apply the basic design concepts in their architectural designs or promoting students' own creativity. Therefore, this study aims to propose a concept transformation learning model to…

Distributed learning process: principles of design and implementation

Directory of Open Access Journals (Sweden)

G. N. Boychenko

2016-01-01

Full Text Available At the present stage, broad information and communication technologies (ICT usage in educational practices is one of the leading trends of global education system development. This trend has led to the instructional interaction models transformation. Scientists have developed the theory of distributed cognition (Salomon, G., Hutchins, E., and distributed education and training (Fiore, S. M., Salas, E., Oblinger, D. G., Barone, C. A., Hawkins, B. L.. Educational process is based on two separated in time and space sub-processes of learning and teaching which are aimed at the organization of fl exible interactions between learners, teachers and educational content located in different non-centralized places.The purpose of this design research is to fi nd a solution for the problem of formalizing distributed learning process design and realization that is signifi cant in instructional design. The solution to this problem should take into account specifi cs of distributed interactions between team members, which becomes collective subject of distributed cognition in distributed learning process. This makes it necessary to design roles and functions of the individual team members performing distributed educational activities. Personal educational objectives should be determined by decomposition of team objectives into functional roles of its members with considering personal and learning needs and interests of students.Theoretical and empirical methods used in the study: theoretical analysis of philosophical, psychological, and pedagogical literature on the issue, analysis of international standards in the e-learning domain; exploration on practical usage of distributed learning in academic and corporate sectors; generalization, abstraction, cognitive modelling, ontology engineering methods.Result of the research is methodology for design and implementation of distributed learning process based on the competency approach. Methodology proposed by

Functions of the learning portfolio in student teachers' learning process

NARCIS (Netherlands)

Mansvelder-Longayroux, D.D.; Beijaard, D.; Verloop, N.; Vermunt, J.D.

2007-01-01

In this study, we aimed to develop a framework that could be used to describe the value of the learning portfolio for the learning process of individual student teachers. Retrospective interviews with 21 student teachers were used, as were their portfolio-evaluation reports on their experiences of

Functions of the learning portfolio in student teachers' learning process

NARCIS (Netherlands)

Mansvelder-Longayroux, Desiree D.; Beijaard, Douwe; Verloop, Nico; Vermunt, Jan D.

In this study, we aimed to develop a framework that could be used to describe the value of the learning portfolio for the learning process of individual student teachers. Retrospective interviews with 21 student teachers were used, as were their portfolio-evaluation reports on their experiences Of

On knowledge transfer management as a learning process for ad hoc teams

Science.gov (United States)

Iliescu, D.

2017-08-01

Knowledge management represents an emerging domain becoming more and more important. Concepts like knowledge codification and personalisation, knowledge life-cycle, social and technological dimensions, knowledge transfer and learning management are integral parts. Focus goes here in the process of knowledge transfer for the case of ad hoc teams. The social dimension of knowledge transfer plays an important role. No single individual actors involved in the process, but a collective one, representing the organisation. It is critically important for knowledge to be managed from the life-cycle point of view. A complex communication network needs to be in place to supports the process of knowledge transfer. Two particular concepts, the bridge tie and transactive memory, would eventually enhance the communication. The paper focuses on an informational communication platform supporting the collaborative work on knowledge transfer. The platform facilitates the creation of a topic language to be used in knowledge modelling, storage and reuse, by the ad hoc teams.

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

Science.gov (United States)

Roll, Ido; Winne, Philip H.

2015-01-01

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

Two Undergraduate Process Modeling Courses Taught Using Inductive Learning Methods

Science.gov (United States)

Soroush, Masoud; Weinberger, Charles B.

2010-01-01

This manuscript presents a successful application of inductive learning in process modeling. It describes two process modeling courses that use inductive learning methods such as inquiry learning and problem-based learning, among others. The courses include a novel collection of multi-disciplinary complementary process modeling examples. They were…

The Promise of Process. Learning through Enterprise in Higher Education

DEFF Research Database (Denmark)

Frederiksen, Signe Hedeboe

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

Product focused process improvement in the embedded systems industry

NARCIS (Netherlands)

Solingen, van D.M.; Derks, P.; Hirvensalo, J.; Kusters, R.J.; Cowderoy, A.; Heemstra, F.J.; Veenendaal, E.P.W.M.

1999-01-01

Software specific problems have been handled in the software community through focusing on the software process, and continuous improvement of that software process. However, the contribution of software process improvement (SPI) to product quality has not been proven yet. The PROFES project

Flexible Processes in Project-Centred Learning

NARCIS (Netherlands)

Ceri, Stefano; Matera, Maristella; Raffio, Alessandro; Spoelstra, Howard

2007-01-01

Ceri, S., Matera, M., Raffio, A. & Spoelstra, H. (2007). Flexible Processes in Project-Centred Learning. In E. Duval, R. Klamma, and M. Wolpers (Eds.), European Conference on Technology Enhanced Learning, Lecture Notes in Computer Science, Vol. 4753, pp. 463-468. Berlin Heidelberg: Springer-Verlag

Inter- and intra-firm learning synergy through integrating absorptive capacity and employee suggestion processes: The case study of Frauenthal Automotive Toruń company

Directory of Open Access Journals (Sweden)

Andrzej Lis

2017-01-01

Full Text Available The aim of the paper is to study relationships between the processes of absorptive capacity (inter-firm learning and learning lessons through employee suggestions (intra-firm learning and identify potential synergies between them. The research interest is focused on investigating the following problems: (1 How do organizations apply external knowledge to support intra-organizational learning processes? (2 How should the employee suggestion system be organized to increase (or build absorptive capacity? The exploratory case study analysis is applied to answer research questions and achieve the aim of the study. The unit of analysis is constituted by inter-firm and intra-firm learning processes observed in the firm Frauenthal Automotive Toruń (FTO.

Smart Educational Process Based on Personal Learning Capabilities

OpenAIRE

Gavriushenko, Mariia; Lindberg, Renny S. N.; Khriyenko, Oleksiy

2017-01-01

Personalized learning is increasingly gaining popularity, especially with the development of information technology and modern educational resources for learning. Each person is individual and has different knowledge background, different kind of memory, different learning speed. Teacher can adapt learning course, learning instructions or learning material according to the majority of learners in class, but that means that learning process is not adapted to the personality of each...

Short Project-Based Learning with MATLAB Applications to Support the Learning of Video-Image Processing

Science.gov (United States)

Gil, Pablo

2017-10-01

University courses concerning Computer Vision and Image Processing are generally taught using a traditional methodology that is focused on the teacher rather than on the students. This approach is consequently not effective when teachers seek to attain cognitive objectives involving their students' critical thinking. This manuscript covers the development, implementation and assessment of a short project-based engineering course with MATLAB applications Multimedia Engineering being taken by Bachelor's degree students. The principal goal of all course lectures and hands-on laboratory activities was for the students to not only acquire image-specific technical skills but also a general knowledge of data analysis so as to locate phenomena in pixel regions of images and video frames. This would hopefully enable the students to develop skills regarding the implementation of the filters, operators, methods and techniques used for image processing and computer vision software libraries. Our teaching-learning process thus permits the accomplishment of knowledge assimilation, student motivation and skill development through the use of a continuous evaluation strategy to solve practical and real problems by means of short projects designed using MATLAB applications. Project-based learning is not new. This approach has been used in STEM learning in recent decades. But there are many types of projects. The aim of the current study is to analyse the efficacy of short projects as a learning tool when compared to long projects during which the students work with more independence. This work additionally presents the impact of different types of activities, and not only short projects, on students' overall results in this subject. Moreover, a statistical study has allowed the author to suggest a link between the students' success ratio and the type of content covered and activities completed on the course. The results described in this paper show that those students who took part

Introduction to section 1 - Learning as a process

DEFF Research Database (Denmark)

Sriskandarajah, Nadarajah; Cerf, Marianne; Noe, Egon

2006-01-01

As an introduction to the workshop where 18 papers and posters were presented on the theme of ‘Learning as a Process’, the linked nature of the learning – knowing – acting field in rural development in Europe is emphasised. The workshop took up the issues of human interactions in foster learning...... processes, capacity building and development of collective action as a bottom-up process....

Learning a Second Language

OpenAIRE

Murphy, Caroline; Hermann, Charlotte; Andersen, Signe Hvalsøe; Grigalauskyte, Simona; Tolsgaard, Mads; Holmegaard, Thorbjørn; Hajaya, Zaedo Musa

2013-01-01

This study examines the concept of second language learning in Denmark with focus on how second language learners negotiate their identities in relation to language learning and integration. By investigating three language learners’ acquisition of Danish through key theories on the field of second language learning, focus is centred on the subjects’ lived experiences of the learning process within their everyday lives and in the classroom. Through interviews and observations it can be conclud...

Constructive and Unproductive Processing of Traumatic Experiences in Trauma-Focused Cognitive-Behavioral Therapy for Youth

Science.gov (United States)

Hayes, Adele M.; Yasinski, Carly; Grasso, Damion; Ready, C. Beth; Alpert, Elizabeth; McCauley, Thomas; Webb, Charles; Deblinger, Esther

2016-01-01

Although there is substantial evidence to support the efficacy of cognitive-behavioral treatments (CBT) for posttraumatic stress disorder (PTSD), there is some debate about how these treatments have their effects. Modern learning theory and cognitive and emotional processing theories highlight the importance of reducing avoidance, facilitating the constructive processing of feared experiences, and strengthening new inhibitory learning. We examined variables thought to be associated with unproductive and constructive processing of traumatic experiences in a sample of 81 youth with elevated PTSD symptoms, who received Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) for abuse or traumatic interpersonal loss. Sessions during the trauma narrative phase of TF-CBT were coded for indicators of unproductive processing (overgeneralization, rumination, avoidance) and constructive processing (decentering, accommodation of corrective information), as well as levels of negative emotion. In previous analyses of this trial (Ready et al., 2015), more overgeneralization during the narrative phase predicted less improvement in internalizing symptoms at posttreatment and a worsening of externalizing symptoms over the 12-month follow-up. In contrast, more accommodation predicted improvement in internalizing symptoms and also moderated the negative effects of overgeneralization on internalizing and externalizing symptoms. The current study examined correlates of overgeneralization and accommodation. Overgeneralization was associated with more rumination, less decentering, and more negative emotion, suggesting immersion in trauma-related material. Accommodation was associated with less avoidance and more decentering, suggesting a healthy distance from trauma-related material that might allow for processing and cognitive change. Decentering also predicted improvement in externalizing symptoms at posttreatment. Rumination and avoidance showed important associations with

Constructive and Unproductive Processing of Traumatic Experiences in Trauma-Focused Cognitive-Behavioral Therapy for Youth.

Science.gov (United States)

Hayes, Adele M; Yasinski, Carly; Grasso, Damion; Ready, C Beth; Alpert, Elizabeth; McCauley, Thomas; Webb, Charles; Deblinger, Esther

2017-03-01

Although there is substantial evidence to support the efficacy of cognitive-behavioral treatments (CBT) for posttraumatic stress disorder (PTSD), there is some debate about how these treatments have their effects. Modern learning theory and cognitive and emotional processing theories highlight the importance of reducing avoidance, facilitating the constructive processing of feared experiences, and strengthening new inhibitory learning. We examined variables thought to be associated with unproductive and constructive processing of traumatic experiences in a sample of 81 youth with elevated PTSD symptoms, who received Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) for abuse or traumatic interpersonal loss. Sessions during the trauma narrative phase of TF-CBT were coded for indicators of unproductive processing (overgeneralization, rumination, avoidance) and constructive processing (decentering, accommodation of corrective information), as well as levels of negative emotion. In previous analyses of this trial (Ready et al., 2015), more overgeneralization during the narrative phase predicted less improvement in internalizing symptoms at posttreatment and a worsening of externalizing symptoms over the 12-month follow-up. In contrast, more accommodation predicted improvement in internalizing symptoms and also moderated the negative effects of overgeneralization on internalizing and externalizing symptoms. The current study examined correlates of overgeneralization and accommodation. Overgeneralization was associated with more rumination, less decentering, and more negative emotion, suggesting immersion in trauma-related material. Accommodation was associated with less avoidance and more decentering, suggesting a healthy distance from trauma-related material that might allow for processing and cognitive change. Decentering also predicted improvement in externalizing symptoms at posttreatment. Rumination and avoidance showed important associations with

Integration of e-learning outcomes into work processes

Directory of Open Access Journals (Sweden)

Kerstin Grundén

2011-07-01

Full Text Available Three case studies of in-house developed e-learning education in public organizations with different pedagogical approaches are used as a starting point for discussion regarding the implementation challenges of e-learning at work. The aim of this article is to contribute to the understanding of integrating mechanisms of e-learning outcomes into work processes in large, public organizations. The case studies were analyzed from a socio-cultural perspective using the MOA-model as a frame of reference. Although the pedagogical approaches for all of the cases seemed to be relevant and most of the learners showed overall positive attitudes towards the courses, there were problems with integration of the e-learning outcomes into work processes. There were deficiencies in the adaption of the course contents to the local educational needs. There was also a lack of adjusting the local work organization and work routines in order to facilitate the integration of the e-learning outcomes into the work processes. A lack of local management engagement affected the learners’ motivation negatively. Group discussions in local work groups facilitated the integration of the e-learning outcomes. Much of the difficulties of integrating e-learning outcomes into work processes in big organizations are related to the problems with adjusting centrally developed e-learning courses to local needs and a lack of co-operation among among the developers (often IT-professionals and the Human Resources Department of the organizations.

Dissociable Learning Processes Underlie Human Pain Conditioning.

Science.gov (United States)

Zhang, Suyi; Mano, Hiroaki; Ganesh, Gowrishankar; Robbins, Trevor; Seymour, Ben

2016-01-11

Pavlovian conditioning underlies many aspects of pain behavior, including fear and threat detection [1], escape and avoidance learning [2], and endogenous analgesia [3]. Although a central role for the amygdala is well established [4], both human and animal studies implicate other brain regions in learning, notably ventral striatum and cerebellum [5]. It remains unclear whether these regions make different contributions to a single aversive learning process or represent independent learning mechanisms that interact to generate the expression of pain-related behavior. We designed a human parallel aversive conditioning paradigm in which different Pavlovian visual cues probabilistically predicted thermal pain primarily to either the left or right arm and studied the acquisition of conditioned Pavlovian responses using combined physiological recordings and fMRI. Using computational modeling based on reinforcement learning theory, we found that conditioning involves two distinct types of learning process. First, a non-specific "preparatory" system learns aversive facial expressions and autonomic responses such as skin conductance. The associated learning signals-the learned associability and prediction error-were correlated with fMRI brain responses in amygdala-striatal regions, corresponding to the classic aversive (fear) learning circuit. Second, a specific lateralized system learns "consummatory" limb-withdrawal responses, detectable with electromyography of the arm to which pain is predicted. Its related learned associability was correlated with responses in ipsilateral cerebellar cortex, suggesting a novel computational role for the cerebellum in pain. In conclusion, our results show that the overall phenotype of conditioned pain behavior depends on two dissociable reinforcement learning circuits. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.

Service-learning from the views of university teachers: a qualitative study based on focus groups.

Science.gov (United States)

Shek, Daniel T L; Chan, Stephen C F

2013-01-01

Under the New Undergraduate Curriculum at The Hong Kong Polytechnic University (PolyU), students are required to take a 3-credit subject to fulfill service-learning requirements. To understand the views of teachers regarding service-learning, five focus group interviews (n=33) are conducted to examine the perceived characteristics and myths of service-learning as well as colleagues' views on the policy at PolyU. Results showed that most informants are aware of service-learning and have seen its benefits to both students and teachers. Most informants also possess positive views about service-learning. Nevertheless, in terms of service-learning at PolyU, three different groups of views on service-learning are observed, namely, positive, negative, and mixed views. This paper also discusses teachers' views on the anticipated difficulties of service-learning implementation and the ways, by which to promote the subject in the PolyU context.

Pembelajaran Bahasa Inggris untuk Bisnis melalui E-Learning

Directory of Open Access Journals (Sweden)

Rina Patriana Chairiyani

2013-10-01

Full Text Available The objective of this research is to understand comprehensively the learning process of English for business through e-learning. The research was a qualitative research with an ethnography method conducted in Bina Nusantara University, Jakarta in 2012. The data were collected through observation, interview, document study, and recording. The focus of this research is learning business English by e-learning with sub-focus the process of learning English for business through e-learning. The results obtained from this study are based on the focus of the study: the process of learning English through e-learning. English language learning via e-learning in Binus online uses e-learning system that is asynchronous, which means do not coincide. Both lecturers and students access not at the same time; lodging Binus Online, timing set, so that everything goes according to schedule. The process of teaching and learning through e-learning course is different from the conventional classroom. This process requires both lecturers and students to play an active role and really should take the time for it. Based on the findings of research on learning English for business through e-learning at Binus Online, it can be concluded that the learning process goes well and effective in improving student competence and achievement. The learning process is also a result of good support for students and faculty as well as the adequate support given means of learning English for business done through e-learning at Binus Online. In addition, learning through e-learning has a direct impact with the emergence of spirit of the students to always work hard, on time, independent, and active.  

Optimality of Poisson Processes Intensity Learning with Gaussian Processes

NARCIS (Netherlands)

Kirichenko, A.; van Zanten, H.

2015-01-01

In this paper we provide theoretical support for the so-called "Sigmoidal Gaussian Cox Process" approach to learning the intensity of an inhomogeneous Poisson process on a d-dimensional domain. This method was proposed by Adams, Murray and MacKay (ICML, 2009), who developed a tractable computational

Living and learning food processing

Science.gov (United States)

This year’s annual event promises to be both exciting and educational for those who wish to learn more about food processing. This column will provide a brief overview of the multitude of scientific sessions that reveal new research related to food processing. In addition to the symposia previewed h...

Focusing on the Processes of Science Using Inquiry-oriented Astronomy Labs for Learning Astronomy

Science.gov (United States)

Speck, Angela; Ruzhitskaya, L.; Whittington, A.; Witzig, S.

2010-01-01

The U.S. National Science Education Standards provide guidelines for teaching science through inquiry, where students actively develop their understanding of science by combining scientific knowledge with reasoning and thinking skills. Inquiry activities include reading scientific literature, generating hypotheses, designing and carrying out investigations, interpreting data, and formulating conclusions. Inquiry-based instruction emphasizes questions, evidence, and explanation, the essential features of inquiry. We present two projects designed to develop learning materials for laboratory experiences in an undergraduate astronomy course. First, we engage students in inquiry-based learning by using "mini-journal” articles that follow the format of a scientific journal article, including a title, authors, abstract, introduction, methods, results, discussion and citations to peer-reviewed literature. The mini-journal provides a scaffold and serves as a springboard for students to develop and carry out their own follow-up investigation. They then present their findings in the form of their own mini-journal. This mini-journal format more directly reflects and encourages scientific practice. We use this technique in both introductory and upper level courses. The second project develops 3D virtual reality environments to help students interact with scientific constructs, and the use of collaborative learning tools to motivate student activity, deepen understanding and support knowledge building.

Project-Based Learning: A Promising Approach to Improving Student Outcomes. Issue Focus

Science.gov (United States)

Quint, Janet; Condliffe, Barbara

2018-01-01

The concept of project-based learning (PBL) has garnered wide support among a number of K-12 education policy advocates and funders. PBL is viewed as an approach that enables students to develop the "21st century competencies"--cognitive and socioemotional skills--needed for success in college and careers. This issue focus, pulling from…

Awake, Offline Processing during Associative Learning.

Science.gov (United States)

Bursley, James K; Nestor, Adrian; Tarr, Michael J; Creswell, J David

2016-01-01

Offline processing has been shown to strengthen memory traces and enhance learning in the absence of conscious rehearsal or awareness. Here we evaluate whether a brief, two-minute offline processing period can boost associative learning and test a memory reactivation account for these offline processing effects. After encoding paired associates, subjects either completed a distractor task for two minutes or were immediately tested for memory of the pairs in a counterbalanced, within-subjects functional magnetic resonance imaging study. Results showed that brief, awake, offline processing improves memory for associate pairs. Moreover, multi-voxel pattern analysis of the neuroimaging data suggested reactivation of encoded memory representations in dorsolateral prefrontal cortex during offline processing. These results signify the first demonstration of awake, active, offline enhancement of associative memory and suggest that such enhancement is accompanied by the offline reactivation of encoded memory representations.

Towards a Web-Based Handbook of Generic, Process-Oriented Learning Designs

Science.gov (United States)

Marjanovic, Olivera

2005-01-01

Process-oriented learning designs are innovative learning activities that include a set of inter-related learning tasks and are generic (could be used across disciplines). An example includes a problem-solving process widely used in problem-based learning today. Most of the existing process-oriented learning designs are not documented, let alone…

A student-led process to enhance the learning and teaching of teamwork skills in medicine.

Science.gov (United States)

Balasooriya, Chinthaka; Olupeliyawa, Asela; Iqbal, Maha; Lawley, Claire; Cohn, Amanda; Ma, David; Luu, Queenie

2013-01-01

The development of teamwork skills is a critical aspect of modern medical education. This paper reports on a project that aimed to identify student perceptions of teamwork-focused learning activities and generate student recommendations for the development of effective educational strategies. The project utilized a unique method, which drew on the skills of student research assistants (RAs) to explore the views of their peers. Using structured interview guides, the RAs interviewed their colleagues to clarify their perceptions of the effectiveness of current methods of teamwork teaching and to explore ideas for more effective methods. The RAs shared their deidentified findings with each other, identified preliminary themes, and developed a number of recommendations which were finalized through consultation with faculty. The key themes that emerged focused on the need to clarify the relevance of teamwork skills to clinical practice, reward individual contributions to group process, facilitate feedback and reflection on teamwork skills, and systematically utilize clinical experiences to support experiential learning of teamwork. Based on these findings, a number of recommendations for stage appropriate teamwork learning and assessment activities were developed. Key among these were recommendations to set up a peer-mentoring system for students, suggestions for more authentic teamwork assessment methods, and strategies to utilize the clinical learning environment in developing teamwork skills. The student-led research process enabled identification of issues that may not have been otherwise revealed by students, facilitated a better understanding of teamwork teaching and developed ownership of the curriculum among students. The project enabled the development of recommendations for designing learning, teaching, and assessment methods that were likely to be more effective from a student perspective.

"Theory Becoming Alive": The Learning Transition Process of Newly Graduated Nurses in Canada.

Science.gov (United States)

Nour, Violet; Williams, Anne M

2018-01-01

Background Newly graduated nurses often encounter a gap between theory and practice in clinical settings. Although this has been the focus of considerable research, little is known about the learning transition process. Purpose The purpose of this study was to explore the experiences of newly graduated nurses in acute healthcare settings within Canada. This study was conducted to gain a greater understanding of the experiences and challenges faced by graduates. Methods Grounded theory method was utilized with a sample of 14 registered nurses who were employed in acute-care settings. Data were collected using in-depth interviews. Constant comparative analysis was used to analyze data. Results Findings revealed a core category, "Theory Becoming Alive," and four supporting categories: Entry into Practice, Immersion, Committing, and Evolving. Theory Becoming Alive described the process of new graduate nurses' clinical learning experiences as well as the challenges that they encountered in clinical settings after graduating. Conclusions This research provides a greater understanding of learning process of new graduate nurses in Canada. It highlights the importance of providing supportive environments to assist new graduate nurses to develop confidence as independent registered nurses in clinical areas. Future research directions as well as supportive educational strategies are described.

The Adoption of E-Learning in Teaching and Learning Processes; an Option for Life-Long Education

OpenAIRE

Simaibang, Baginda

2013-01-01

The objective of this study is to investigate the benefits of the adoption of electronic learning (E-Learning)in teaching and learning processes. E-Learning is an educational approach that utilizes computer technology, particularly digital technologies that are internet-based, to provide instruction and learning experiences. The definition of e-learning refers to a wide range of applications and processes designed to deliver instruction through electronic means. This means is normally employe...

Musical Peddy-Paper: A Collaborative Learning Activity Suported by Augmented Reality

Science.gov (United States)

Gomes, José Duarte Cardoso; Figueiredo, Mauro Jorge Guerreiro; Amante, Lúcia da Graça Cruz Domingues; Gomes, Cristina Maria Cardoso

2014-01-01

Gaming activities are an integral part of the human learning process, in particular for children. Game-based learning focuses on motivation and children's engagement towards learning. Educational game-based activities are becoming effective strategies to enhance the learning process. This paper presents an educational activity focusing to merge…

Information Pre-Processing using Domain Meta-Ontology and Rule Learning System

Science.gov (United States)

Ranganathan, Girish R.; Biletskiy, Yevgen

Around the globe, extraordinary amounts of documents are being created by Enterprises and by users outside these Enterprises. The documents created in the Enterprises constitute the main focus of the present chapter. These documents are used to perform numerous amounts of machine processing. While using thesedocuments for machine processing, lack of semantics of the information in these documents may cause misinterpretation of the information, thereby inhibiting the productiveness of computer assisted analytical work. Hence, it would be profitable to the Enterprises if they use well defined domain ontologies which will serve as rich source(s) of semantics for the information in the documents. These domain ontologies can be created manually, semi-automatically or fully automatically. The focus of this chapter is to propose an intermediate solution which will enable relatively easy creation of these domain ontologies. The process of extracting and capturing domain ontologies from these voluminous documents requires extensive involvement of domain experts and application of methods of ontology learning that are substantially labor intensive; therefore, some intermediate solutions which would assist in capturing domain ontologies must be developed. This chapter proposes a solution in this direction which involves building a meta-ontology that will serve as an intermediate information source for the main domain ontology. This chapter proposes a solution in this direction which involves building a meta-ontology as a rapid approach in conceptualizing a domain of interest from huge amount of source documents. This meta-ontology can be populated by ontological concepts, attributes and relations from documents, and then refined in order to form better domain ontology either through automatic ontology learning methods or some other relevant ontology building approach.

Doctors' learning experiences in end-of-life care - a focus group study from nursing homes.

Science.gov (United States)

Fosse, Anette; Ruths, Sabine; Malterud, Kirsti; Schaufel, Margrethe Aase

2017-01-31

Doctors often find dialogues about death difficult. In Norway, 45% of deaths take place in nursing homes. Newly qualified medical doctors serve as house officers in nursing homes during internship. Little is known about how nursing homes can become useful sites for learning about end-of-life care. The aim of this study was to explore newly qualified doctors' learning experiences with end-of-life care in nursing homes, especially focusing on dialogues about death. House officers in nursing homes (n = 16) participated in three focus group interviews. Interviews were audiotaped and transcribed verbatim. Data were analysed with systematic text condensation. Lave & Wenger's theory about situated learning was used to support interpretations, focusing on how the newly qualified doctors gained knowledge of end-of-life care through participation in the nursing home's community of practice. Newly qualified doctors explained how nursing home staff's attitudes taught them how calmness and acceptance could be more appropriate than heroic action when death was imminent. Shifting focus from disease treatment to symptom relief was demanding, yet participants comprehended situations where death could even be welcomed. Through challenging dialogues dealing with family members' hope and trust, they learnt how to adjust words and decisions according to family and patient's life story. Interdisciplinary role models helped them balance uncertainty and competence in the intermediate position of being in charge while also needing surveillance. There is a considerable potential for training doctors in EOL care in nursing homes, which can be developed and integrated in medical education. This practice based learning arena offers newly qualified doctors close interaction with patients, relatives and nurses, teaching them to perform difficult dialogues, individualize medical decisions and balance their professional role in an interdisciplinary setting.

The Emergence of the Teaching/Learning Process in Preschoolers: Theory of Mind and Age Effect

Science.gov (United States)

Bensalah, Leila

2011-01-01

This study analysed the gradual emergence of the teaching/learning process by examining theory of mind (ToM) acquisition and age effects in the preschool period. We observed five dyads performing a jigsaw task drawn from a previous study. Three stages were identified. In the first one, the teacher focuses on the execution of her/his own task…

The windmill of learning processes

DEFF Research Database (Denmark)

Kragelund, Linda

2011-01-01

that part of the nursing education has been reduced in some countries as e.g. Denmark.  The approach is presented through a model termed the 'Windmill of Learning Processes', which draws on empirical data from a qualitative investigation with an explorative and descriptive design, and on the theoretical......This article presents a new approach to student nurses' learning from their interaction with psychiatric patients. Using the approach can enable students and mentors to exploit students' learning opportunities, and help students to get the most out of their clinical placement in a time, where...... concepts of 'disjuncture', and 'everyday life activities'. 'Disjuncture' is defined as a situation in which there is disharmony between a person's experiences and the current situation. In such a situation there is potential for learning. My analysis of the empirical data led to the identification of a new...

Refining the learning process in Newfoundland : E-learning innovation at North Atlantic

Energy Technology Data Exchange (ETDEWEB)

Murray, D.

2001-11-01

The Learning Technologies in the Workplace Awards were launched by the Conference Board of Canada in April 2001 with funding from Human Resources Development Canada's Office of Learning Technologies. This paper described the innovative and outstanding efforts made by the winner, North Atlantic. The North Atlantic refinery is located on an inlet on the Avalon Peninsula approximately 135 kilometres west of St. John's, Newfoundland. Each day, 105,000 barrels of oil are processed for export to 25 countries. In 1998, the company recognized that better training was required in the areas of improved safety, performance, and employee innovation and capacity. The isolation faced by the employees was a key driver behind the decision to implement the TRAQS training program in 1999 for e-learning developed by Illuminatus. This on-line training program also features testing through CHALLENGE, a software package compatible with TRAQS learning management system. Process emergency simulation exercises were developed by North Atlantic which are now being used externally. Job-specific technical information is delivered through the local area network (LAN). The keys to success were identified as being: innovative organizational culture; vision and action; executive management support, commitment to learning and employee development; positive work life balance; union cooperation; technology intensive workplace; linking learning with work process and performance management; and, tracking and certification.

Rapid e-Learning Tools Selection Process for Cognitive and Psychomotor Learning Objectives

Science.gov (United States)

Ku, David Tawei; Huang, Yung-Hsin

2012-01-01

This study developed a decision making process for the selection of rapid e-learning tools that could match different learning domains. With the development of the Internet, the speed of information updates has become faster than ever. E-learning has rapidly become the mainstream for corporate training and academic instruction. In order to reduce…

Practice guidelines in the context of primary care, learning and usability in the physicians' decision-making process--a qualitative study.

Science.gov (United States)

Ingemansson, Maria; Bastholm-Rahmner, Pia; Kiessling, Anna

2014-08-20

Decision-making is central for general practitioners (GP). Practice guidelines are important tools in this process but implementation of them in the complex context of primary care is a challenge. The purpose of this study was to explore how GPs approach, learn from and use practice guidelines in their day-to-day decision-making process in primary care. A qualitative approach using focus-group interviews was chosen in order to provide in-depth information. The participants were 22 GPs with a median of seven years of experience in primary care, representing seven primary healthcare centres in Stockholm, Sweden in 2011. The interviews focused on how the GPs use guidelines in their decision-making, factors that influence their decision how to approach these guidelines, and how they could encourage the learning process in routine practice.Data were analysed by qualitative content analysis. Meaning units were condensed and grouped in categories. After interpreting the content in the categories, themes were created. Three themes were conceptualized. The first theme emphasized to use guidelines by interactive contextualized dialogues. The categories underpinning this theme: 1. Feedback by peer-learning 2. Feedback by collaboration, mutual learning, and equality between specialties, identified important ways to achieve this learning dialogue. Confidence was central in the second theme, learning that establishes confidence to provide high quality care. Three aspects of confidence were identified in the categories of this theme: 1. Confidence by confirmation, 2. Confidence by reliability and 3. Confidence by evaluation of own results. In the third theme, learning by use of relevant evidence in the decision-making process, we identified two categories: 1. Design and lay-out visualizing the evidence 2. Accessibility adapted to the clinical decision-making process as prerequisites for using the practice guidelines. Decision-making in primary care is a dual process that involves

Current breathomics-a review on data pre-processing techniques and machine learning in metabolomics breath analysis

DEFF Research Database (Denmark)

Smolinska, A.; Hauschild, A. C.; Fijten, R. R. R.

2014-01-01

been extensively developed. Yet, the application of machine learning methods for fingerprinting VOC profiles in the breathomics is still in its infancy. Therefore, in this paper, we describe the current state of the art in data pre-processing and multivariate analysis of breathomics data. We start...... different conditions (e.g. disease stage, treatment). Independently of the utilized analytical method, the most important question, 'which VOCs are discriminatory?', remains the same. Answers can be given by several modern machine learning techniques (multivariate statistics) and, therefore, are the focus...

Explaining discontinuity in organizational learning : a process analysis

NARCIS (Netherlands)

Berends, J.J.; Lammers, I.S.

2010-01-01

This paper offers a process analysis of organizational learning as it unfolds in a social and temporal context. Building upon the 4I framework (Crossan et al. 1999), we examine organizational learning processes in a longitudinal case study of an implementation of knowledge management in an

Awake, Offline Processing during Associative Learning.

Directory of Open Access Journals (Sweden)

James K Bursley

Full Text Available Offline processing has been shown to strengthen memory traces and enhance learning in the absence of conscious rehearsal or awareness. Here we evaluate whether a brief, two-minute offline processing period can boost associative learning and test a memory reactivation account for these offline processing effects. After encoding paired associates, subjects either completed a distractor task for two minutes or were immediately tested for memory of the pairs in a counterbalanced, within-subjects functional magnetic resonance imaging study. Results showed that brief, awake, offline processing improves memory for associate pairs. Moreover, multi-voxel pattern analysis of the neuroimaging data suggested reactivation of encoded memory representations in dorsolateral prefrontal cortex during offline processing. These results signify the first demonstration of awake, active, offline enhancement of associative memory and suggest that such enhancement is accompanied by the offline reactivation of encoded memory representations.

Interplay of entrepreneurial learning forms

DEFF Research Database (Denmark)

Ramsgaard, Michael Breum; Christensen, Marie Ernst

2018-01-01

-based learning processes occurring in experiential learning settings and curriculum development. The case study explores a course in innovation and project management at a university of applied science, and the main data are derived from four focus groups with students. Five different pedagogical learning......This paper explores the concept of learning in a setting of experiential knowledge acquisition. The main focus is how facilitators of learning processes can design learning spaces, where the boundaries of what is expected from the learner are challenged. The aim is to explore the action...... activities from the course were investigated to provide legitimacy to the implications for entrepreneurship education. The study identified two core themes describing the participants’ beliefs and perceptions about the ideal learning environment. Within these core themes, findings suggested five categories...

Process management - critical safety issues with focus on risk management; Processtyrning - kritiska saekerhetsfraagor med inriktning paa riskhantering

Energy Technology Data Exchange (ETDEWEB)

Sanne, Johan M. [Linkoeping Univ. (Sweden). The Tema Inst. - Technology and Social Change

2005-12-15

Organizational changes focused on process orientation are taking place among Swedish nuclear power plants, aiming at improving the operation. The Swedish Nuclear Power Inspectorate has identified a need for increased knowledge within the area for its regulatory activities. In order to analyze what process orientation imply for nuclear power plant safety a number of questions must be asked: 1. How is safety in nuclear power production created currently? What significance does the functional organization play? 2. How can organizational forms be analysed? What consequences does quality management have for work and for the enterprise? 3. Why should nuclear power plants be process oriented? Who are the customers and what are their customer values? Which customers are expected to contribute from process orientation? 4. What can one learn from process orientation in other safety critical systems? What is the effect on those features that currently create safety? 5. Could customer values increase for one customer without decreasing for other customers? What is the relationship between economic and safety interests from an increased process orientation? The deregulation of the electricity market have caused an interest in increased economic efficiency, which is the motivation for the interest in process orientation. among other means. It is the nuclear power plants' owners and the distributors (often the same corporations) that have the strongest interest in process orientation. If the functional organization and associated practices are decomposed, the prerequisites of the risk management regime changes, perhaps deteriorating its functionality. When nuclear power operators consider the introduction of process orientation, the Nuclear Power Inspectorate should require that 1. The operators perform a risk analysis beforehand concerning the potential consequences that process orientation might convey: the analysis should contain a model specifying how safety is currently

Problem-centric Process for Research-based Learning

Directory of Open Access Journals (Sweden)

Khaled Shaban

2015-05-01

Full Text Available Research-based Learning (RbL extends Inquiry and Project-based Learning by facilitating an early stage exposure and training for future scientists through authentic research activities. In this paper, an iterative problem-centric RbL process is introduced, and its activities and management aspects are described. The process helps implement course-integrated research systematically and practically. Furthermore, the novel process follows constructivist methods in incorporating inquiry, scaffolding, open-ended projects, as well as a goal oriented learning approach. The RbL process is adopted in two advanced computing courses, at two different universities: a leading comprehensive Western university and a new university in a developing country. The paper summarizes new lessons learned in these rewarding experiences. In particular, the instructor should help students start their projects, by providing them with previous work or data and pre-approving the papers to review by students. He should also maintain a continuous feedback to and from students to keep the students motivated and help the instructor refine and adapt the RBL process. We note that research collaborators can help students in identifying the research topics early. The paper also shows how to alleviate difficulties that may be encountered by students who find the novel approach demanding, and consequently it also helps the instructors better manage the course contents.

Active Learning of Markov Decision Processes for System Verification

DEFF Research Database (Denmark)

Chen, Yingke; Nielsen, Thomas Dyhre

2012-01-01

deterministic Markov decision processes from data by actively guiding the selection of input actions. The algorithm is empirically analyzed by learning system models of slot machines, and it is demonstrated that the proposed active learning procedure can significantly reduce the amount of data required...... demanding process, and this shortcoming has motivated the development of algorithms for automatically learning system models from observed system behaviors. Recently, algorithms have been proposed for learning Markov decision process representations of reactive systems based on alternating sequences...... of input/output observations. While alleviating the problem of manually constructing a system model, the collection/generation of observed system behaviors can also prove demanding. Consequently we seek to minimize the amount of data required. In this paper we propose an algorithm for learning...

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

DEFF Research Database (Denmark)

Weitze, Charlotte Lærke

2015-01-01

, or programming provide a rich context for learning, since the construction of artefacts, in this case learning games, enables reflection and new ways of thinking. The students learned from reflection and interaction with the tools alone as well as in collaboration with peers. After analysing the students...... another. The study found that the students benefitted from this way of learning as a valid variation to more conventional teaching approaches, and teachers found that the students learned at least the same amount or more compared to traditional teaching processes. The students were able to think outside...

Teachers’ competences in the foreign language teaching/learning process

Directory of Open Access Journals (Sweden)

Douglas Altamiro Consolo

2012-10-01

Full Text Available In this article we discuss competences demanded from the foreign language teacher for him or her to perform in the teaching-learning process efficiently. Our reflections are based mainly on Paulo Freire (2001, Philippe Perrenoud (2000, Edgar Morin (2003, Maurice Tardif (2002 and Almeida Filho (1999, providing, in this way, a reflective dialogue among studies that focus on teachers’ competences. The main objective is a better understanding of the necessary knowledge about teaching practices so that foreign language teachers’ actions can meet the needs of education at present. We expect to highlight important issues in the development of the aforementioned competences, and suggest that their development can contribute for better language teaching.

Probabilistic electricity price forecasting with variational heteroscedastic Gaussian process and active learning

International Nuclear Information System (INIS)

Kou, Peng; Liang, Deliang; Gao, Lin; Lou, Jianyong

2015-01-01

Highlights: • A novel active learning model for the probabilistic electricity price forecasting. • Heteroscedastic Gaussian process that captures the local volatility of the electricity price. • Variational Bayesian learning that avoids over-fitting. • Active learning algorithm that reduces the computational efforts. - Abstract: Electricity price forecasting is essential for the market participants in their decision making. Nevertheless, the accuracy of such forecasting cannot be guaranteed due to the high variability of the price data. For this reason, in many cases, rather than merely point forecasting results, market participants are more interested in the probabilistic price forecasting results, i.e., the prediction intervals of the electricity price. Focusing on this issue, this paper proposes a new model for the probabilistic electricity price forecasting. This model is based on the active learning technique and the variational heteroscedastic Gaussian process (VHGP). It provides the heteroscedastic Gaussian prediction intervals, which effectively quantify the heteroscedastic uncertainties associated with the price data. Because the high computational effort of VHGP hinders its application to the large-scale electricity price forecasting tasks, we design an active learning algorithm to select a most informative training subset from the whole available training set. By constructing the forecasting model on this smaller subset, the computational efforts can be significantly reduced. In this way, the practical applicability of the proposed model is enhanced. The forecasting performance and the computational time of the proposed model are evaluated using the real-world electricity price data, which is obtained from the ANEM, PJM, and New England ISO

The transfer of learning process: From an elementary science methods course to classroom instruction

Science.gov (United States)

Carter, Nina Leann

The purpose of this qualitative multiple-case study was to explore the transfer of learning process in student teachers. This was carried out by focusing on information learned from an elementary science methods and how it was transferred into classroom instruction during student teaching. Participants were a purposeful sampling of twelve elementary education student teachers attending a public university in north Mississippi. Factors that impacted the transfer of learning during lesson planning and implementation were sought. The process of planning and implementing a ten-day science instructional unit during student teaching was examined through lesson plan documentation, in-depth individual interviews, and two focus group interviews. Narratives were created to describe the participants' experiences as well as how they plan for instruction and consider science pedagogical content knowledge (PCK). Categories and themes were then used to build explanations applying to the research questions. The themes identified were Understanding of Science PCK, Minimalism, Consistency in the Teacher Education Program, and Emphasis on Science Content. The data suggested that the participants lack in their understanding of science PCK, took a minimalistic approach to incorporating science into their ten-day instructional units, experienced inconsistencies in the teacher education program, and encountered a lack of emphasis on science content in their field experience placements. The themes assisted in recognizing areas in the elementary science methods courses, student teaching field placements, and university supervision in need of modification.

Validity and Reliability of Revised Inventory of Learning Processes.

Science.gov (United States)

Gadzella, B. M.; And Others

The Inventory of Learning Processes (ILP) was developed by Schmeck, Ribich, and Ramanaiah in 1977 as a self-report inventory to assess learning style through a behavioral-oriented approach. The ILP was revised by Schmeck in 1983. The Revised ILP contains six scales: (1) Deep Processing; (2) Elaborative Processing; (3) Shallow Processing; (4)…

Design Processes

DEFF Research Database (Denmark)

Ovesen, Nis

2009-01-01

Inspiration for most research and optimisations on design processes still seem to focus within the narrow field of the traditional design practise. The focus in this study turns to associated businesses of the design professions in order to learn from their development processes. Through interviews...... and emerging production methods....

Effects of Internal, External and Preference of Attentional Focus Feedback Instructions on Learning Soccer “Head Kick”

Directory of Open Access Journals (Sweden)

Bülent Okan Miçooğulları

2012-09-01

Full Text Available The aim of this study was to investigate the effects of different types of feedback on learning soccer “head kick” of female adolescent. Novices performed head kick during two practice days [one week apart for two weeks using either internal or external preference attentional focusing instructions. There was also a preference group who choosen their feedback type themselves. Internal focus feedback related with body movements, whereas external focus feedback related with movement effects. The subjects (N=64 were randomly assigned to three groups internal focus feedback group (IFF (N=15, external focus feedback group (EFF (N=15 and preference group (PF (N=34. To promote learning two skill acquisition days for two weeks and one retention day was applied at initial day of third week. Technique of the skill was measured in acquisition days and targeting was measured in retention day. In technique measuring part, EFF group was significantly more accurate than IFF group, PF group was better than those two groups (PF>EFF>IFF. Similar to acquisition phase, EFF group was significantly more successfull than IFF group, PF group was better than those two groups (PF>EFF>IFF in retention phase. Acquisition and retention phase results indicated significance main effect for attentional focus feedback groups. This study results’ indicated that external focus feedback was more effective than internal focus feedback in terms of acquisition and retention of learning soccer head kick for students with limited amount of knowledge about this skill. This study also indicated that not only the source of attention but also control over to source of attention of preference was an important factor in the amount of retention.

Role of Symbolic Coding and Rehearsal Processes in Observational Learning

Science.gov (United States)

Bandura, Albert; Jeffery, Robert W.

1973-01-01

Results were interpreted supporting a social learning view of observational learning that emphasizes contral processing of response information in the acquisition phase and motor reproduction and incentive processes in the overt enactment of what has been learned. (Author)

A qualitative study of the learning processes in young physicians treating suicidal patients: from insecurity to personal pattern knowledge and self-confidence

Directory of Open Access Journals (Sweden)

Talseth Anne-Grethe

2007-07-01

Full Text Available Abstract Background Little empirical work has been done in studying learning processes among newly educated physicians in the mental health field. The aim of the study was to shed light on the meaning of newly educated physicians' lived experiences of learning processes related to treating suicidal patients. Methods Thirteen newly educated physicians narrated their learning experiences while treating suicidal patients in their own practice. The interview texts were transcribed and interpreted using a phenomenological-hermeneutical method inspired by Ricoeur's philosophy. Results There was one main theme, four themes and eleven sub themes. The main theme was: Being in a transitional learning process. The themes and sub themes were: Preparing for practice (Getting tools and training skills, Becoming aware of one's own attitudes; Gaining experience from treating patients (Treating and following up patients over time, Storing memories and recognizing similarities and differences in patients; Participating in the professional community (Being an apprentice, Relating clinical stories and receiving feedback, Sharing emotions from clinical experiences, Receiving support from peers; and Developing personal competence (Having unarticulated awareness, Having emotional knowledge, Achieving self-confidence. The informants gave a detailed account of the learning process; from recognising similarities and differences in patients they have treated, to accumulating pattern knowledge, which then contributed to their personal feelings of competence and confidence. They described their personal competence with cognitive and emotional elements consisting of both articulated and less articulated knowledge. The findings are interpreted in relation to different learning theories that focus on both individual factors and the interaction with the learning environment. Conclusion This study provides additional information about learning experiences of young physicians

Adult learning and social inequalities: Processes of equalisation or cumulative disadvantage?

Science.gov (United States)

Kilpi-Jakonen, Elina; Vono de Vilhena, Daniela; Blossfeld, Hans-Peter

2015-08-01

Adult learning is an increasingly important form of education in globalised and aging societies. While current policy recommendations tend to focus on increasing participation rates, the authors of this article argue that higher participation rates do not necessarily lead to lower social/educational inequalities in participation. The aim of this paper is to examine the relationship between social inequalities and adult learning by exploring cross-national patterns of participation in different adult learning activities and the consequences of participation on individual labour market trajectories. The empirical basis of the paper is an analysis of 13 country studies (as well as two cross-national analyses) brought together by the international comparative research project "Education as a lifelong process - comparing educational trajectories in modern societies" ( eduLIFE). Despite wide variations in participation rates across countries, mechanisms of social/educational inequality in engagement in job-related adult learning tend to be relatively similar across countries, in particular with regard to non-formal learning. Effects tend most frequently to be a presence of cumulative advantage, though in some countries a certain degree of equalisation is noticeable with regard to formal adult education. The authors conclude that it is relatively clear that currently almost no country is truly able to reduce social inequalities through adult learning. Their recommendation is that public policy makers should place greater emphasis on making adult learning more accessible (in terms of entry requirements, affordability as well as motivation) to underrepresented groups, in particular those who are educationally disadvantaged.

An Analysis of Learning Activities in a Technology Education Textbook for Teachers : Learning Process Based on Contents Framework and Learning Scene to Develop Technological Literacy

OpenAIRE

Yata, Chikahiko; Hamamoto, Kengo; Oguri, Takenori

2014-01-01

This study analyzed the learning activities in a textbook on technology education for teachers, in order to examine the learning processes and learning scenes detailed therein. Results of analyzing learning process, primary learning activity found each contents framework. Other learning activities designated to be related to complementary in learning process. Results of analyzing learning scene, 14 learning scenes, among them "Scene to recognize the impact on social life and progress of techn...

Regional Focus Editorial ~ Changing Faces of Open and Distance Learning in Asia

Directory of Open Access Journals (Sweden)

Insung Jung

2007-03-01

Full Text Available It is no incident that IRRODL begins the year of 2007 with this regional focus edition on “Changing Faces of Open and Distance Learning in Asia.” Over the recent years, there has been tremendous growth and diversity in open and distance learning (ODL in Asia. With over 56 percent of the global population, Asia has over 70 universities that are dedicated to open access to education, including seven out of 11 of the world's mega universities (universities with over 100,000 active students in degree-level courses serving six million active students all together (Daniel, 1996. Quite a few distance teaching universities or programs such as the Bangladeshi Open University, the Hanoi Open University, the Open University Malaysia, and the Open and Distance Learning Program in Singapore, have been established since the 1990s and now provide tertiary level education to those seeking continuing education opportunities. Virtual universities are growing fast and, with 17 virtual universities in Korea alone! Many conventional, campus-based universities have started to offer e-Learning programs as well. For example, 67 e-Colleges have been established within conventional research universities in China.

The development and evaluation of mini-GEMs - short, focused, online e-learning videos in geriatric medicine.

Science.gov (United States)

Garside, Mark J; Fisher, James M; Blundell, Adrian G; Gordon, Adam L

2018-01-01

Mini Geriatric E-Learning Modules (Mini-GEMs) are short, focused, e-learning videos on geriatric medicine topics, hosted on YouTube, which are targeted at junior doctors working with older people. This study aimed to explore how these resources are accessed and used. The authors analyzed the viewing data from 22 videos published over the first 18 months of the Mini-GEM project. We conducted a focus group of U.K. junior doctors considering their experiences with Mini-GEMS. The Mini-GEMs were viewed 10,291 times over 18 months, equating to 38,435 minutes of total viewing time. The average viewing time for each video was 3.85 minutes. Learners valued the brevity and focused nature of the Mini-GEMs and reported that they watched them in a variety of settings to supplement clinical experiences and consolidate learning. Watching the videos led to an increase in self-reported confidence in managing older patients. Mini-GEMs can effectively disseminate clinical teaching material to a wide audience. The videos are valued by junior doctors due to their accessibility and ease of use.

Distance Learning as a Tool for Poverty Reduction and Economic Development: A Focus on China and Mexico

Science.gov (United States)

Larson, Richard C.; Murray, M. Elizabeth

2008-01-01

This paper uses case studies to focus on distance learning in developing countries as an enabler for economic development and poverty reduction. To provide perspective, we first review the history of telecottages, local technology-equipped facilities to foster community-based learning, which have evolved into "telecenters" or…

A Measurable Model of the Creative Process in the Context of a Learning Process

Science.gov (United States)

Ma, Min; Van Oystaeyen, Fred

2016-01-01

The authors' aim was to arrive at a measurable model of the creative process by putting creativity in the context of a learning process. The authors aimed to provide a rather detailed description of how creative thinking fits in a general description of the learning process without trying to go into an analysis of a biological description of the…

Dual learning processes in interactive skill acquisition.

Science.gov (United States)

Fu, Wai-Tat; Anderson, John R

2008-06-01

Acquisition of interactive skills involves the use of internal and external cues. Experiment 1 showed that when actions were interdependent, learning was effective with and without external cues in the single-task condition but was effective only with the presence of external cues in the dual-task condition. In the dual-task condition, actions closer to the feedback were learned faster than actions farther away but this difference was reversed in the single-task condition. Experiment 2 tested how knowledge acquired in single and dual-task conditions would transfer to a new reward structure. Results confirmed the two forms of learning mediated by the secondary task: A declarative memory encoding process that simultaneously assigned credits to actions and a reinforcement-learning process that slowly propagated credits backward from the feedback. The results showed that both forms of learning were engaged during training, but only at the response selection stage, one form of knowledge may dominate over the other depending on the availability of attentional resources. (c) 2008 APA, all rights reserved

Practice of Connectivism As Learning Theory: Enhancing Learning Process Through Social Networking Site (Facebook

Directory of Open Access Journals (Sweden)

Fahriye Altınay Aksal

2013-12-01

Full Text Available The impact of the digital age within learning and social interaction has been growing rapidly. The realm of digital age and computer mediated communication requires reconsidering instruction based on collaborative interactive learning process and socio-contextual experience for learning. Social networking sites such as facebook can help create group space for digital dialogue to inform, question and challenge within a frame of connectivism as learning theory within the digital age. The aim of this study is to elaborate the practice of connectivism as learning theory in terms of internship course. Facebook group space provided social learning platform for dialogue and negotiation beside the classroom learning and teaching process in this study. The 35 internship students provided self-reports within a frame of this qualitative research. This showed how principles of theory practiced and how this theory and facebook group space contribute learning, selfleadership, decision making and reflection skills. As the research reflects a practice of new theory based on action research, learning is not individualistic attempt in the digital age as regards the debate on learning in digital age within a frame of connectivism

Learning about the past with new technologies : Fostering historical reasoning in computer-supported collaborative learning

NARCIS (Netherlands)

Drie, J.P. van

2005-01-01

Recent technological developments have provided new environments for learning, giving rise to the question of how characteristics of such new learning environments can facilitate the process of learning in specific domains. The focus of this thesis is on computer-supported collaborative learning

The impact on career development of learning opportunities and learning behavior at work

NARCIS (Netherlands)

van der Sluis, E.C.; Poell, R.F.

2003-01-01

This study focuses on the individual career development process of M.B.A.s on the job, in an era emphasizing personal responsibility for learning and development. The impact of learning opportunities and individual learning behavior was analyzed through repeated measures. Hierarchical regressions

Specialization processes in on-line unsupervised learning

NARCIS (Netherlands)

Biehl, M.; Freking, A.; Reents, G.; Schlösser, E.

1998-01-01

From the recent analysis of supervised learning by on-line gradient descent in multilayered neural networks it is known that the necessary process of student specialization can be delayed significantly. We demonstrate that this phenomenon also occurs in various models of unsupervised learning. A

Semantic Web-Driven LMS Architecture towards a Holistic Learning Process Model Focused on Personalization

Science.gov (United States)

Kerkiri, Tania

2010-01-01

A comprehensive presentation is here made on the modular architecture of an e-learning platform with a distinctive emphasis on content personalization, combining advantages from semantic web technology, collaborative filtering and recommendation systems. Modules of this architecture handle information about both the domain-specific didactic…

ECONOMIC STRATEGY CREATED THROUGH THEORY FOCUSED PLANNING

Directory of Open Access Journals (Sweden)

Dumitru-Alexandru Bodislav

2011-06-01

Full Text Available The research done for this article is following the elaboration of a moldable model on the actual economic context, in which there are considered continuous learning elements on facts and commercial niches, evaluating a business starting from causality diagram and structuring its processes. Analyzing the evolution of a business and on the market in which they are deploying their activity through quantitative and qualitative measurement methods focused on trends. Testing hypotheses and business suppositions that are the main engine of theory focused on planning, a model of creating a strategic management process that will be developed in this article.

Learning Markov Decision Processes for Model Checking

DEFF Research Database (Denmark)

Mao, Hua; Chen, Yingke; Jaeger, Manfred

2012-01-01

. The proposed learning algorithm is adapted from algorithms for learning deterministic probabilistic finite automata, and extended to include both probabilistic and nondeterministic transitions. The algorithm is empirically analyzed and evaluated by learning system models of slot machines. The evaluation......Constructing an accurate system model for formal model verification can be both resource demanding and time-consuming. To alleviate this shortcoming, algorithms have been proposed for automatically learning system models based on observed system behaviors. In this paper we extend the algorithm...... on learning probabilistic automata to reactive systems, where the observed system behavior is in the form of alternating sequences of inputs and outputs. We propose an algorithm for automatically learning a deterministic labeled Markov decision process model from the observed behavior of a reactive system...

TF.Learn: TensorFlow's High-level Module for Distributed Machine Learning

OpenAIRE

Tang, Yuan

2016-01-01

TF.Learn is a high-level Python module for distributed machine learning inside TensorFlow. It provides an easy-to-use Scikit-learn style interface to simplify the process of creating, configuring, training, evaluating, and experimenting a machine learning model. TF.Learn integrates a wide range of state-of-art machine learning algorithms built on top of TensorFlow's low level APIs for small to large-scale supervised and unsupervised problems. This module focuses on bringing machine learning t...

P3: a practice focused learning environment

Science.gov (United States)

Irving, Paul W.; Obsniuk, Michael J.; Caballero, Marcos D.

2017-09-01

There has been an increased focus on the integration of practices into physics curricula, with a particular emphasis on integrating computation into the undergraduate curriculum of scientists and engineers. In this paper, we present a university-level, introductory physics course for science and engineering majors at Michigan State University called P3 (projects and practices in physics) that is centred around providing introductory physics students with the opportunity to appropriate various science and engineering practices. The P3 design integrates computation with analytical problem solving and is built upon a curriculum foundation of problem-based learning, the principles of constructive alignment and the theoretical framework of community of practice. The design includes an innovative approach to computational physics instruction, instructional scaffolds, and a unique approach to assessment that enables instructors to guide students in the development of the practices of a physicist. We present the very positive student related outcomes of the design gathered via attitudinal and conceptual inventories and research interviews of students’ reflecting on their experiences in the P3 classroom.

An Analysis of Creative Process Learning in Computer Game Activities Through Player Experiences

Directory of Open Access Journals (Sweden)

Wilawan Inchamnan

2016-09-01

Full Text Available This research investigates the extent to which creative processes can be fostered through computer gaming. It focuses on creative components in games that have been specifically designed for educational purposes: Digital Game Based Learning (DGBL. A behavior analysis for measuring the creative potential of computer game activities and learning outcomes is described. Creative components were measured by examining task motivation and domain-relevant and creativity-relevant skill factors. The research approach applied heuristic checklists in the field of gameplay to analyze the stage of player activities involved in the performance of the task and to examine player experiences with the Player Experience of Need Satisfaction (PENS survey. Player experiences were influenced by competency, autonomy, intuitive controls, relatedness and presence. This study examines the impact of these activities on the player experience for evaluating learning outcomes through school records. The study is designed to better understand the creative potential of people who are engaged in learning knowledge and skills during the course while playing video games. The findings show the creative potential that occurred to yield levels of creative performance within game play activities to support learning. The anticipated outcome is knowledge on how video games foster creative thinking as an overview of the Creative Potential of Learning Model (CPLN. CPLN clearly describes the interrelationships between principles of learning and creative potential, the interpretation of the results is indispensable.

Understanding the Advising Learning Process Using Learning Taxonomies

Science.gov (United States)

Muehleck, Jeanette K.; Smith, Cathleen L.; Allen, Janine M.

2014-01-01

To better understand the learning that transpires in advising, we used Anderson et al.'s (2001) revision of Bloom's (1956) taxonomy and Krathwohl, Bloom, and Masia's (1964) affective taxonomy to analyze eight student-reported advising outcomes from Smith and Allen (2014). Using the cognitive processes and knowledge domains of Anderson et al.'s…

Design of learner-centred constructivism based learning process

OpenAIRE

Schreurs, Jeanne; Al-Huneidi, Ahmad

2012-01-01

A Learner-centered learning is constructivism based and Competence directed. We define general competencies, domain competencies and specific course competencies. Constructivism based learning activities are based on constructivism theory. For each course module the intended learning level will be defined. A model is built for the design of a learner centered constructivism based and competency directed learning process. The application of it in two courses are presented. Constructivism ba...

Adult Learning in Health Professions Education

Science.gov (United States)

Bierema, Laura L.

2018-01-01

This chapter focuses on the process of learning in health professions education (HPE) in terms of key issues that shape HPE learning and essential strategies for promoting and facilitating learning among professionals.

Relative speed of processing determines color-word contingency learning.

Science.gov (United States)

Forrin, Noah D; MacLeod, Colin M

2017-10-01

In three experiments, we tested a relative-speed-of-processing account of color-word contingency learning, a phenomenon in which color identification responses to high-contingency stimuli (words that appear most often in particular colors) are faster than those to low-contingency stimuli. Experiment 1 showed equally large contingency-learning effects whether responding was to the colors or to the words, likely due to slow responding to both dimensions because of the unfamiliar mapping required by the key press responses. For Experiment 2, participants switched to vocal responding, in which reading words is considerably faster than naming colors, and we obtained a contingency-learning effect only for color naming, the slower dimension. In Experiment 3, previewing the color information resulted in a reduced contingency-learning effect for color naming, but it enhanced the contingency-learning effect for word reading. These results are all consistent with contingency learning influencing performance only when the nominally irrelevant feature is faster to process than the relevant feature, and therefore are entirely in accord with a relative-speed-of-processing explanation.

Learning objects as coadjuvants in the human physiology teaching-learning process

Directory of Open Access Journals (Sweden)

Marcus Vinícius Lara

2014-08-01

Full Text Available The use of Information and Communication Technologies (ICTs in the academic environment of biomedical area has gained much importance, both for their ability to complement the understanding of the subject obtained in the classroom, is the ease of access, or makes more pleasure the learning process, since these tools are present in everyday of the students and use a simple language. Considering that, this study aims to report the experience of building learning objects in human physiology as a tool for learning facilitation, and discuss the impact of this teaching methodology

Proceedings of IEEE Machine Learning for Signal Processing Workshop XVI

DEFF Research Database (Denmark)

Larsen, Jan

These proceedings contains refereed papers presented at the sixteenth IEEE Workshop on Machine Learning for Signal Processing (MLSP'2006), held in Maynooth, Co. Kildare, Ireland, September 6-8, 2006. This is a continuation of the IEEE Workshops on Neural Networks for Signal Processing (NNSP......). The name of the Technical Committee, hence of the Workshop, was changed to Machine Learning for Signal Processing in September 2003 to better reflect the areas represented by the Technical Committee. The conference is organized by the Machine Learning for Signal Processing Technical Committee...... the same standard as the printed version and facilitates the reading and searching of the papers. The field of machine learning has matured considerably in both methodology and real-world application domains and has become particularly important for solution of problems in signal processing. As reflected...

Conceptual and epistemological undercurrents of learning as a process of change

Science.gov (United States)

Montfort, Devlin B.

2011-12-01

In the preparation and education of civil engineers it is essential to both increase student knowledge of the world (conceptual understanding), but also to establish and develop new ways of thinking (epistemology). Both of these processes of change can be considered learning, but they are vastly different in the time, energy and resources they require to accomplish. The second type of learning (conceptual change) is more difficult, and is only rarely accomplished in traditional university education. The purpose of this research is to apply existing research approaches from cognitive science and educational psychology to explain why by investigating conceptual change in the contexts of student learning and faculty adoption of new pedagogies. In each context, the difficulty with conceptual change was associated with the ways in which people categorize fundamental phenomena in the world around them, and with epistemological expectations of how those categorizations should be applied in new contexts. While attempts to encourage change often focus on "educating" people by providing them with more knowledge, the change processes seem to be primarily limited by people's existing knowledge and how it is structured. Because civil engineers interact closely with societal goals and processes (such as human safety and environmental policies), they adopt epistemological stances that are as-yet unaccounted for in most research on the subject, which assumes a strong distinction between epistemological stances toward the physical world compared to the social world. These differences suggest that civil engineers' conceptual change could be enhanced by more directly addressing their particular epistemological stances---which incorporate high needs for certainty in guaranteeing human safety, as well as high flexibility when being applied to human systems.

Experiential Learning: A Process for Teaching Youth Entrepreneurship

Directory of Open Access Journals (Sweden)

Karen Biers

2006-09-01

Full Text Available Youth of all ages are indicating an interest in starting a business. However, few classes on business start-up and management are available. Young people who are actively engaged in learning business management concepts also develop life skills such as decision making, communicating, and learning to learn. Studies have shown that youth who are in participatory, entrepreneurship classes develop a positive attitude toward starting a business. This article addresses how the experiential learning model provides an opportunity for youth to develop entrepreneurial skills. The entrepreneurial learning model is a learning process of doing, reflecting, and then applying.

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...

Process Systems Engineering Education: Learning by Research

Science.gov (United States)

Abbas, A.; Alhammadi, H. Y.; Romagnoli, J. A.

2009-01-01

In this paper, we discuss our approach in teaching the final-year course Process Systems Engineering. Students are given ownership of the course by transferring to them the responsibility of learning. A project-based group environment stimulates learning while solving a real engineering problem. We discuss postgraduate student involvement and how…

Investigating relationship between self- and co-regulatory learning processes in a workplace e-learning system

NARCIS (Netherlands)

Rahimi, E.; Tampinongkol, S.; Sedighi, M.; Van den Berg, J.; Veen, W.

2014-01-01

While supporting regulatory learning processes in work environments is increasingly becoming important, there is not a clear picture of the interaction between self- and coregulatory processes performed by learners in workplace e-learning systems. In this paper, by following a design-based research

Minimax bounds for active learning

NARCIS (Netherlands)

Castro, R.M.; Nowak, R.

2008-01-01

This paper analyzes the potential advantages and theoretical challenges of "active learning" algorithms. Active learning involves sequential sampling procedures that use information gleaned from previous samples in order to focus the sampling and accelerate the learning process relative to "passive

Predicting Student Performance in a Collaborative Learning Environment

Science.gov (United States)

Olsen, Jennifer K.; Aleven, Vincent; Rummel, Nikol

2015-01-01

Student models for adaptive systems may not model collaborative learning optimally. Past research has either focused on modeling individual learning or for collaboration, has focused on group dynamics or group processes without predicting learning. In the current paper, we adjust the Additive Factors Model (AFM), a standard logistic regression…

A European Perspective on Auditory Processing Disorder-Current Knowledge and Future Research Focus

Directory of Open Access Journals (Sweden)

Vasiliki (Vivian Iliadou

2017-11-01

Full Text Available Current notions of “hearing impairment,” as reflected in clinical audiological practice, do not acknowledge the needs of individuals who have normal hearing pure tone sensitivity but who experience auditory processing difficulties in everyday life that are indexed by reduced performance in other more sophisticated audiometric tests such as speech audiometry in noise or complex non-speech sound perception. This disorder, defined as “Auditory Processing Disorder” (APD or “Central Auditory Processing Disorder” is classified in the current tenth version of the International Classification of diseases as H93.25 and in the forthcoming beta eleventh version. APDs may have detrimental effects on the affected individual, with low esteem, anxiety, and depression, and symptoms may remain into adulthood. These disorders may interfere with learning per se and with communication, social, emotional, and academic-work aspects of life. The objective of the present paper is to define a baseline European APD consensus formulated by experienced clinicians and researchers in this specific field of human auditory science. A secondary aim is to identify issues that future research needs to address in order to further clarify the nature of APD and thus assist in optimum diagnosis and evidence-based management. This European consensus presents the main symptoms, conditions, and specific medical history elements that should lead to auditory processing evaluation. Consensus on definition of the disorder, optimum diagnostic pathway, and appropriate management are highlighted alongside a perspective on future research focus.

Contrasting dynamics of organizational learning : a process theory perspective

NARCIS (Netherlands)

Berends, J.J.; Lammers, I.S.

2006-01-01

In this paper we analyze the process characteristics of organizational learning. A wide variety of process models of organizational learning have been proposed in the literature, but these models have not been systematically investigated. In this paper we use Van de Ven and Poole's (1995) taxonomy

KINAESTHETIC LEARNING STYLE AND ITS USAGE IN LEARNING PROCESS IN BASIC SCHOOL

OpenAIRE

Jonāne, Lolita

2018-01-01

The aim of the research is to explore the possibilities and methodological solutions of using kinaesthetic teaching style in the teaching/learning process in basic school and its impact on pupil involvement in learning activities and attainment of goals. Qualitative  and quantitative methods  - experienced teacher’s survey and student-trainee survey  after observation and analysys of lessons at school are used during the study. It is concluded that: 1)the kinesthetic style of learning involve...

Learning Theory Estimates with Observations from General Stationary Stochastic Processes.

Science.gov (United States)

Hang, Hanyuan; Feng, Yunlong; Steinwart, Ingo; Suykens, Johan A K

2016-12-01

This letter investigates the supervised learning problem with observations drawn from certain general stationary stochastic processes. Here by general, we mean that many stationary stochastic processes can be included. We show that when the stochastic processes satisfy a generalized Bernstein-type inequality, a unified treatment on analyzing the learning schemes with various mixing processes can be conducted and a sharp oracle inequality for generic regularized empirical risk minimization schemes can be established. The obtained oracle inequality is then applied to derive convergence rates for several learning schemes such as empirical risk minimization (ERM), least squares support vector machines (LS-SVMs) using given generic kernels, and SVMs using gaussian kernels for both least squares and quantile regression. It turns out that for independent and identically distributed (i.i.d.) processes, our learning rates for ERM recover the optimal rates. For non-i.i.d. processes, including geometrically [Formula: see text]-mixing Markov processes, geometrically [Formula: see text]-mixing processes with restricted decay, [Formula: see text]-mixing processes, and (time-reversed) geometrically [Formula: see text]-mixing processes, our learning rates for SVMs with gaussian kernels match, up to some arbitrarily small extra term in the exponent, the optimal rates. For the remaining cases, our rates are at least close to the optimal rates. As a by-product, the assumed generalized Bernstein-type inequality also provides an interpretation of the so-called effective number of observations for various mixing processes.

Organizational learning viewed from a social learning perspective

DEFF Research Database (Denmark)

Elkjær, Bente; Brandi, Ulrik

2011-01-01

This chapter reviews the literature on organizational learning through the lens of a social learning perspective. We start with an individual learning perspective, before moving on to a social learning perspective with a particular focus upon pragmatism. The literature review covers the following...... four issues: the content of learning, the process of learning, the relation between individual and organization, and the concept of organization. An important separator between individual and social learning perspectives is the different emphasis on learning as acquisition of skills and knowledge......, versus learning as encompassing development of identities and socialization to organizational work and life. A pragmatist social learning perspective emphasizes both learning as acquisition through experience and inquiry, and learning as development of identities and socialization through individuals...

E-Learning and Further Education: How do Individual Learning Paths support Personal Learning Processes

Directory of Open Access Journals (Sweden)

Bertil Haack

2010-02-01

Full Text Available The MOPEM project includes two fixed scenarios that have been defined to convey the idea of "learning paths". Our aim in this paper is to demonstrate the contexts and conditions for flexible learning paths that can be tailored to meet individual needs. The concept of this kind of specialised path is to enable learners to individualise the learning process and to adjust it to their personal needs. We will outline the background and pro- vide examples to explain the concept of learning stations which we use in our four courses: Online Marketing, CRM Systems, Business Communications and Event Marketing. This idea of "freely" combining subject matter naturally leads to the ques- tion of multi-applicability for the learning blocks in various educational contexts. The answers to this question are interest- ing not only in terms of the feasibility of learning paths from a content and didactic point of view, but also with regard to the economic viability of E-Learning or Blended Learning Systems, which ultimately require technical implementation. In addition we will present some first thoughts on the design of a prototype "Content Pool". It would, however, only make sense to develop and implement this within the scope of a follow-up project.

IEEE International Workshop on Machine Learning for Signal Processing: Preface

DEFF Research Database (Denmark)

Tao, Jianhua

The 21st IEEE International Workshop on Machine Learning for Signal Processing will be held in Beijing, China, on September 18–21, 2011. The workshop series is the major annual technical event of the IEEE Signal Processing Society's Technical Committee on Machine Learning for Signal Processing...

Unconscious learning processes: mental integration of verbal and pictorial instructional materials.

Science.gov (United States)

Kuldas, Seffetullah; Ismail, Hairul Nizam; Hashim, Shahabuddin; Bakar, Zainudin Abu

2013-12-01

This review aims to provide an insight into human learning processes by examining the role of cognitive and emotional unconscious processing in mentally integrating visual and verbal instructional materials. Reviewed literature shows that conscious mental integration does not happen all the time, nor does it necessarily result in optimal learning. Students of all ages and levels of experience cannot always have conscious awareness, control, and the intention to learn or promptly and continually organize perceptual, cognitive, and emotional processes of learning. This review suggests considering the role of unconscious learning processes to enhance the understanding of how students form or activate mental associations between verbal and pictorial information. The understanding would assist in presenting students with spatially-integrated verbal and pictorial instructional materials as a way of facilitating mental integration and improving teaching and learning performance.

Learning Experiences Reuse Based on an Ontology Modeling to Improve Adaptation in E-Learning Systems

Science.gov (United States)

Hadj M'tir, Riadh; Rumpler, Béatrice; Jeribi, Lobna; Ben Ghezala, Henda

2014-01-01

Current trends in e-Learning focus mainly on personalizing and adapting the learning environment and learning process. Although their increasingly number, theses researches often ignore the concepts of capitalization and reuse of learner experiences which can be exploited later by other learners. Thus, the major challenge of distance learning is…

Collaborative distance learning: Developing an online learning community

Science.gov (United States)

Stoytcheva, Maria

2017-12-01

The method of collaborative distance learning has been applied for years in a number of distance learning courses, but they are relatively few in foreign language learning. The context of this research is a hybrid distance learning of French for specific purposes, delivered through the platform UNIV-RcT (Strasbourg University), which combines collaborative activities for the realization of a common problem-solving task online. The study focuses on a couple of aspects: on-line interactions carried out in small, tutored groups and the process of community building online. By analyzing the learner's perceptions of community and collaborative learning, we have tried to understand the process of building and maintenance of online learning community and to see to what extent the collaborative distance learning contribute to the development of the competence expectations at the end of the course. The analysis of the results allows us to distinguish the advantages and limitations of this type of e-learning and thus evaluate their pertinence.

Brightening the Mind: The Impact of Practicing Gratitude on Focus and Resilience in Learning

Science.gov (United States)

Wilson, Jane Taylor

2016-01-01

A growing body of groundbreaking research shows that gratitude has the power to heal, energize, and transform lives by enhancing people psychologically, spiritually, physically, and cognitively. This study contributes to the study of gratitude by exploring its impact on focus and resilience in learning. Specifically, this study examines the impact…

English Learning Styles of Students from East Asian Countries: A Focus on Reading Strategies

Science.gov (United States)

Lee, Jia-Ying

2011-01-01

Little research has been done to investigate the influence of cultural differences on students' second/foreign language learning styles, with a focus on comparing between East and West classroom cultures. This study investigates the differences that East Asian students may encounter when studying in the English-medium academic environment. By…

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

Directory of Open Access Journals (Sweden)

Ratna Malawati

2016-06-01

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

Enhancing the Teaching-Learning Process: A Knowledge Management Approach

Science.gov (United States)

Bhusry, Mamta; Ranjan, Jayanthi

2012-01-01

Purpose: The purpose of this paper is to emphasize the need for knowledge management (KM) in the teaching-learning process in technical educational institutions (TEIs) in India, and to assert the impact of information technology (IT) based KM intervention in the teaching-learning process. Design/methodology/approach: The approach of the paper is…

New methodological perspectives in pedagogical approach to teaching and learning processes in school education

Directory of Open Access Journals (Sweden)

Lorena Pérez Piña

2016-03-01

Full Text Available For years, the methodology has been worked from a focus on teaching styles and pedagogy situations approach, which was a breakthrough, but the needs of individualization were drifting towards new methodological perspectives and teaching, being cooperative games, the willing environments, or communication processes (López, 2012, who were showing a new way to understand the methodology and teaching styles in Education, and it was not to focus on a way to understand these issues from the point of view of the teacher, but how attending to the cognitive and learning processes of students, we could better optimize our intervention.Actually, we have analyzed the latest publications in the last three years, around methodology and teaching styles, using various databases. The results of this search have been quite limited, which may make us think that they have not really relevant changes in the design of such education.

Use of focus groups in a library's strategic planning process.

Science.gov (United States)

Higa-Moore, Mori Lou; Bunnett, Brian; Mayo, Helen G; Olney, Cynthia A

2002-01-01

The use of focus groups to determine patron satisfaction with library resources and services is extensive and well established. This article demonstrates how focus groups can also be used to help shape the future direction of a library as part of the strategic planning process. By responding to questions about their long-term library and information needs, focus group participants at the University of Texas Southwestern Medical Center at Dallas Library contributed an abundance of qualitative patron data that was previously lacking from this process. The selection and recruitment of these patrons is discussed along with the line of questioning used in the various focus group sessions. Of special interest is the way the authors utilized these sessions to mobilize and involve the staff in creating the library's strategic plan. This was accomplished not only by having staff members participate in one of the sessions but also by sharing the project's major findings with them and instructing them in how these findings related to the library's future. The authors' experience demonstrates that focus groups are an effective strategic planning tool for libraries and emphasizes the need to share information broadly, if active involvement of the staff is desired in both the development and implementation of the library's strategic plan.

Learning algorithms and automatic processing of languages

International Nuclear Information System (INIS)

Fluhr, Christian Yves Andre

1977-01-01

This research thesis concerns the field of artificial intelligence. It addresses learning algorithms applied to automatic processing of languages. The author first briefly describes some mechanisms of human intelligence in order to describe how these mechanisms are simulated on a computer. He outlines the specific role of learning in various manifestations of intelligence. Then, based on the Markov's algorithm theory, the author discusses the notion of learning algorithm. Two main types of learning algorithms are then addressed: firstly, an 'algorithm-teacher dialogue' type sanction-based algorithm which aims at learning how to solve grammatical ambiguities in submitted texts; secondly, an algorithm related to a document system which structures semantic data automatically obtained from a set of texts in order to be able to understand by references to any question on the content of these texts

Women-focused treatment agencies and process improvement: Strategies to increase client engagement

Science.gov (United States)

Wisdom, Jennifer P.; Hoffman, Kim; Rechberger, Elke; Seim, Kay; Owens, Betta

2009-01-01

Behavioral health treatment agencies often struggle to keep clients engaged in treatment. Women clients often have additional factors such as family responsibilities, financial difficulties, or abuse histories that provide extra challenges to remaining in care. As part of a national initiative, four women-focused drug treatment agencies used process improvement to address treatment engagement. Interviews and focus groups with staff assessed the nature and extent of interventions. Women-focused drug treatment agencies selected relational-based interventions to engage clients in treatment and improved four-week treatment retention from 66% to 76%. Process improvement interventions in women-focused treatment may be useful to improve engagement. PMID:20046914

Factors Affecting Process Innovation Teams’ Learning and Their Impact on the Success of the Process Innovation Projects

Directory of Open Access Journals (Sweden)

İbrahim H. Seyrek

2007-06-01

Full Text Available Based on 145 process innovation teams, we have studied factors supporting team learning and their impact on the success of the process innovation projects. As a result, we have found that team vision, recording and reviewing project related information, filing, following a structural development process and co-location of team members are factors supporting team learning and project success. Also, two dimensions of learning, information acquisition and information implementation, are positively related to the success of the process innovation projects

A model for understanding and learning of the game process of computer games

DEFF Research Database (Denmark)

Larsen, Lasse Juel; Majgaard, Gunver

This abstract focuses on the computer game design process in the education of engineers at the university level. We present a model for understanding the different layers in the game design process, and an articulation of their intricate interconnectedness. Our motivation is propelled by our daily...... teaching practice of game design. We have observed a need for a design model that quickly can create an easily understandable overview over something as complex as the design processes of computer games. This posed a problem: how do we present a broad overview of the game design process and at the same...... time make sure that the students learn to act and reflect like game designers? We fell our game design model managed to just that end. Our model entails a guideline for the computer game design process in its entirety, and at same time distributes clear and easy understandable insight to a particular...

Development and Deployment of a Library of Industrially Focused Advanced Immersive VR Learning Environments

Science.gov (United States)

Cameron, Ian; Crosthwaite, Caroline; Norton, Christine; Balliu, Nicoleta; Tadé, Moses; Hoadley, Andrew; Shallcross, David; Barton, Geoff

2008-01-01

This work presents a unique education resource for both process engineering students and the industry workforce. The learning environment is based around spherical imagery of real operating plants coupled with interactive embedded activities and content. This Virtual Reality (VR) learning tool has been developed by applying aspects of relevant…

The contribution of temporary storage and executive processes to category learning.

Science.gov (United States)

Wang, Tengfei; Ren, Xuezhu; Schweizer, Karl

2015-09-01

Three distinctly different working memory processes, temporary storage, mental shifting and inhibition, were proposed to account for individual differences in category learning. A sample of 213 participants completed a classic category learning task and two working memory tasks that were experimentally manipulated for tapping specific working memory processes. Fixed-links models were used to decompose data of the category learning task into two independent components representing basic performance and improvement in performance in category learning. Processes of working memory were also represented by fixed-links models. In a next step the three working memory processes were linked to components of category learning. Results from modeling analyses indicated that temporary storage had a significant effect on basic performance and shifting had a moderate effect on improvement in performance. In contrast, inhibition showed no effect on any component of the category learning task. These results suggest that temporary storage and the shifting process play different roles in the course of acquiring new categories. Copyright © 2015 Elsevier B.V. All rights reserved.

Process mining : overview and opportunities

NARCIS (Netherlands)

Aalst, van der W.M.P.

2012-01-01

Over the last decade, process mining emerged as a new research ¿eld that focuses on the analysis of processes using event data. Classical data mining techniques such as classi¿cation, clustering, regression, association rule learning, and sequence/episode mining do not focus on business process

The Importance of Trust and Networking in the Learning Process of Polish Companies

DEFF Research Database (Denmark)

Lorentzen, Anne

2002-01-01

Innovation, learning and competitiveness are positively loaded concepts, which are in focus in today?s research on enterprise development. The paper shows that this challenge also faces companies in Central and Eastern Europe.......Innovation, learning and competitiveness are positively loaded concepts, which are in focus in today?s research on enterprise development. The paper shows that this challenge also faces companies in Central and Eastern Europe....

Pilot Skill Development with Implicit and Explicit Learning: Considerations for Task Complexity

National Research Council Canada - National Science Library

Sullivan, Ryan

2000-01-01

.... Research in learning strategies has recently focused on implicit and explicit learning to determine if it is more important to focus on conscious facts or unconscious procedural performance during the learning process...

Identity learning: the core process of educational change

NARCIS (Netherlands)

Geijsel, F.; Meijers, F.

2005-01-01

The aim of this paper is to offer an additional perspective to the understanding of educational change processes by clarifying the significance of identity learning. Today’s innovations require changes in teachers’ professional identity. Identity learning involves a relation between social‐cognitive

Dissociation of binding and learning processes.

Science.gov (United States)

Moeller, Birte; Frings, Christian

2017-11-01

A single encounter of a stimulus together with a response can result in a short-lived association between the stimulus and the response [sometimes called an event file, see Hommel, Müsseler, Aschersleben, & Prinz, (2001) Behavioral and Brain Sciences, 24, 910-926]. The repetition of stimulus-response pairings typically results in longer lasting learning effects indicating stimulus-response associations (e.g., Logan & Etherton, (1994) Journal of Experimental Psychology: Learning, Memory, and Cognition, 20, 1022-1050]. An important question is whether or not what has been described as stimulus-response binding in action control research is actually identical with an early stage of incidental learning (e.g., binding might be seen as single-trial learning). Here, we present evidence that short-lived binding effects can be distinguished from learning of longer lasting stimulus-response associations. In two experiments, participants always responded to centrally presented target letters that were flanked by response irrelevant distractor letters. Experiment 1 varied whether distractors flanked targets on the horizontal or vertical axis. Binding effects were larger for a horizontal than for a vertical distractor-target configuration, while stimulus configuration did not influence incidental learning of longer lasting stimulus-response associations. In Experiment 2, the duration of the interval between response n - 1 and presentation of display n (500 ms vs. 2000 ms) had opposing influences on binding and learning effects. Both experiments indicate that modulating factors influence stimulus-response binding and incidental learning effects in different ways. We conclude that distinct underlying processes should be assumed for binding and incidental learning effects.

Electrical Storm Simulation to Improve the Learning Physics Process

Science.gov (United States)

Martínez Muñoz, Miriam; Jiménez Rodríguez, María Lourdes; Gutiérrez de Mesa, José Antonio

2013-01-01

This work is part of a research project whose main objective is to understand the impact that the use of Information and Communication Technology (ICT) has on the teaching and learning process on the subject of Physics. We will show that, with the use of a storm simulator, physics students improve their learning process on one hand they understand…

The Organizational Change Process: Its Influence on Competences Learned on the Job

Directory of Open Access Journals (Sweden)

Elaine Rabelo Neiva

2015-10-01

Full Text Available This study was developed in a Brazilian court that was subjected to the introduction of e-process, and bears the following objectives: (a describe the context of changes in terms of planning and perceived risk degree; (b describe the results perceived after the introduction of the e-process; (c describe the support to learning and the competences learned during the e-process implementation; (d identify the links between variables of changing context, support to learning and the competences learned during the introduction of the e-process at the Higher Justice Court. 219 civil servants participated in the study, which used scales of changing context, results of the change of competences and support to learning. Scales were subjected to exploratory factor analysis with robust statistical indexes and three multiple regressions to test the associations between variables. Results pointed out that characteristics of the change process and support to learning affect learned competences.

An Information Processing Perspective on Divergence and Convergence in Collaborative Learning

Science.gov (United States)

Jorczak, Robert L.

2011-01-01

This paper presents a model of collaborative learning that takes an information processing perspective of learning by social interaction. The collaborative information processing model provides a theoretical basis for understanding learning principles associated with social interaction and explains why peer-to-peer discussion is potentially more…

Can we (control) Engineer the degree learning process?

Science.gov (United States)

White, A. S.; Censlive, M.; Neilsen, D.

2014-07-01

This paper investigates how control theory could be applied to learning processes in engineering education. The initial point for the analysis is White's Double Loop learning model of human automation control modified for the education process where a set of governing principals is chosen, probably by the course designer. After initial training the student decides unknowingly on a mental map or model. After observing how the real world is behaving, a strategy to achieve the governing variables is chosen and a set of actions chosen. This may not be a conscious operation, it maybe completely instinctive. These actions will cause some consequences but not until a certain time delay. The current model is compared with the work of Hollenbeck on goal setting, Nelson's model of self-regulation and that of Abdulwahed, Nagy and Blanchard at Loughborough who investigated control methods applied to the learning process.

Can we (control) Engineer the degree learning process?

International Nuclear Information System (INIS)

White, A S; Censlive, M; Neilsen, D

2014-01-01

This paper investigates how control theory could be applied to learning processes in engineering education. The initial point for the analysis is White's Double Loop learning model of human automation control modified for the education process where a set of governing principals is chosen, probably by the course designer. After initial training the student decides unknowingly on a mental map or model. After observing how the real world is behaving, a strategy to achieve the governing variables is chosen and a set of actions chosen. This may not be a conscious operation, it maybe completely instinctive. These actions will cause some consequences but not until a certain time delay. The current model is compared with the work of Hollenbeck on goal setting, Nelson's model of self-regulation and that of Abdulwahed, Nagy and Blanchard at Loughborough who investigated control methods applied to the learning process

The Analysis of Mutual Learning Processes in the European Employment Strategy

DEFF Research Database (Denmark)

Nedergaard, Peter

of policy diffusion of the EES learning processes as predicted in the model in section 4. Section 6 deals with the conflictual views on the size and character of the learning processes of the EES in recent studies and proposes a new methodological path to investigate the mutual learning processes based upon......The paper is structured as follows: Section 2 summarizes the recent debate in the political science literature on analytical approaches to learning, which has gradually developed in a direction of being less and less individualistic. Section 3 follows up on this development and introduces a social...... constructivist approach to learning that redefines learning as changes in language-constituted relations to others. In section 4 this argument is elaborated into a model for mutual learning. Section 5 contains a qualitative analysis of the organisation of the EES in practice with regard to the possibilities...

Interacting Learning Processes during Skill Acquisition: Learning to control with gradually changing system dynamics.

Science.gov (United States)

Ludolph, Nicolas; Giese, Martin A; Ilg, Winfried

2017-10-16

There is increasing evidence that sensorimotor learning under real-life conditions relies on a composition of several learning processes. Nevertheless, most studies examine learning behaviour in relation to one specific learning mechanism. In this study, we examined the interaction between reward-based skill acquisition and motor adaptation to changes of object dynamics. Thirty healthy subjects, split into two groups, acquired the skill of balancing a pole on a cart in virtual reality. In one group, we gradually increased the gravity, making the task easier in the beginning and more difficult towards the end. In the second group, subjects had to acquire the skill on the maximum, most difficult gravity level. We hypothesized that the gradual increase in gravity during skill acquisition supports learning despite the necessary adjustments to changes in cart-pole dynamics. We found that the gradual group benefits from the slow increment, although overall improvement was interrupted by the changes in gravity and resulting system dynamics, which caused short-term degradations in performance and timing of actions. In conclusion, our results deliver evidence for an interaction of reward-based skill acquisition and motor adaptation processes, which indicates the importance of both processes for the development of optimized skill acquisition schedules.

Undergraduate nursing students' experience related to their clinical learning environment and factors affecting to their clinical learning process.

Science.gov (United States)

Arkan, Burcu; Ordin, Yaprak; Yılmaz, Dilek

2018-03-01

Clinical education is an essential part of nursing education. The purpose of this study was to explore nurse students' experiences related to cinical learning environments, factors effecting to clinical learning process. Descriptive qualitative design was used in this study, and data were collected from 2nd class nursing student (n = 14). The study took the form of in-depth interviews between August-October 2015. The qualitative interviews were analyzed by using simple content analysis. Data were analyzed manually. Experiences nurse students are described five themes. The themes of the study are (1) effecting persons to clinical learning, (2) educational atmosphere, (3) students' personal charactering, (4) the impact of education in school, and (5) students' perceptions related to clinical learning. Participants stated that they experienced many difficulties during clinical learning process. All students importantly stated that nurse teacher is very effecting to clinical learning. This study contributes to the literature by providing data on beginner nursing student' experiences about clinical learning process. The data of this present study show to Turkish nursing student is affecting mostly from persons in clinical learning. The data of this present study will guide nurse teacher when they plan to interventions to be performed to support student during clinical learning process. Copyright © 2017 Elsevier Ltd. All rights reserved.

An Analysis of the Relationship between the Learning Process and Learning Motivation Profiles of Japanese Pharmacy Students Using Structural Equation Modeling.

Science.gov (United States)

Yamamura, Shigeo; Takehira, Rieko

2018-04-23

Pharmacy students in Japan have to maintain strong motivation to learn for six years during their education. The authors explored the students’ learning structure. All pharmacy students in their 4th through to 6th year at Josai International University participated in the survey. The revised two factor study process questionnaire and science motivation questionnaire II were used to assess their learning process and learning motivation profiles, respectively. Structural equation modeling (SEM) was used to examine a causal relationship between the latent variables in the learning process and those in the learning motivation profile. The learning structure was modeled on the idea that the learning process affects the learning motivation profile of respondents. In the multi-group SEM, the estimated mean of the deep learning to learning motivation profile increased just after their clinical clerkship for 6th year students. This indicated that the clinical experience benefited students’ deep learning, which is probably because the experience of meeting with real patients encourages meaningful learning in pharmacy studies.

Open Integrated Personal Learning Environment: Towards a New Conception of the ICT-Based Learning Processes

Science.gov (United States)

Conde, Miguel Ángel; García-Peñalvo, Francisco José; Casany, Marià José; Alier Forment, Marc

Learning processes are changing related to technological and sociological evolution, taking this in to account, a new learning strategy must be considered. Specifically what is needed is to give an effective step towards the eLearning 2.0 environments consolidation. This must imply the fusion of the advantages of the traditional LMS (Learning Management System) - more formative program control and planning oriented - with the social learning and the flexibility of the web 2.0 educative applications.

Evaluation of learning and teaching process in Turkish courses

Directory of Open Access Journals (Sweden)

Eyyup Coşkun

2010-07-01

Full Text Available A radical educational reform occurred in Turkey in 2005; and curriculum of primary education courses was renewed. New curriculum was prepared based on constructivist approach. In this scope, curriculum of Turkish course was also renewed. This study aims at evaluating applications and opinions of teachers and students about learning and teaching process prescribed in Turkish Course (1st-5th Grades Curriculum. Within the scope of the study, semi-structured interview was made with 10 teachers and 12 students. In addition, process teaching a text was evaluated via structured observation method in 5 different classes. According to the results of the study, primary school teachers find some stages in learning – teaching process prescribed in the curriculum unnecessary and therefore do not apply them. Teachers mentioned that some texts are above the student level; and they sometimes experience time and material problems. It was seen in the present study that teachers do not have enough information about learning and teaching process in the new curriculum; they do not have high success levels in the applications; and they usually do not apply the forms for evaluating the process in the curriculum. It was found out that, in spite of these problems, courses are student-centred as prescribed in the curriculum; and students have positive opinions about stages of learning and teaching process.

Maps and geographic information in a lifelong learning process

DEFF Research Database (Denmark)

Brande-Lavridsen, Hanne

2005-01-01

may be acquired through a systematic supplementary and further education. This article focuses on what universities -- especially Aalborg University - as well as alternative learning methods such as distance education via the Internet can offer to Map and Geodata people....

Virtual Gaming Simulation in Nursing Education: A Focus Group Study.

Science.gov (United States)

Verkuyl, Margaret; Hughes, Michelle; Tsui, Joyce; Betts, Lorraine; St-Amant, Oona; Lapum, Jennifer L

2017-05-01

The use of serious gaming in a virtual world is a novel pedagogical approach in nursing education. A virtual gaming simulation was implemented in a health assessment class that focused on mental health and interpersonal violence. The study's purpose was to explore students' experiences of the virtual gaming simulation. Three focus groups were conducted with a convenience sample of 20 first-year nursing students after they completed the virtual gaming simulation. Analysis yielded five themes: (a) Experiential Learning, (b) The Learning Process, (c) Personal Versus Professional, (d) Self-Efficacy, and (e) Knowledge. Virtual gaming simulation can provide experiential learning opportunities that promote engagement and allow learners to acquire and apply new knowledge while practicing skills in a safe and realistic environment. [J Nurs Educ. 2017;56(5):274-280.]. Copyright 2017, SLACK Incorporated.

The Influence of Skill Process of Science and Motivation to Students Learn of Creativity

Directory of Open Access Journals (Sweden)

Yoga Budi Bhakti

2018-01-01

Full Text Available This research aims to understand the influence process of science skill and motivation learning with creativity learn. Data about the process of scince skill, motivation and creativity learn collected by test questioner instrument. Data analysis with regression analysis and correlation . Research shows that: There is the influence of skill process of science to the process of creativity learn with correlation coefficient r = 0.634 , there is the influence of motivation learn students to creativity learning with correlation coefficient r = 0.55, the process of science skills and motivation to study for students influence of creativity learn with correlation coefficient r = 0.935. This study concluded that skill process of science and the motivation to study student could creative learning.

Rethinking e-learning

DEFF Research Database (Denmark)

Bang, Jørgen; Dalsgaard, Christian

2006-01-01

“Technology alone does not deliver educational success. It only becomes valuable in education if learners and teachers can do something useful with it” (E-Learning: The Partnership Challenge, 2001, p. 24). This quotation could be used as a bon mot for this chapter. Our main goal is to rethink e-learning...... by shifting the focus of attention from learning resources (learning objects) to learning activities, which also implies a refocusing of the pedagogical discussion of the learning process.Firstly, we try to identify why e-learning has not been able to deliver the educational results as expected five years ago...

Foreign language learning as a complex dynamic process: A microgenetic case study of a Chinese child's English learning trajectory

NARCIS (Netherlands)

Sun, He; Steinkrauss, Rasmus; van der Steen, Steffie; Cox, Ralf; de Bot, Kees

2016-01-01

The current study focuses on one child's (male, 3 years old) learning behaviors in an English as a Foreign Language classroom, and explores the coordination and developmental patterns of his nonverbal (gestures and body language) and verbal (verbal repetition and verbal responses) learning behaviors

Fast But Fleeting: Adaptive Motor Learning Processes Associated with Aging and Cognitive Decline

Science.gov (United States)

Trewartha, Kevin M.; Garcia, Angeles; Wolpert, Daniel M.

2014-01-01

Motor learning has been shown to depend on multiple interacting learning processes. For example, learning to adapt when moving grasped objects with novel dynamics involves a fast process that adapts and decays quickly—and that has been linked to explicit memory—and a slower process that adapts and decays more gradually. Each process is characterized by a learning rate that controls how strongly motor memory is updated based on experienced errors and a retention factor determining the movement-to-movement decay in motor memory. Here we examined whether fast and slow motor learning processes involved in learning novel dynamics differ between younger and older adults. In addition, we investigated how age-related decline in explicit memory performance influences learning and retention parameters. Although the groups adapted equally well, they did so with markedly different underlying processes. Whereas the groups had similar fast processes, they had different slow processes. Specifically, the older adults exhibited decreased retention in their slow process compared with younger adults. Within the older group, who exhibited considerable variation in explicit memory performance, we found that poor explicit memory was associated with reduced retention in the fast process, as well as the slow process. These findings suggest that explicit memory resources are a determining factor in impairments in the both the fast and slow processes for motor learning but that aging effects on the slow process are independent of explicit memory declines. PMID:25274819

Fast but fleeting: adaptive motor learning processes associated with aging and cognitive decline.

Science.gov (United States)

Trewartha, Kevin M; Garcia, Angeles; Wolpert, Daniel M; Flanagan, J Randall

2014-10-01

Motor learning has been shown to depend on multiple interacting learning processes. For example, learning to adapt when moving grasped objects with novel dynamics involves a fast process that adapts and decays quickly-and that has been linked to explicit memory-and a slower process that adapts and decays more gradually. Each process is characterized by a learning rate that controls how strongly motor memory is updated based on experienced errors and a retention factor determining the movement-to-movement decay in motor memory. Here we examined whether fast and slow motor learning processes involved in learning novel dynamics differ between younger and older adults. In addition, we investigated how age-related decline in explicit memory performance influences learning and retention parameters. Although the groups adapted equally well, they did so with markedly different underlying processes. Whereas the groups had similar fast processes, they had different slow processes. Specifically, the older adults exhibited decreased retention in their slow process compared with younger adults. Within the older group, who exhibited considerable variation in explicit memory performance, we found that poor explicit memory was associated with reduced retention in the fast process, as well as the slow process. These findings suggest that explicit memory resources are a determining factor in impairments in the both the fast and slow processes for motor learning but that aging effects on the slow process are independent of explicit memory declines. Copyright © 2014 the authors 0270-6474/14/3413411-11$15.00/0.

Proceedings of IEEE Machine Learning for Signal Processing Workshop XV

DEFF Research Database (Denmark)

Larsen, Jan

These proceedings contains refereed papers presented at the Fifteenth IEEE Workshop on Machine Learning for Signal Processing (MLSP’2005), held in Mystic, Connecticut, USA, September 28-30, 2005. This is a continuation of the IEEE Workshops on Neural Networks for Signal Processing (NNSP) organized...... by the NNSP Technical Committee of the IEEE Signal Processing Society. The name of the Technical Committee, hence of the Workshop, was changed to Machine Learning for Signal Processing in September 2003 to better reflect the areas represented by the Technical Committee. The conference is organized...... by the Machine Learning for Signal Processing Technical Committee with sponsorship of the IEEE Signal Processing Society. Following the practice started two years ago, the bound volume of the proceedings is going to be published by IEEE following the Workshop, and we are pleased to offer to conference attendees...

Lifelong Open and Flexible Learning

DEFF Research Database (Denmark)

Bang, Jørgen

2006-01-01

and Flexible (LOF) learning embracing characteristics as: open learning, distance learning, e-learning, online learning, open accessibility, multimedia support, virtual mobility, learning communities, dual mode (earn & learn) approaches, and the like.In my presentation I will focus on the EADTU strategies...... for creating a synergy network in e-learning – eventually leading to a European Learning Space that supports virtual mobility of students, staff and courses, adds an e-dimension to the Bologa process and facilitates collaboration between universities and the corporate sector....

What Does Design and Technology Learning Really Look Like?

Science.gov (United States)

Southall, Mary

2016-01-01

This paper presents findings from a research study investigating the relationship between "intended" learning and "actual" learning in Design and Technology lessons (Southall, 2015). The research focused upon the "pre active" phase of the teaching-learning process, that is the teacher's planning processes and…

The implementation of portfolio assessment by the educators on the mathematics learning process in senior high school

Science.gov (United States)

Lestariani, Ida; Sujadi, Imam; Pramudya, Ikrar

2018-05-01

Portfolio assessment can shows the development of the ability of learners in a period through the work so that can be seen progress monitored learning of each learner. The purpose of research to describe and know the implementation of portfolio assessment on the mathematics learning process with the Senior High school math teacher class X as the subject because of the importance of applying the assessment for the progress of learning outcomes of learners. This research includes descriptive qualitative research type. Techniques of data collecting is done by observation method, interview and documentation. Data collection then validated using triangulation technique that is observation technique, interview and documentation. Data analysis technique is done by data reduction, data presentation and conclusion. The results showed that the steps taken by teachers in applying portfolio assessment obtained focused on learning outcomes. Student learning outcomes include homework and daily tests. Based on the results of research can be concluded that the implementation of portfolio assessment is the form of learning results are scored. Teachers have not yet implemented other portfolio assessment techniques such as student work.

Critical steps in learning from incidents: using learning potential in the process from reporting an incident to accident prevention.

Science.gov (United States)

Drupsteen, Linda; Groeneweg, Jop; Zwetsloot, Gerard I J M

2013-01-01

Many incidents have occurred because organisations have failed to learn from lessons of the past. This means that there is room for improvement in the way organisations analyse incidents, generate measures to remedy identified weaknesses and prevent reoccurrence: the learning from incidents process. To improve that process, it is necessary to gain insight into the steps of this process and to identify factors that hinder learning (bottlenecks). This paper presents a model that enables organisations to analyse the steps in a learning from incidents process and to identify the bottlenecks. The study describes how this model is used in a survey and in 3 exploratory case studies in The Netherlands. The results show that there is limited use of learning potential, especially in the evaluation stage. To improve learning, an approach that considers all steps is necessary.

Consideration of a Learning Programming Process based on Software Design for Beginners

OpenAIRE

大村, 基将; 紅林, 秀治

2016-01-01

We considered a learning programming process based on software design for technology education. Lessons of computer program-aided measurement and control are for beginners to learn programming. These lessons are efficient to learn the step of programming, but the main of the lessons are works of typing the sample programming and debugging. Therefore, these lessons have a fundamental lack of the concept of design. Then we considered learning processes of programming and applied the process of ...

Learning from doing: the case for combining normalisation process theory and participatory learning and action research methodology for primary healthcare implementation research.

Science.gov (United States)

de Brún, Tomas; O'Reilly-de Brún, Mary; O'Donnell, Catherine A; MacFarlane, Anne

2016-08-03

The implementation of research findings is not a straightforward matter. There are substantive and recognised gaps in the process of translating research findings into practice and policy. In order to overcome some of these translational difficulties, a number of strategies have been proposed for researchers. These include greater use of theoretical approaches in research focused on implementation, and use of a wider range of research methods appropriate to policy questions and the wider social context in which they are placed. However, questions remain about how to combine theory and method in implementation research. In this paper, we respond to these proposals. Focussing on a contemporary social theory, Normalisation Process Theory, and a participatory research methodology, Participatory Learning and Action, we discuss the potential of their combined use for implementation research. We note ways in which Normalisation Process Theory and Participatory Learning and Action are congruent and may therefore be used as heuristic devices to explore, better understand and support implementation. We also provide examples of their use in our own research programme about community involvement in primary healthcare. Normalisation Process Theory alone has, to date, offered useful explanations for the success or otherwise of implementation projects post-implementation. We argue that Normalisation Process Theory can also be used to prospectively support implementation journeys. Furthermore, Normalisation Process Theory and Participatory Learning and Action can be used together so that interventions to support implementation work are devised and enacted with the expertise of key stakeholders. We propose that the specific combination of this theory and methodology possesses the potential, because of their combined heuristic force, to offer a more effective means of supporting implementation projects than either one might do on its own, and of providing deeper understandings of

Why do organizations not learn from incidents? Bottlenecks, causes and conditions for a failure to effectively learn

DEFF Research Database (Denmark)

Drupsteen, Linda; Hasle, Peter

2014-01-01

be studied.Difficulties were identified in multiple steps of the learning process, but most difficulties became visiblewhen planning actions, which is the phase that bridges the gap from incident investigation to actions forimprovement. The main causes for learning difficulties, which were identified...... learn. In sevenorganizations focus groups were held to discuss factors that according to employees contributed to thefailure to learn. By use of a model of the learning from incidents process, the steps, where difficulties forlearning arose, became visible, and the causes for these difficulties could...

Usability of clinical decision support system as a facilitator for learning the assistive technology adaptation process.

Science.gov (United States)

Danial-Saad, Alexandra; Kuflik, Tsvi; Weiss, Patrice L Tamar; Schreuer, Naomi

2016-01-01

The aim of this study was to evaluate the usability of Ontology Supported Computerized Assistive Technology Recommender (OSCAR), a Clinical Decision Support System (CDSS) for the assistive technology adaptation process, its impact on learning the matching process, and to determine the relationship between its usability and learnability. Two groups of expert and novice clinicians (total, n = 26) took part in this study. Each group filled out system usability scale (SUS) to evaluate OSCAR's usability. The novice group completed a learning questionnaire to assess OSCAR's effect on their ability to learn the matching process. Both groups rated OSCAR's usability as "very good", (M [SUS] = 80.7, SD = 11.6, median = 83.7) by the novices, and (M [SUS] = 81.2, SD = 6.8, median = 81.2) by the experts. The Mann-Whitney results indicated that no significant differences were found between the expert and novice groups in terms of OSCAR's usability. A significant positive correlation existed between the usability of OSCAR and the ability to learn the adaptation process (rs = 0.46, p = 0.04). Usability is an important factor in the acceptance of a system. The successful application of user-centered design principles during the development of OSCAR may serve as a case study that models the significant elements to be considered, theoretically and practically in developing other systems. Implications for Rehabilitation Creating a CDSS with a focus on its usability is an important factor for its acceptance by its users. Successful usability outcomes can impact the learning process of the subject matter in general, and the AT prescription process in particular. The successful application of User-Centered Design principles during the development of OSCAR may serve as a case study that models the significant elements to be considered, theoretically and practically. The study emphasizes the importance of close collaboration between the developers and

Focus on Formative Feedback communication and self-regulated learning – a study in compulsory schools

DEFF Research Database (Denmark)

Kirkegaard, Preben Olund

This study addresses the conceptual challenge of providing students in compulsory schools with good quality formative feedback to enhance self-regulated learning in social interactions. Resent educational research indicates that social communicative interactions in the classroom, with a focus...... qualitative data from video recorded teaching sessions and student group interviews. Methodologically we are inspired by the ethnographical classroom research method. The empirical basis for studying these aspects is data from two compulsory schools in Denmark. This study is a work in progress. Our findings...... on formative feedback, hold the potential to enhance students learning. Self-regulated learning is highly pertinent and can be seen as one of the most import skills for the 21st century learner. We argue that formative feedbackcommunication in interactions is crucial for students to develop self...

Learning Perforce SCM

CERN Document Server

Cowham, Robert

2013-01-01

Learning Perforce SCM is written in a friendly and practical style with a focus on getting you started with Perforce efficiently and effectively. The book provides plenty of examples and screenshots to guide you through the process of learning.""Learning Perforce SCM"" is for anyone who wants to know how to adeptly manage software development activities using Perforce. Experience with other version control tools is a plus but is not required.

Integration of e-learning outcomes into work processes

OpenAIRE

Kerstin Grundén

2011-01-01

Three case studies of in-house developed e-learning education in public organizations with different pedagogical approaches are used as a starting point for discussion regarding the implementation challenges of e-learning at work. The aim of this article is to contribute to the understanding of integrating mechanisms of e-learning outcomes into work processes in large, public organizations. The case studies were analyzed from a socio-cultural perspective using the MOA-model as a frame of refe...

State-Space Inference and Learning with Gaussian Processes

OpenAIRE

Turner, R; Deisenroth, MP; Rasmussen, CE

2010-01-01

18.10.13 KB. Ok to add author version to spiral, authors hold copyright. State-space inference and learning with Gaussian processes (GPs) is an unsolved problem. We propose a new, general methodology for inference and learning in nonlinear state-space models that are described probabilistically by non-parametric GP models. We apply the expectation maximization algorithm to iterate between inference in the latent state-space and learning the parameters of the underlying GP dynamics model. C...

An Analysis of the Relationship between the Learning Process and Learning Motivation Profiles of Japanese Pharmacy Students Using Structural Equation Modeling

Directory of Open Access Journals (Sweden)

Shigeo Yamamura

2018-04-01

Full Text Available Pharmacy students in Japan have to maintain strong motivation to learn for six years during their education. The authors explored the students’ learning structure. All pharmacy students in their 4th through to 6th year at Josai International University participated in the survey. The revised two factor study process questionnaire and science motivation questionnaire II were used to assess their learning process and learning motivation profiles, respectively. Structural equation modeling (SEM was used to examine a causal relationship between the latent variables in the learning process and those in the learning motivation profile. The learning structure was modeled on the idea that the learning process affects the learning motivation profile of respondents. In the multi-group SEM, the estimated mean of the deep learning to learning motivation profile increased just after their clinical clerkship for 6th year students. This indicated that the clinical experience benefited students’ deep learning, which is probably because the experience of meeting with real patients encourages meaningful learning in pharmacy studies.

iSee: Teaching Visual Learning in an Organic Virtual Learning Environment

Science.gov (United States)

Han, Hsiao-Cheng

2017-01-01

This paper presents a three-year participatory action research project focusing on the graduate level course entitled Visual Learning in 3D Animated Virtual Worlds. The purpose of this research was to understand "How the virtual world processes of observing and creating can best help students learn visual theories". The first cycle of…

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…

Basal ganglia-dependent processes in recalling learned visual-motor adaptations.

Science.gov (United States)

Bédard, Patrick; Sanes, Jerome N

2011-03-01

Humans learn and remember motor skills to permit adaptation to a changing environment. During adaptation, the brain develops new sensory-motor relationships that become stored in an internal model (IM) that may be retained for extended periods. How the brain learns new IMs and transforms them into long-term memory remains incompletely understood since prior work has mostly focused on the learning process. A current model suggests that basal ganglia, cerebellum, and their neocortical targets actively participate in forming new IMs but that a cerebellar cortical network would mediate automatization. However, a recent study (Marinelli et al. 2009) reported that patients with Parkinson's disease (PD), who have basal ganglia dysfunction, had similar adaptation rates as controls but demonstrated no savings at recall tests (24 and 48 h). Here, we assessed whether a longer training session, a feature known to increase long-term retention of IM in healthy individuals, could allow PD patients to demonstrate savings. We recruited PD patients and age-matched healthy adults and used a visual-motor adaptation paradigm similar to the study by Marinelli et al. (2009), doubling the number of training trials and assessed recall after a short and a 24-h delay. We hypothesized that a longer training session would allow PD patients to develop an enhanced representation of the IM as demonstrated by savings at the recall tests. Our results showed that PD patients had similar adaptation rates as controls but did not demonstrate savings at both recall tests. We interpret these results as evidence that fronto-striatal networks have involvement in the early to late phase of motor memory formation, but not during initial learning.

Evaluation of learning and teaching process in Turkish courses

Directory of Open Access Journals (Sweden)

Eyyup COŞKUN

2010-07-01

Full Text Available A radical educational reform occurred in Turkey in 2005; and curriculum of primary education courses was renewed. New curriculum was prepared based on constructivist approach. In this scope, curriculum of Turkish course was also renewed. This study aimsat evaluating applications and opinions of teachers and students about learning and teaching process prescribed in Turkish Course (1st-5th Grades Curriculum. Within the scope of the study, semi-structured interview was made with 10 teachers and 12 students.In addition, process teaching a text was evaluated via structured observation method in 5 different classes. According to the results of the study, primary school teachers find some stages in learning – teaching process prescribed in the curriculum unnecessary andtherefore do not apply them. Teachers mentioned that some texts are above the student level; and they sometimes experience time and material problems. It was seen in the present study that teachers do not have enough information about learning and teachingprocess in the new curriculum; they do not have high success levels in the applications; and they usually do not apply the forms for evaluating the process in the curriculum. It was found out that, in spite of these problems, courses are student-centred as prescribed inthe curriculum; and students have positive opinions about stages of learning and teaching process.

Learning Design Development for Blended Learning

DEFF Research Database (Denmark)

Hansen, Janne Saltoft

Learning design development for blended learning We started implementing Blackboard at Aarhus University in 2013. At the Health Faculty Blackboard replaced AULA which was a LMS with functionality for file distribution and only a vague focus on learning tools. Most teachers therefore had...... no experiences with blended leaning and technology supported out-of-class activities. At the pedagogical unit at the Health faculty we wanted to follow the Blackboard implementation with pedagogical tools for learning design to evolve the pedagogical use of the system. We needed to make development of blended...... learning courses easier for the teachers and also ensure quality in the courses. This poster describes the process from development of the learning design to implementation of the learning design at the faculty: 1. How to place demands on a learning design-model and how to develop and use such a model. 2...

LINGUISTIC ANALYSIS FOR THE BELARUSIAN CORPUS WITH THE APPLICATION OF NATURAL LANGUAGE PROCESSING AND MACHINE LEARNING TECHNIQUES

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Yu. S. Hetsevich

2017-01-01

Full Text Available The article focuses on the problems existing in text-to-speech synthesis. Different morphological, lexical and syntactical elements were localized with the help of the Belarusian unit of NooJ program. Those types of errors, which occur in Belarusian texts, were analyzed and corrected. Language model and part of speech tagging model were built. The natural language processing of Belarusian corpus with the help of developed algorithm using machine learning was carried out. The precision of developed models of machine learning has been 80–90 %. The dictionary was enriched with new words for the further using it in the systems of Belarusian speech synthesis.

Assessing the Change Process in Comprehensive High Schools Implementing Professional Learning Communities

Science.gov (United States)

Shaner, Robert G.

2009-01-01

Professional learning communities (PLC) have been identified as scaffolds that can facilitate, support, and sustain systemic change focused on improving student achievement. PLCs represent the application of the theoretical constructs of the learning organization within the framework of schools and school systems. Little is known about the change…

IRB Process Improvements: A Machine Learning Analysis.

Science.gov (United States)

Shoenbill, Kimberly; Song, Yiqiang; Cobb, Nichelle L; Drezner, Marc K; Mendonca, Eneida A

2017-06-01

Clinical research involving humans is critically important, but it is a lengthy and expensive process. Most studies require institutional review board (IRB) approval. Our objective is to identify predictors of delays or accelerations in the IRB review process and apply this knowledge to inform process change in an effort to improve IRB efficiency, transparency, consistency and communication. We analyzed timelines of protocol submissions to determine protocol or IRB characteristics associated with different processing times. Our evaluation included single variable analysis to identify significant predictors of IRB processing time and machine learning methods to predict processing times through the IRB review system. Based on initial identified predictors, changes to IRB workflow and staffing procedures were instituted and we repeated our analysis. Our analysis identified several predictors of delays in the IRB review process including type of IRB review to be conducted, whether a protocol falls under Veteran's Administration purview and specific staff in charge of a protocol's review. We have identified several predictors of delays in IRB protocol review processing times using statistical and machine learning methods. Application of this knowledge to process improvement efforts in two IRBs has led to increased efficiency in protocol review. The workflow and system enhancements that are being made support our four-part goal of improving IRB efficiency, consistency, transparency, and communication.

Microbial Diseases in the Teaching-learning Process of Deaf People: A Possible Dialogue

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Roberta Silva Rizzo

2014-09-01

Full Text Available Special Education remains a major challenge in society. Thus, many methodologies and didactic-pedagogic resources have been deployed in order to further the teaching and learning process in different subjects, with emphasis on Science teaching. By understanding the importance of diseases caused by microorganisms, the game titled “Knowing the unseen world - challenging signal” was conceived as a didactic proposal to inform and enlighten deaf students from Elementary School on this subject, applying visual tools. Therefore, its construction took the National Curriculum Parameters (NCP for Natural Sciences as a guiding, and the development of the graphic art consisted of simple and low cost materials. As a result, it was obtained a teaching resource with signs of LIBRAS that meets the objectives and contents that addresses of the three main themes of the NCPs. So, this is a suggestion to work the microbial content in a less abstract and more attractive form to deaf students, providing an opportunity to address issues specified in science curriculum in order to support the teaching-learning process focused on scientific literacy and the appropriation of knowledge related to the development of skills and abilities necessary to the current society.

Effects of Business School Student's Study Time on the Learning Process

Science.gov (United States)

Tetteh, Godson Ayertei

2016-01-01

Purpose: This paper aims to clarify the relationship between the student's study time and the learning process in the higher education system by adapting the total quality management (TQM) principles-process approach. Contrary to Deming's (1982) constancy of purpose to improve the learning process, some students in higher education postpone their…

What Role do Metaphors Play in Game-Based Learning Processes?

DEFF Research Database (Denmark)

Henriksen, Thomas Duus

2014-01-01

This chapter explores the role played by metaphors in learning games and game-based learning processes. The aim is to contribute better understanding of the mechanisms of how such games contribute to learning and learning transfer. On the basis of an analytical strategy that emphasises metaphors...... as storylines, actors, acts and movement, three learning games are analysed in order to understand how learning emerges in association to game-embedded metaphors. As shown in this chapter, metaphors seem to play a profound role in game-based learning, both by providing participants with a suitcase containing...

A process for risk-focused maintenance

International Nuclear Information System (INIS)

Lofgren, E.V.; Cooper, S.E.; Kurth, R.E.; Phillips, L.B.

1991-03-01

This report presents a process for focusing maintenance resources on components that enable nuclear plant systems to perform their essential functions and on components whose failure may initiate challenges to safety systems, so as to have the greatest impact in decreasing risk. The process provides criteria, based on risk, for deciding which components are critical to risk and determining what maintenance activities are required to ensure reliable operation of those risk-critical components. Two approaches are provided for selection of risk-critical components. One approach uses the results of a Probabilistic Risk Assessment (PRA); the other is based on the methodology developed for this report, which has a basis in PRA although it does not use the results of a PRA study. Following identification of risk-critical components, both approaches use a single methodology for determining what maintenance activities are required to ensure reliable operation of the identified components. The report also provides demonstrations of application of the two approaches to selection of risk-critical components and demonstrations of application of the methodology for determining what maintenance activities are required to an active standby safety system, a normally operating system, and passive components. 5 refs., 11 figs., 1 tab

A process for risk-focused maintenance

Energy Technology Data Exchange (ETDEWEB)

Lofgren, E.V.; Cooper, S.E.; Kurth, R.E.; Phillips, L.B. (Science Applications International Corp., McLean, VA (USA))

1991-03-01

This report presents a process for focusing maintenance resources on components that enable nuclear plant systems to perform their essential functions and on components whose failure may initiate challenges to safety systems, so as to have the greatest impact in decreasing risk. The process provides criteria, based on risk, for deciding which components are critical to risk and determining what maintenance activities are required to ensure reliable operation of those risk-critical components. Two approaches are provided for selection of risk-critical components. One approach uses the results of a Probabilistic Risk Assessment (PRA); the other is based on the methodology developed for this report, which has a basis in PRA although it does not use the results of a PRA study. Following identification of risk-critical components, both approaches use a single methodology for determining what maintenance activities are required to ensure reliable operation of the identified components. The report also provides demonstrations of application of the two approaches to selection of risk-critical components and demonstrations of application of the methodology for determining what maintenance activities are required to an active standby safety system, a normally operating system, and passive components. 5 refs., 11 figs., 1 tab.

Implementing a least cost and risk focused maintenance process

International Nuclear Information System (INIS)

Darling, S.S.

1996-01-01

The paper will focus on the vital role maintenance, big ''M'' (spares, PM program, planning and scheduling, turning the wrench), has in preserving return of investment, and safety in operation of high risk high value facilities/platforms. The maintenance process of today and for the future must utilize risk assessment and reliability engineering techniques to prioritize plant resources. The new process must provide for high levels of safety assurance yet allow for improved generation and transmission capacity while maintaining adequate system reliability. This approach ultimately leads to continuous and sustained reduction in operating cost, improved production capacity, and a safety culture based upon a risk determent cost-beneficial decision process

The Integration of Extrarational and Rational Learning Processes: Moving Towards the Whole Learner.

Science.gov (United States)

Puk, Tom

1996-01-01

Discusses the dichotomy between rational and nonrational learning processes, arguing for an integration of both. Reviews information processing theory and related learning strategies. Presents a model instructional strategy that fully integrates rational and nonrational processes. Describes implications for teaching and learning of the learning…

Learning effects of interactive decision-making processes for climate change adaptation

NARCIS (Netherlands)

Baird, J.; Plummer, R.; Haug, C.C.; Huitema, D.

2014-01-01

Learning is gaining attention in relation to governance processes for contemporary environmental challenges; however, scholarship at the nexus of learning and environmental governance lacks clarity and understanding about how to define and measure learning, and the linkages between learning, social

Potential and Limitations of the Internet Use in Learning Process

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D. Pavlovic

2017-12-01

Full Text Available The main research objective of this paper is to point out potentials and limitations of the Internet in the process of learning in higher education, through review and analysis of literature. The results of this theoretical study emphasize positive aspects of the Internet use in the learning process of university students that arise from the Internet features such as high technical capabilities, power, speed, universality and accessibility, as well as high sensitivity of young people to the means of new media. The positive effects of the applica-tion of the Internet were pointed out in research studies that analysed the pro-cess of innovation in higher education, the changes in the culture of learning, or certain aspects of personality development of university students. In contrast, some studies pointed out the limitations that may occur when using the Internet in the learning process related primarily to the credibility of the infor-mation, light and entertaining content dominance, and dependence on technology. Accordingly, it is recommended to adopt the measures on a larger scale that will affect the greater use of the Internet in the process of acquiring knowledge, especially in the field of higher education.

Individual Differences in Study Processes and the Quality of Learning Outcomes.

Science.gov (United States)

Biggs, John

1979-01-01

The relationship between students' study processes and the structural complexity of their learning is examined. Study processes are viewed in terms of three dimensions and are assessed by a questionnaire. Learning quality is expressed in levels of a taxonomy. A study that relates taxonomic levels and retention to study processes is reported.…

Theorizing and researching levels of processing in self-regulated learning.

Science.gov (United States)

Winne, Philip H

2018-03-01

Deep versus surface knowledge is widely discussed by educational practitioners. A corresponding construct, levels of processing, has received extensive theoretical and empirical attention in learning science and psychology. In both arenas, lower levels of information and shallower levels of processing are predicted and generally empirically demonstrated to limit knowledge learners gain, curtail what they can do with newly acquired knowledge, and shorten the life span of recently acquired knowledge. I recapitulate major accounts of levels or depth of information and information processing to set a stage for conceptualizing, first, self-regulated learning (SRL) from this perspective and, second, how a "levels-sensitive" approach might be implemented in research about SRL. I merge the levels construct into a model of SRL (Winne, 2011, Handbook of self-regulation of learning and performance (pp. 15-32), New York: Routledge; Winne, 2017b, Handbook of self-regulation of learning and performance (2 nd ed.), New York: Routledge; Winne & Hadwin, 1998, Metacognition in educational theory and practice (pp. 277-304). Mahwah, NJ: Lawrence Erlbaum) conceptually and with respect to operationally defining the levels construct in the context of SRL in relation to each of the model's four phases - surveying task conditions, setting goals and planning, engaging the task, and composing major adaptations for future tasks. Select illustrations are provided for each phase of SRL. Regarding phase 3, a software system called nStudy is introduced as state-of-the-art instrumentation for gathering fine-grained, time-stamped trace data about information learners select for processing and operations they use to process that information. Self-regulated learning can be viewed through a lens of the levels construct, and operational definitions can be designed to research SRL with respect to levels. While information can be organized arbitrarily deeply, the levels construct may not be particularly

The assertive communication: a current need of the learning process

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Georgina Amayuela Mora

2015-09-01

Full Text Available The fundamental purpose of this article is to characterize the assertiveness as a component of the communicative competence. The study of the communicative process is a current need, since from the quality of the communication depends to a great extent the student’s formation. The learning process in the university context requires an assertive communicative process. In this paper the assertiveness is defined as a communicative skill and is valued the importance of an assertive behavior through its positive impact in the learning process.

Diagnosis - the limiting focus of taxonomy.

Science.gov (United States)

Sturmberg, Joachim P; Martin, Carmel M

2016-02-01

The focus on the diagnosis is a pivotal aspect of medical practice since antiquity. Diagnostic taxonomy helped to categorize ailments to improve medical care, and in its social sense resulted in validation of the sick role for some, but marginalization or stigmatization for others. In the medical industrial complex, diagnostic taxonomy structured health care financing, management and practitioner remuneration. However, with increasing demands from multiple agencies, there are increasing unintended and unwarranted consequences of our current taxonomies and diagnostic processes resulting from the conglomeration of underpinning concepts, theories, information and motivations. We argue that the increasing focus on the diagnosis resulted in excessive compartmentalization - 'partialism' - of medical practice, diminishing medical care and being naively simplistic in light of the emerging understanding of the interconnected nature of the diseasome. The human is a complex organic system of interconnecting dynamics and feedback loops responding to internal and external forces including genetic, epigenetic and environmental attractors, rather than the sum of multiple discrete organs which can develop isolated diseases or multiple morbidities. Solutions to these unintended consequences of many contemporary health system processes involve revisiting the nature of diagnostic taxonomies and the processes of their construction. A dynamic taxonomic framework would shift to more relevant attractors at personal, clinical and health system levels recognizing the non-linear nature of health and disease. Human health at an individual, group and population level is the ability to adapt to internal and external stressors with resilience throughout the life course, yet diagnostic taxonomies are increasingly constructed around fixed anchors. Understanding diagnosis as dissecting, pigeonholing or bean counting (learning by dividing) is no longer useful, the challenge for the future is to

Design as a Process of Inquiry, Dialogic Products and Learning-Centred Research Practices

DEFF Research Database (Denmark)

Gunn, Wendy; Said Mosleh, Wafa; Andersen, Pernille Viktoria

2015-01-01

focus on how to register reception of knowledge(s) generated through design anthropological research inquiry. Our main contributions lie here in relating theory and practice and the abstract material in learning-centred research practices. While nurturing skills of engagement within learning...

Does Structured Quizzing with Process Specific Feedback Lead to Learning Gains in an Active Learning Geoscience Classroom?

Science.gov (United States)

Palsole, S.; Serpa, L. F.

2013-12-01

There is a great realization that efficient teaching in the geosciences has the potential to have far reaching effects in outreach to decision and policy makers (Herbert, 2006; Manduca & Mogk, 2006). This research in turn informs educators that the geosciences by the virtue of their highly integrative nature play an important role in serving as an entry point into STEM disciplines and helping developing a new cadre of geoscientists, scientists and a general population with an understanding of science. Keeping these goals in mind we set to design introductory geoscience courses for non-majors and majors that move away from the traditional lecture models which don't necessarily contribute well to knowledge building and retention ((Handelsman et al., 2007; Hake, 1997) to a blended active learning classroom where basic concepts and didactic information is acquired online via webquests, lecturettes and virtual field trips and the face to face portions of the class are focused on problem solving exercises. The traditional way to ensure that students are prepared for the in-class activity is to have the students take a quiz online to demonstrate basic competency. In the process of redesign, we decided to leverage the technology to build quizzes that are highly structured and map to a process (formation of divergent boundaries for example) or sets of earth processes that we needed the students to know before in-class activities. The quizzes can be taken multiple times and provide process specific feedback, thus serving as a heuristic to the students to ensure they have acquired the necessary competency. The heuristic quizzes were developed and deployed over a year with the student data driving the redesign process to ensure synchronicity. Preliminary data analysis indicates a positive correlation between higher student scores on in-class application exercises and time spent on the process quizzes. An assessment of learning gains also indicate a higher degree of self

Vicarious neural processing of outcomes during observational learning.

Directory of Open Access Journals (Sweden)

Elisabetta Monfardini

Full Text Available Learning what behaviour is appropriate in a specific context by observing the actions of others and their outcomes is a key constituent of human cognition, because it saves time and energy and reduces exposure to potentially dangerous situations. Observational learning of associative rules relies on the ability to map the actions of others onto our own, process outcomes, and combine these sources of information. Here, we combined newly developed experimental tasks and functional magnetic resonance imaging (fMRI to investigate the neural mechanisms that govern such observational learning. Results show that the neural systems involved in individual trial-and-error learning and in action observation and execution both participate in observational learning. In addition, we identified brain areas that specifically activate for others' incorrect outcomes during learning in the posterior medial frontal cortex (pMFC, the anterior insula and the posterior superior temporal sulcus (pSTS.

Vicarious neural processing of outcomes during observational learning.

Science.gov (United States)

Monfardini, Elisabetta; Gazzola, Valeria; Boussaoud, Driss; Brovelli, Andrea; Keysers, Christian; Wicker, Bruno

2013-01-01

Learning what behaviour is appropriate in a specific context by observing the actions of others and their outcomes is a key constituent of human cognition, because it saves time and energy and reduces exposure to potentially dangerous situations. Observational learning of associative rules relies on the ability to map the actions of others onto our own, process outcomes, and combine these sources of information. Here, we combined newly developed experimental tasks and functional magnetic resonance imaging (fMRI) to investigate the neural mechanisms that govern such observational learning. Results show that the neural systems involved in individual trial-and-error learning and in action observation and execution both participate in observational learning. In addition, we identified brain areas that specifically activate for others' incorrect outcomes during learning in the posterior medial frontal cortex (pMFC), the anterior insula and the posterior superior temporal sulcus (pSTS).

Big Data X-Learning Resources Integration and Processing in Cloud Environments

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Kong Xiangsheng

2014-09-01

Full Text Available The cloud computing platform has good flexibility characteristics, more and more learning systems are migrated to the cloud platform. Firstly, this paper describes different types of educational environments and the data they provide. Then, it proposes a kind of heterogeneous learning resources mining, integration and processing architecture. In order to integrate and process the different types of learning resources in different educational environments, this paper specifically proposes a novel solution and massive storage integration algorithm and conversion algorithm to the heterogeneous learning resources storage and management cloud environments.

Maintaining collaborative, democratic and dialogue-based learning processes in virtual and game-based learning environments

DEFF Research Database (Denmark)

Gyldendahl Jensen, Camilla; Sorensen, Elsebeth Korsgaard

2017-01-01

The incorporation and use of virtual learning platforms, including computer games, in the education sector, challenge these years the complexity of the learning environment regarding maintaining collaborative, democratic and dialogue-based learning processes that support a high degree of reflection....... When virtual learning platforms are used in an educational context, a fundamental paradox appears as the student needs an active and practice-oriented participation identity to learn while at the same time needing to learn to acquire a participation identity. This identity is raised and trained...... by being a continuous part of a community that recalls the scenarios of reality. It is therefore crucial that the learning environment reflects the reality of which the students' professionalism is unfolded. Learning is, therefore, something more and not just the acquisition of knowledge and past actions...

Learning to Learn: towards a Relational and Transformational Model of Learning for Improved Integrated Care Delivery

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John Diamond

2013-06-01

Full Text Available Health and social care systems are implementing fundamental changes to organizational structures and work practices in an effort to achieve integrated care. While some integration initiatives have produced positive outcomes, many have not. We reframe the concept of integration as a learning process fueled by knowledge exchange across diverse professional and organizational communities. We thus focus on the cognitive and social dynamics of learning in complex adaptive systems, and on learning behaviours and conditions that foster collective learning and improved collaboration. We suggest that the capacity to learn how to learn shapes the extent to which diverse professional groups effectively exchange knowledge and self-organize for integrated care delivery.

People-, Process- and Goal-Focused Leadership Behaviour: An Empirical Study in a Global Company

Directory of Open Access Journals (Sweden)

Thanh Ha-Vikstrom

2017-03-01

Full Text Available This study explores the focus of leadership behaviours that perceived and experienced by leaders in a multinational company. By using triangulation method including questionnaires, in-depth interviews and observations, we analyse the data collected from twenty managers across organisational levels. The results reveal the patterns of managerial behaviour in three key focus areas for success: people, process and goal. Directors and general managers are more people-focused than line managers, who in turn tend to be more process-focused. The research findings bridge the gap in the field and initiate a new normative leadership behaviour model (people-, process and goal-focused, which can be used to directly support leaders in enhancing their leadership skills as well as for recruitment or promotion purposes. The model can be utilized as an aid to organisations when developing training programs to support leaders in different types of organisations (for-profit or non-profit to focus their development efforts on organizational success.

Learning to rank for information retrieval and natural language processing

CERN Document Server

Li, Hang

2014-01-01

Learning to rank refers to machine learning techniques for training a model in a ranking task. Learning to rank is useful for many applications in information retrieval, natural language processing, and data mining. Intensive studies have been conducted on its problems recently, and significant progress has been made. This lecture gives an introduction to the area including the fundamental problems, major approaches, theories, applications, and future work.The author begins by showing that various ranking problems in information retrieval and natural language processing can be formalized as tw

A Focused Ethnography of Baccalaureate Nursing Students Who Are Using Motivational Interviewing.

Science.gov (United States)

Howard, Lisa M; Williams, Beverly A

2016-09-01

The purpose of this article is to describe how nursing students learned and used motivational interviewing (MI) in a community-based clinical context at a primary care vascular risk reduction clinic focused on health promotion. A focused ethnography was used to access a sample of 20 undergraduate nursing students, 16 patients, and 2 instructors. Data were generated from participant observations, field notes, student journals, and interviews (one-on-one and focus group). Central to the students' experience was their transformation because of learning and using MI. Three sub themes describe the social processes that shaped the student experience: learning a relational skill, engaging patients, and collaborating as partners. It is feasible for nursing students to learn MI and use this approach to enhance collaborative care in a primary care setting. The experience can be transformative for students. Supporting patients to adopt healthy lifestyles is a significant role for nurses in practice. The findings provide key insights and strategies for nurse educators teaching students a collaborative communication approach, such as MI, to engage patients in health behavior change. © 2016 Sigma Theta Tau International.

Learning within a product development working practice

DEFF Research Database (Denmark)

Mathiasen, John Bang

. To identify the characteristics enabling or constraining the learning process, both chapters focus on the composition of the STP and the transformation process. First, the composition of the interorganisational, cross-functional and daily working STPs is analysed. Applied constitutive means and the role......This thesis examines learning within a PD working practice when creating a Wind Turbine Control (WTC) in collaboration with a customer. The focus of the research is on the learning that takes place when engineers conduct a PD activity, frequently referred to as workplace learning. The research......, the logic applied throughout the thesis is abduction. The abductive logic paves the way for studying how learning occurs in consequence of the engineers’ doings when conducting a PD activity within a PD working practice. As this logic rejects any kind of dualism, the engineers’ doings are neither...

Becoming a Learning Organization Through Dynamic Business Process Management

Directory of Open Access Journals (Sweden)

Marek Szelągowski

2014-01-01

Full Text Available As customers demand easier access to individualized products and services, companies now face an ongoing problem of how to deliver flexible and innovative solutions while maintaining efficiency and competitiveness. In this environment, the only sustainable form of competitive advantage rests in the ability to learn faster than the competition (de Geus, 1988. The article returns to the somewhat forgotten concept of the learning organization and explores how its principles can be applied with the use of dynamic business process management (dynamic BPM. Enabling in this concept individual or team-based limited experimentation and providing conditions for learning though experience in the course of performing business processes allows for the constant creation of practical knowledge. This article provides examples of how dynamic BPM facilitates the constant creation and verification of practical knowledge, with the aim of improving and adapting processes to maintain the competitive advantage of the organization.

Methodological Strategies for Studying the Process of Learning, Memory and Visual Literacy.

Science.gov (United States)

Randhawa, Bikkar S.; Hunt, Dennis

An attempt is made to discuss current models of information processing, learning, and development, thereby suggesting adequate methodological strategies for research in visual literacy. It is maintained that development is a cumulative process of learning, and that learning and memory are the result of new knowledge, sensations, etc. over a short…

"I'll stop procrastinating now!" Fostering specific processes of self-regulated learning to reduce academic procrastination.

Science.gov (United States)

Grunschel, Carola; Patrzek, Justine; Klingsieck, Katrin B; Fries, Stefan

2018-01-01

Academic procrastination is considered to be a result of self-regulation failure having detrimental effects on students' well-being and academic performance. In the present study, we developed and evaluated a group training that aimed to reduce academic procrastination. We based the training on a cyclical process model of self-regulated learning, thus, focusing on improving deficient processes of self-regulated learning among academic procrastinators (e.g., time management, dealing with distractions). The training comprised five sessions and took place once a week for 90 min in groups of no more than 10 students. Overall, 106 students completed the training. We evaluated the training using a comprehensive control group design with repeated measures (three points of measurement); the control group was trained after the intervention group's training. The results showed that our training was successful. The trained intervention group significantly reduced academic procrastination and improved specific processes of self-regulated learning (e.g., time management, concentration), whereas the untrained control group showed no change regarding these variables. After the control group had also been trained, the control group also showed the expected favorable changes. The students rated the training overall as good and found it recommendable for procrastinating friends. Hence, fostering self-regulatory processes in our intervention was a successful attempt to support students in reducing academic procrastination. The evaluation of the training encourages us to adapt the training for different groups of procrastinators.

What Role do Metaphors Play in Game-based Learning Processes?

DEFF Research Database (Denmark)

Henriksen, Thomas Duus

2015-01-01

This chapter explores the role played by metaphors in learning games and game-based learning processes. The aim is to contribute better understanding of the mechanisms of how such games contribute to learning and learning transfer. On the basis of an analytical strategy that emphasises metaphors...... as storylines, actors, acts and movement, three learning games are analysed in order to understand how learningemerges in association to game-embedded metaphors.As shown in this chapter, metaphorsseem to play a profound role in game-based learning, both by providing participantswith a suitcase containing...

The Impact of the Learning Organization Environment on the Organizational Learning Process in the Korean Business Context

Science.gov (United States)

Song, Ji Hoon; Jeung, Chang-Wook; Cho, Sei Hyoung

2011-01-01

Purpose: The primary purposes of the current paper are to: provide theoretically clear concepts of the learning organization (LO) and organizational learning (OL) process; and empirically test the relationships among research constructs--environmental aspects of the LO and three types of OL processes at the levels of individual, group/team, and…

Learning-based controller for biotechnology processing, and method of using

Science.gov (United States)

Johnson, John A.; Stoner, Daphne L.; Larsen, Eric D.; Miller, Karen S.; Tolle, Charles R.

2004-09-14

The present invention relates to process control where some of the controllable parameters are difficult or impossible to characterize. The present invention relates to process control in biotechnology of such systems, but not limited to. Additionally, the present invention relates to process control in biotechnology minerals processing. In the inventive method, an application of the present invention manipulates a minerals bioprocess to find local exterma (maxima or minima) for selected output variables/process goals by using a learning-based controller for bioprocess oxidation of minerals during hydrometallurgical processing. The learning-based controller operates with or without human supervision and works to find processor optima without previously defined optima due to the non-characterized nature of the process being manipulated.

Implementation of Process Oriented Guided Inquiry Learning (POGIL) in Engineering

Science.gov (United States)

Douglas, Elliot P.; Chiu, Chu-Chuan

2013-01-01

This paper describes implementation and testing of an active learning, team-based pedagogical approach to instruction in engineering. This pedagogy has been termed Process Oriented Guided Inquiry Learning (POGIL), and is based upon the learning cycle model. Rather than sitting in traditional lectures, students work in teams to complete worksheets…

Game-Based Learning: Increasing the Logical-Mathematical, Naturalistic, and Linguistic Learning Levels of Primary School Students

Science.gov (United States)

del Moral Pérez, M. Esther; Duque, Alba P. Guzmán; García, L. Carlota Fernández

2018-01-01

Game-based learning is an innovative methodology that takes advantage of the educational potential offered by videogames in general and serious games in particular to boost training processes, thus making it easier for users to achieve motivated learning. The present paper focuses on the description of the Game to Learn Project, which has as its…

Assessing Adult Learning Preferences Using the Analytic Hierarchy Process.

Science.gov (United States)

Lee, Doris; McCool, John; Napieralski, Laura

2000-01-01

Graduate students (n=134) used the analytic hierarchy process, which weights expressed preferences, to rate four learning activities: lectures, discussion/reflection, individual projects, and group projects. Their preferences for discussion/reflection and individual projects were independent of auditory, visual, and kinesthetic learning styles.…

Self-Regulated Learning from Illustrated Text: Eye Movement Modelling to Support Use and Regulation of Cognitive Processes during Learning from Multimedia

Science.gov (United States)

Scheiter, Katharina; Schubert, Carina; Schüler, Anne

2018-01-01

Background: When learning with text and pictures, learners often fail to adequately process the materials, which can be explained as a failure to self-regulate one's learning by choosing adequate cognitive learning processes. Eye movement modelling examples (EMME) showing how to process multimedia instruction have improved elementary school…

The OHS consultant as a facilitator of learning in workplace design processes

DEFF Research Database (Denmark)

Broberg, Ole; Hermund, Ingelise

2007-01-01

Occupational health service (OHS) consultancy on workplace design proc-esses in client enterprises is expected also to entail some elements of learn-ing. When the OHS consultant has performed the task the enterprise should have learned something on how to integrate health and safety aspects...... into the workplace design process, thereby making it easier for the enterprise to manage such a change in the future. The objective of this explorative study was to survey current practice of OHS consultants and put forward recom-mendations on how to improve the learning aspects of OHS consultancy. Four cases were...... devices between different communities of practice. Certain boundary objects work better than others in promoting learning and collaborative workplace design processes. For both industry and OHS units it is of importance to properly understand learning models and to align their mutual expectations...

Chemistry teachers’ understanding of science process skills in relation of science process skills assessment in chemistry learning

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Hikmah, N.; Yamtinah, S.; Ashadi; Indriyanti, N. Y.

2018-05-01

A Science process skill (SPS) is a fundamental scientific method to achieve good knowledge. SPS can be categorized into two levels: basic and integrated. Learning SPS helps children to grow as individuals who can access knowledge and know how to acquire it. The primary outcomes of the scientific process in learning are the application of scientific processes, scientific reasoning, accurate knowledge, problem-solving, and understanding of the relationship between science, technology, society, and everyday life’s events. Teachers’ understanding of SPS is central to the application of SPS in a learning process. Following this point, this study aims to investigate the high school chemistry teachers’ understanding of SPS pertains to their assessment of SPS in chemistry learning. The understanding of SPS is measured from the conceptual and operational aspects of SPS. This research uses qualitative analysis method, and the sample consists of eight chemistry teachers selected by random sampling. A semi-structured interview procedure is used to collect the data. The result of the analysis shows that teachers’ conceptual and operational understanding of SPS is weak. It affects the accuracy and appropriateness of the teacher’s selection of SPS assessment in chemistry learning.

Students’ learning activities while studying biological process diagrams

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Kragten, M.; Admiraal, W.; Rijlaarsdam, G.

2015-01-01

Process diagrams describe how a system functions (e.g. photosynthesis) and are an important type of representation in Biology education. In the present study, we examined students’ learning activities while studying process diagrams, related to their resulting comprehension of these diagrams. Each

Materials Characterisation of Glass/epoxy Composites - Focusing on Process Conditions

DEFF Research Database (Denmark)

Jakobsen, Johnny; Lyckegaard, Anders; Jensen, Erik Appel

2013-01-01

Predicting the behaviour of fibre reinforced polymer composites taking the process conditions into account involves advanced modelling techniques and an extensive materials characterisation. The materials characterisation of a chopped strand mat glass/epoxy composite has been the focus...

Effects of intrinsic motivation on feedback processing during learning.

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DePasque, Samantha; Tricomi, Elizabeth

2015-10-01

Learning commonly requires feedback about the consequences of one's actions, which can drive learners to modify their behavior. Motivation may determine how sensitive an individual might be to such feedback, particularly in educational contexts where some students value academic achievement more than others. Thus, motivation for a task might influence the value placed on performance feedback and how effectively it is used to improve learning. To investigate the interplay between intrinsic motivation and feedback processing, we used functional magnetic resonance imaging (fMRI) during feedback-based learning before and after a novel manipulation based on motivational interviewing, a technique for enhancing treatment motivation in mental health settings. Because of its role in the reinforcement learning system, the striatum is situated to play a significant role in the modulation of learning based on motivation. Consistent with this idea, motivation levels during the task were associated with sensitivity to positive versus negative feedback in the striatum. Additionally, heightened motivation following a brief motivational interview was associated with increases in feedback sensitivity in the left medial temporal lobe. Our results suggest that motivation modulates neural responses to performance-related feedback, and furthermore that changes in motivation facilitate processing in areas that support learning and memory. Copyright © 2015. Published by Elsevier Inc.

Effects of Intrinsic Motivation on Feedback Processing During Learning

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DePasque, Samantha; Tricomi, Elizabeth

2015-01-01

Learning commonly requires feedback about the consequences of one’s actions, which can drive learners to modify their behavior. Motivation may determine how sensitive an individual might be to such feedback, particularly in educational contexts where some students value academic achievement more than others. Thus, motivation for a task might influence the value placed on performance feedback and how effectively it is used to improve learning. To investigate the interplay between intrinsic motivation and feedback processing, we used functional magnetic resonance imaging (fMRI) during feedback-based learning before and after a novel manipulation based on motivational interviewing, a technique for enhancing treatment motivation in mental health settings. Because of its role in the reinforcement learning system, the striatum is situated to play a significant role in the modulation of learning based on motivation. Consistent with this idea, motivation levels during the task were associated with sensitivity to positive versus negative feedback in the striatum. Additionally, heightened motivation following a brief motivational interview was associated with increases in feedback sensitivity in the left medial temporal lobe. Our results suggest that motivation modulates neural responses to performance-related feedback, and furthermore that changes in motivation facilitates processing in areas that support learning and memory. PMID:26112370

Impaired implicit learning and feedback processing after stroke.

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Lam, J M; Globas, C; Hosp, J A; Karnath, H-O; Wächter, T; Luft, A R

2016-02-09

The ability to learn is assumed to support successful recovery and rehabilitation therapy after stroke. Hence, learning impairments may reduce the recovery potential. Here, the hypothesis is tested that stroke survivors have deficits in feedback-driven implicit learning. Stroke survivors (n=30) and healthy age-matched control subjects (n=21) learned a probabilistic classification task with brain activation measured using functional magnetic resonance imaging in a subset of these individuals (17 stroke and 10 controls). Stroke subjects learned slower than controls to classify cues. After being rewarded with a smiley face, they were less likely to give the same response when the cue was repeated. Stroke subjects showed reduced brain activation in putamen, pallidum, thalamus, frontal and prefrontal cortices and cerebellum when compared with controls. Lesion analysis identified those stroke survivors as learning-impaired who had lesions in frontal areas, putamen, thalamus, caudate and insula. Lesion laterality had no effect on learning efficacy or brain activation. These findings suggest that stroke survivors have deficits in reinforcement learning that may be related to dysfunctional processing of feedback-based decision-making, reward signals and working memory. Copyright © 2015 IBRO. Published by Elsevier Ltd. All rights reserved.

An Approach To Personalized e-Learning

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Matteo Gaeta

2013-02-01

Full Text Available This paper focuses on the concept of personalized e-Learning for the computer science (or informatics education. Several authors have stated that personalization, in educational context, allows executing more efficient and effective learning processes. On the other side the use of Semantic Web technologies (e.g. ontologies is more and more often considered as a technological basis for personalization in e-Learning (the so-called self-regulated learning. In this paper we describe how personalization can be exploited in e-Learning systems, focusing on our proposal: the Intelligent Web Teacher (IWT. Therefore we present the evaluation of our personalization tools tested in real academic courses, where e-Learning activities are carried out to complement the traditional lectures.

Sequenced Integration and the Identification of a Problem-Solving Approach through a Learning Process

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Cormas, Peter C.

2016-01-01

Preservice teachers (N = 27) in two sections of a sequenced, methodological and process integrated mathematics/science course solved a levers problem with three similar learning processes and a problem-solving approach, and identified a problem-solving approach through one different learning process. Similar learning processes used included:…

Introduction to spiking neural networks: Information processing, learning and applications.

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Ponulak, Filip; Kasinski, Andrzej

2011-01-01

The concept that neural information is encoded in the firing rate of neurons has been the dominant paradigm in neurobiology for many years. This paradigm has also been adopted by the theory of artificial neural networks. Recent physiological experiments demonstrate, however, that in many parts of the nervous system, neural code is founded on the timing of individual action potentials. This finding has given rise to the emergence of a new class of neural models, called spiking neural networks. In this paper we summarize basic properties of spiking neurons and spiking networks. Our focus is, specifically, on models of spike-based information coding, synaptic plasticity and learning. We also survey real-life applications of spiking models. The paper is meant to be an introduction to spiking neural networks for scientists from various disciplines interested in spike-based neural processing.

Towards an agential realist concept of learning

DEFF Research Database (Denmark)

Plauborg, Helle

2018-01-01

Drawing on agential realism, this article explores how learning can be understood. An agential realist way of thinking about learning is sensitive to the complexity that characterises learning as a phenomenon. Thus, learning is seen as a dynamic and emergent phenomenon, constantly undergoing...... processes of becoming and expanding the range of components involved in such constitutive processes. With inspiration from Barad’s theorisation of spatiality, temporality and the interdependence of discourse and materiality, this article focuses on timespacemattering and material-discursivity. Concepts...

Enculturating Seamless Language Learning through Artifact Creation and Social Interaction Process

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Wong, Lung-Hsiang; Chai, Ching Sing; Aw, Guat Poh; King, Ronnel B.

2015-01-01

This paper reports a design-based research (DBR) cycle of MyCLOUD (My Chinese ubiquitOUs learning Days). MyCLOUD is a seamless language learning model that addresses identified limitations of conventional Chinese language teaching, such as the decontextualized and unauthentic learning processes that usually hinder reflection and deep learning.…

CHANGING TEACHING FOR BETTER LEARNING

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TOMIC, W.; VAN DER SIJDE, P.C.

2008-01-01

What is it that teachers do that leads to student learning? How can we increase students' achievement and improve their attitudes? In order to improve the quality of education the authors focus on teaching/learning processes taking place in the traditional classroom situations. The study reported is

2015 International Conference on Machine Learning and Signal Processing

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Woo, Wai; Sulaiman, Hamzah; Othman, Mohd; Saat, Mohd

2016-01-01

This book presents important research findings and recent innovations in the field of machine learning and signal processing. A wide range of topics relating to machine learning and signal processing techniques and their applications are addressed in order to provide both researchers and practitioners with a valuable resource documenting the latest advances and trends. The book comprises a careful selection of the papers submitted to the 2015 International Conference on Machine Learning and Signal Processing (MALSIP 2015), which was held on 15–17 December 2015 in Ho Chi Minh City, Vietnam with the aim of offering researchers, academicians, and practitioners an ideal opportunity to disseminate their findings and achievements. All of the included contributions were chosen by expert peer reviewers from across the world on the basis of their interest to the community. In addition to presenting the latest in design, development, and research, the book provides access to numerous new algorithms for machine learni...

Initial Awareness as Perceived by a Group of Senior Students Majoring in High School Teaching in regards to their Own Teaching Process Focused on Assessment Activities

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Gerardo Ignacio Sánchez-Sánchez

2015-05-01

Full Text Available Developed in a regional campus of a university located 200 miles south of Santiago de Chile, the research showed the initial awareness of 50 senior students majoring in three High School Teaching Training Programs: Spanish Language; History; and Math, in regards to their own teaching process The qualitative approach used in this research is supported by the grounded theory. The critical incident technique was used to obtain the information about the individuals mentioned above, after their first period as in-practice High School teachers. Results show that the assessment teaching functions are mostly mentioned as essential to improve their teaching activities focused on the learning process of high school students. However, Teacher Training Programs should also emphasize real challenges and the abilities that a teacher must successfully develop during the process, instead of mainly focusing on measurement instruments and theoretical outlines

Body Learning: Examining the Processes of Skill Learning in Dance

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Bailey, Richard; Pickard, Angela

2010-01-01

This paper was stimulated by the authors' attempt to understand the process of skill learning in dance. Its stimulus was a period of fieldwork based at the Royal Ballet School in London, and subsequent discussions with the school's teachers and with academic colleagues about how it was that the young dancers developed their characteristic set of…

How Students Learn: Information Processing, Intellectual Development and Confrontation

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Entwistle, Noel

1975-01-01

A model derived from information processing theory is described, which helps to explain the complex verbal learning of students and suggests implications for lecturing techniques. Other factors affecting learning, which are not covered by the model, are discussed in relationship to it: student's intellectual development and effects of individual…

TEACH-ME: IMPLEMENTATION OF MOBILE ENVIRONMENTS TO THE TEACH - LEARNING PROCESS

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Luis Eduardo Pérez Peregrino

2011-05-01

Full Text Available The research project TEACH-ME (Technology, Engineering Calculus and Hewlett-Packard Mobile Environment presents an educational proposal that seeks to innovate the teaching and learning processes of mathematics, Logic Basic Programming and Management of Information, through the introduction of collaborative working environments, in order to provide the integrated development of learning methodologies, enhancing cognitive abilities in their students. As a case study, it presents the results obtained when applying this project to students in their first semester at the Faculty of Engineering at “Corporación Universitaria Minuto de Dios” University, which introduces the use of tablet PCs from Hewlett Packard to support the teaching process. This article presents the process of implementing of the TEACH-ME Project, developed as an academic environment that has allowed the implementation processes of research on the impact of the application of information technologies and communication technologies to the higher education teaching. We will present the project background, what the implementation process has so far done, the impact obtained from the learning and teaching processes, the integration of technologies at an academic meeting who has helped carry out the project and, finally, the contributions of the Tablet PC to the teaching-learning process at the University.

The Learning Process of Students of Tourism and Hospitality under the Perspective Andragogical

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Jammilly Mikaela Fagundes Brandão

2014-11-01

Full Text Available Children , teenagers and adults have different ways of learning to use specific approaches in their learning processes, making it necessary .Considering the level of maturity and self-direction that adults tend to have in that it will be developing and living experiences, we realized the need for an approach to consider these individual differences in the learning process, giving rise to andragogy - the art and science aimed at helping adults to learn and understand the process of learning. Indeed, this study is mainly aimed to analyze the perceptions of tourism and hospitality students about his role in their learning process, based on the andragogical model developed by Knowles, Holton and Seanson (2011. We sought to investigate the profile of students of bachelor degree in tourism and hospitality and analyze the level of self-directedness (autonomy and independence of these students in their learning process based on andragogical principles. The methodological procedures, carried out a survey with 60 students of hospitality and tourism courses at the Federal University of Paraíba - UFPB, using as a scale of 5 points that dealt with these students assimilate the agreement in relation to the items. Data base theory of light were analyzed. As results, it is evident that students who have participated in this research, the perception thereof, characteristics such as autonomy, self-direction and present levels of independence as subjects in training and skills development process, which shows the need to rethink vocational training to better leverage these features. Finally, we highlight the importance of using a teaching method that allows students to opening suit your learning process to their particular way to study and learn.

A machine learning approach to understand business processes

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Maruster, L.

2003-01-01

Business processes (industries, administration, hospitals, etc.) become nowadays more and more complex and it is difficult to have a complete understanding of them. The goal of the thesis is to show that machine learning techniques can be used successfully for understanding a process on the basis of

Shifting the Focus to Student Learning: Characteristics of Effective Teaching Practice As Identified by Experienced Pre-service Faculty Advisors

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Nancy Maynes

2012-11-01

Full Text Available Cochrane-Smith and Power identify trends in teacher education programs with some relating to heightened teacher accountability for students’ learning. In this paper we provide a model that identifies characteristics believed to be critical elements related to a teacher’s conceptual focus shifting from an emphasis on their teaching to their students’ learning and we have grounded these characteristics in current educational research. Through focus group inquiry, we have identified those teacher characteristics thought to account for effective teaching practice. These characteristics include: a professional growth perspective, passion and enthusiasm for the  content, pedagogical content knowledge, a rich instructional repertoire of strategies, awareness of assessment for, as, and of learning, ability to read the body language  of the learner, caring classroom management strategies, and instructional efforts (e.g., social justice. Our research data provide a conceptual framework for further study.

Distinct contributions of attention and working memory to visual statistical learning and ensemble processing.

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Hall, Michelle G; Mattingley, Jason B; Dux, Paul E

2015-08-01

The brain exploits redundancies in the environment to efficiently represent the complexity of the visual world. One example of this is ensemble processing, which provides a statistical summary of elements within a set (e.g., mean size). Another is statistical learning, which involves the encoding of stable spatial or temporal relationships between objects. It has been suggested that ensemble processing over arrays of oriented lines disrupts statistical learning of structure within the arrays (Zhao, Ngo, McKendrick, & Turk-Browne, 2011). Here we asked whether ensemble processing and statistical learning are mutually incompatible, or whether this disruption might occur because ensemble processing encourages participants to process the stimulus arrays in a way that impedes statistical learning. In Experiment 1, we replicated Zhao and colleagues' finding that ensemble processing disrupts statistical learning. In Experiments 2 and 3, we found that statistical learning was unimpaired by ensemble processing when task demands necessitated (a) focal attention to individual items within the stimulus arrays and (b) the retention of individual items in working memory. Together, these results are consistent with an account suggesting that ensemble processing and statistical learning can operate over the same stimuli given appropriate stimulus processing demands during exposure to regularities. (c) 2015 APA, all rights reserved).

Process research on Emotionally Focused Therapy (EFT) for couples: linking theory to practice.

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Greenman, Paul S; Johnson, Susan M

2013-03-01

The focus of this article is on the link among theory, process, and outcome in the practice of Emotionally Focused Therapy (EFT) for couples. We describe the EFT model of change and the EFT perspective on adult love as the reflection of underlying attachment processes. We outline the manner in which theory and research inform EFT interventions. This leads into a detailed review of the literature on the processes of change in EFT. We highlight the client responses and therapist operations that have emerged from process research and their relation to treatment outcomes. We discuss the implications of this body of research for clinical practice and training. © FPI, Inc.

Theorizing Learning Process: An Experiential, Constructivist Approach to Young People's Learning about Global Poverty and Development

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Brown, Kate

2015-01-01

Learning processes in global education have not been significantly theorized, with the notable exception of the application of transformative learning theory. No theory of learning is complete, and to understand the complexity of learning, multiple theoretical lenses must be applied. This article looks at Jarvis's (2006) model of lifelong learning…

A duetting perspective on avian song learning.

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Rivera-Cáceres, Karla D; Templeton, Christopher N

2017-12-25

Avian song learning has a rich history of study and has become the preeminent system for understanding the ontogeny of vocal communication in animals. Song learning in birds has many parallels with human language learning, ranging from the neural mechanisms involved to the importance of social factors in shaping signal acquisition. While much has been learned about the process of song learning, virtually all of the research done to date has focused on temperate species, where often only one sex (the male) sings. Duetting species, in which both males and females learn to sing and learn to combine their songs into temporally coordinated joint displays, could provide many insights into the processes by which vocal learning takes place. Here we highlight three key features of song learning-neuroendocrine control mechanisms, timing and life history stages of song acquisition, and the role of social factors in song selection and use-that have been elucidated from species where only males sing, and compare these with duetting species. We summarize what is known about song learning in duetting species and then provide several suggestions for fruitful directions for future research. We suggest that focusing research efforts on duetting species could significantly advance our understanding of vocal learning in birds and further cement the importance of avian species as models for understanding human conversations and the processes of vocal learning more broadly. Copyright © 2017 Elsevier B.V. All rights reserved.

Metacognition in the process of education

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Mirkov Snežana

2006-01-01

Full Text Available This paper deals with different theoretical views and research regarding metacognition, its components and relations to cognition, conceptual discrepancy as well as opposing research results. Special attention was paid to the relation between metacognitive knowledge and the regulation of cognitive strategies. Reflexive awareness about personal cognitive processes is emphasized, but research discrepancies are apparent in regard to cognitive regulation. Research results focused on development of personal learning awareness and regulative skill involvement in the educational process (planning, monitoring and evaluating are presented. A discussion was also focused on various views on relations between metacognition and the self which are of special importance for providing motivation in learning. Research data show that metacognitive awareness correlates with self. Metacognitive training affects development of the control experience and self-efficiency. The role of metacognition is emphasized as important for understanding relationship between cognition and motivation, which also affects learning self-regulation development. The paper emphasizes the significance of further study of metacognition and the possibilities for its use in the educational process. Research show that both metacognitive knowledge and regulation may be beneficial for: problem solving in learning processes, development of learning strategies and student achievement.

Supporting Reflective Practices in Social Change Processes with the Dynamic Learning Agenda: An Example of Learning about the Process towards Disability Inclusive Development

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van Veen, Saskia C.; de Wildt-Liesveld, Renée; Bunders, Joske F. G.; Regeer, Barbara J.

2014-01-01

Change processes are increasingly seen as the solution to entrenched (social) problems. However, change is difficult to realise while dealing with multiple actors, values, and approaches. (Inter)organisational learning is seen as a way to facilitate reflective practices in social change that support emergent changes, vicarious learning, and…

Learning to be a doctor while learning anatomy!

DEFF Research Database (Denmark)

Netterstrøm, Ingeborg; Kayser, Lars

2008-01-01

This article presents results from a longitudinal study following a cohort of medical students. Semistructured interviews are conducted every year, in which the students tell about their experiences learning medicine, their daily life, and their social activities in relation to university. The aim...... of the study is to analyze how medical students develop their professional competencies, values, and attitudes. This article focuses on the medical student's professional development in relation to the process of studying and learning anatomy. We analyze interviews conducted while the students...... are in their third and fifth semester. Anatomy plays a significant role in the medical student's educational process, on both a cognitive and emotional level. It seems that students in learning the subject matter adapt to fundamental values in the medical profession and are thus transformed into real medical...

A Semantic Representation Of Adult Learners' Developing Conceptions Of Self Realisation Through Learning Process

DEFF Research Database (Denmark)

Badie, Farshad

2016-01-01

based on educational informatics. I shall draw your attention to the fact that in information sciences an ontology is described as an explicit (and formal) specification of a shared conceptualisation on the domain of interest. Ontologies of a thing/phenomenon support different researchers in providing......Learning is the reflective activity that enables the learner to draw upon her/his previous experiences and background knowledge to conceptualise, realise, understand and evaluate the present, so as to shape her/his future actions and to construct and develop new knowledge for her(him)self. Learning....... This research will conceptually focus on multiple categories through the adult learners’ developing conceptions of learning. The focus will be on different categories from the basic conceptions to excellent ones. I will take an appropriate model of students’ developing conceptions of learning into my...

TEACHER ROLE IN FORMATION POLITENESS OF STUDENT LEARNING PROCESS

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Wahyuni Oktavia

2016-09-01

Full Text Available Language as a communication tool has an important role in human interaction. Language can be used to convey ideas, ideas, feelings, desires, and so forth to others. To be able to communicate well certainly should be able to adjust the language used. One of the main functions of communication is to maintain the continuity of the relationship between the narrator and hearer. Language is an important pillar in the formation of character, in addition to religious education and moral education. In education, teachers must have pedagogical, professional, personal, and social. Teachers who have a good competence speech acts certainly have a good and well mannered to students. In the learning process, teachers and students communicate in give and receive course materials. The learning process is certainly not only provides knowledge alone, but give the values of character to students. In this case, the teacher must have a principle that must be controlled properly, correctly and precisely. Thus, teachers are expected to master the communication and understanding the principles of politeness in speaking well and correctly. The goal is a description of a form of politeness in the learning process. This research is a descriptive study which seeks to describe a form of politeness in the learning process. Data collection method used is the method refer to the data collection techniques are 1 recording technique using a tape recorder, and 2 technical note on the data card. Furthermore, methods of data analysis using pragmatic frontier.

TEACHERS' PERSPECTIVE ABOUT FACTORS THAT PREVENT SUCCESS IN TEACHING AND LEARNING PROCESS IN HIGHER EDUCATION OF ENGINEERING IN BRAZIL

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Gláucia Nolasco de Almeida Mello

2016-12-01

Full Text Available The last fifteen years, in Brazil, the number of engineering freshmen had a huge increased and, although the number of graduated also had increased over the same period, the percentage of engineering freshmen are by far higher than engineers graduated. In this context, there is a clear evidence of the high dropout rate in higher education courses of engineering in Brazil. Once most of developed researches about engineering courses dropout in Brazil are focused in the students and institutions point of view about factors that affect dropout rate, in this research it was investigated the professors perspective to answer the three questions: (1 What are the main factors which prevent success in teaching and learning process identified by professors of engineering during the classes? (2 How can professors to improve the teaching and learning process in higher education courses of engineering in Brazil? (3 How can Higher Education Institutions (HEI support the professors? The research data were collected through team activities developed with 134 professors of higher education courses of engineering. This research reveals that the most important factors that affect negatively the teaching and learning process are related to inadequate high school preparation and behaviour of students. Main suggestions of professors for improving the teaching and learning process and also students' motivation are related to pedagogical aspects such as: use of Information and Communication Technologies (ICTs as support of classes and implementation of professor and student support programs with significant participation of HEI.

Web Log Pre-processing and Analysis for Generation of Learning Profiles in Adaptive E-learning

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Radhika M. Pai

2016-03-01

Full Text Available Adaptive E-learning Systems (AESs enhance the efficiency of online courses in education by providing personalized contents and user interfaces that changes according to learner’s requirements and usage patterns. This paper presents the approach to generate learning profile of each learner which helps to identify the learning styles and provide Adaptive User Interface which includes adaptive learning components and learning material. The proposed method analyzes the captured web usage data to identify the learning profile of the learners. The learning profiles are identified by an algorithmic approach that is based on the frequency of accessing the materials and the time spent on the various learning components on the portal. The captured log data is pre-processed and converted into standard XML format to generate learners sequence data corresponding to the different sessions and time spent. The learning style model adopted in this approach is Felder-Silverman Learning Style Model (FSLSM. This paper also presents the analysis of learner’s activities, preprocessed XML files and generated sequences.

Web Log Pre-processing and Analysis for Generation of Learning Profiles in Adaptive E-learning

Directory of Open Access Journals (Sweden)

Radhika M. Pai

2016-04-01

Full Text Available Adaptive E-learning Systems (AESs enhance the efficiency of online courses in education by providing personalized contents and user interfaces that changes according to learner’s requirements and usage patterns. This paper presents the approach to generate learning profile of each learner which helps to identify the learning styles and provide Adaptive User Interface which includes adaptive learning components and learning material. The proposed method analyzes the captured web usage data to identify the learning profile of the learners. The learning profiles are identified by an algorithmic approach that is based on the frequency of accessing the materials and the time spent on the various learning components on the portal. The captured log data is pre-processed and converted into standard XML format to generate learners sequence data corresponding to the different sessions and time spent. The learning style model adopted in this approach is Felder-Silverman Learning Style Model (FSLSM. This paper also presents the analysis of learner’s activities, preprocessed XML files and generated sequences.

Learning Chinese Idioms through iPads

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Yang, Chunsheng; Xie, Ying

2013-01-01

This paper reports on an action research study using iPads during the teaching of Chinese idioms to heritage learners. A class of 12 second-year Chinese learners were engaged in a self-generated learning process focused on learning abstract and concrete idioms using iPads. Students' short-term and long-term learning was measured; feedback from a…

Improving Creativity in Collaborative Process

DEFF Research Database (Denmark)

Zhou, Chunfang; Purushothaman, Aparna

2015-01-01

types of knowledge. (3) These points drive this paper to develop a knowledge creation model by discussing how CoP can be used to improve creativity in collaborative processes in organizational learning contexts. The point of departure for the learning model is the learning framework proposed......This paper aims to build a theoretical framework by a literature review that is focusing on how a learning model based on Communities of Practice (CoP) can be useful in collaborative processes in organizational learning contexts. In the light of social approach to learning theories and knowledge...... management, this paper firstly will discuss: (1) learning as a process involving knowledge conversations between different types of knowledge such as tacit knowledge, explicit knowledge, individual knowledge and collective knowledge, and (2) creativity as a driver to the conversations between the different...

Multiple systems for motor skill learning.

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Clark, Dav; Ivry, Richard B

2010-07-01

Motor learning is a ubiquitous feature of human competence. This review focuses on two particular classes of model tasks for studying skill acquisition. The serial reaction time (SRT) task is used to probe how people learn sequences of actions, while adaptation in the context of visuomotor or force field perturbations serves to illustrate how preexisting movements are recalibrated in novel environments. These tasks highlight important issues regarding the representational changes that occur during the course of motor learning. One important theme is that distinct mechanisms vary in their information processing costs during learning and performance. Fast learning processes may require few trials to produce large changes in performance but impose demands on cognitive resources. Slower processes are limited in their ability to integrate complex information but minimally demanding in terms of attention or processing resources. The representations derived from fast systems may be accessible to conscious processing and provide a relatively greater measure of flexibility, while the representations derived from slower systems are more inflexible and automatic in their behavior. In exploring these issues, we focus on how multiple neural systems may interact and compete during the acquisition and consolidation of new behaviors. Copyright © 2010 John Wiley & Sons, Ltd. This article is categorized under: Psychology > Motor Skill and Performance. Copyright © 2010 John Wiley & Sons, Ltd.

Student Attitudes toward Learning Analytics in Higher Education: "The Fitbit Version of the Learning World".

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Roberts, Lynne D; Howell, Joel A; Seaman, Kristen; Gibson, David C

2016-01-01

Increasingly, higher education institutions are exploring the potential of learning analytics to predict student retention, understand learning behaviors, and improve student learning through providing personalized feedback and support. The technical development of learning analytics has outpaced consideration of ethical issues surrounding their use. Of particular concern is the absence of the student voice in decision-making about learning analytics. We explored higher education students' knowledge, attitudes, and concerns about big data and learning analytics through four focus groups ( N = 41). Thematic analysis of the focus group transcripts identified six key themes. The first theme, "Uninformed and Uncertain," represents students' lack of knowledge about learning analytics prior to the focus groups. Following the provision of information, viewing of videos and discussion of learning analytics scenarios three further themes; "Help or Hindrance to Learning," "More than a Number," and "Impeding Independence"; represented students' perceptions of the likely impact of learning analytics on their learning. "Driving Inequality" and "Where Will it Stop?" represent ethical concerns raised by the students about the potential for inequity, bias and invasion of privacy and the need for informed consent. A key tension to emerge was how "personal" vs. "collective" purposes or principles can intersect with "uniform" vs. "autonomous" activity. The findings highlight the need the need to engage students in the decision making process about learning analytics.

A structured multi-stakeholder learning process for Sustainable Land Management.

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Schwilch, Gudrun; Bachmann, Felicitas; Valente, Sandra; Coelho, Celeste; Moreira, Jorge; Laouina, Abdellah; Chaker, Miloud; Aderghal, Mohamed; Santos, Patricia; Reed, Mark S

2012-09-30

There are many, often competing, options for Sustainable Land Management (SLM). Each must be assessed - and sometimes negotiated - prior to implementation. Participatory, multi-stakeholder approaches to identification and selection of SLM options are increasingly popular, often motivated by social learning and empowerment goals. Yet there are few practical tools for facilitating processes in which land managers may share, select, and decide on the most appropriate SLM options. The research presented here aims to close the gap between the theory and the practice of stakeholder participation/learning in SLM decision-making processes. The paper describes a three-part participatory methodology for selecting SLM options that was tested in 14 desertification-prone study sites within the EU-DESIRE project. Cross-site analysis and in-depth evaluation of the Moroccan and Portuguese sites were used to evaluate how well the proposed process facilitated stakeholder learning and selection of appropriate SLM options for local implementation. The structured nature of the process - starting with SLM goal setting - was found to facilitate mutual understanding and collaboration between stakeholders. The deliberation process led to a high degree of consensus over the outcome and, though not an initial aim, it fostered social learning in many cases. This solution-oriented methodology is applicable in a wide range of contexts and may be implemented with limited time and resources. Copyright © 2012 Elsevier Ltd. All rights reserved.

Network Learning and Innovation in SME Formal Networks

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Jivka Deiters

2013-02-01

Full Text Available The driver for this paper is the need to better understand the potential for learning and innovation that networks canprovide especially for small and medium sized enterprises (SMEs which comprise by far the majority of enterprises in the food sector. With the challenges the food sector is facing in the near future, learning and innovation or more focused, as it is being discussed in the paper, ‘learning for innovation’ are not just opportunities but pre‐conditions for the sustainability of the sector. Network initiatives that could provide appropriate support involve social interaction and knowledge exchange, learning, competence development, and coordination (organization and management of implementation. The analysis identifies case studies in any of these orientations which serve different stages of the innovation process: invention and implementation. The variety of network case studies cover networks linked to a focus group for training, research, orconsulting, networks dealing with focused market oriented product or process development, promotional networks, and networks for open exchange and social networking.

EXPERT-ANALITICAL MONITORING OF LEARNING PROCESS QUALITY IN HIGH SCHOOL

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T. M. Korotun

2010-10-01

Full Text Available The technological model is proposed for monitoring process of learning process quality in high school compliant with current European and home standards. The mathematical methods are elaborated for diverse activities as to learning process objects quality determination unified support. They self-consistently combine: automatic expert evaluation with Bayesian net and Value tree models; Delphi technique enhancement; best practices for education quality assessment. Quality estimates’ consistency index is introduced for their choice and acceptability analysis. Its permanent increasing over monitoring stages is guaranteed. The tools for these stages’ automatic support are described.

Perspectives on ontology learning

CERN Document Server

Lehmann, J

2014-01-01

Perspectives on Ontology Learning brings together researchers and practitioners from different communities − natural language processing, machine learning, and the semantic web − in order to give an interdisciplinary overview of recent advances in ontology learning.Starting with a comprehensive introduction to the theoretical foundations of ontology learning methods, the edited volume presents the state-of-the-start in automated knowledge acquisition and maintenance. It outlines future challenges in this area with a special focus on technologies suitable for pushing the boundaries beyond the c

Simultaneous spatial and temporal focusing: a route towards confined nonlinear materials processing

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Kammel, Robert; Bergner, Klaus; Thomas, Jens; Ackermann, Roland; Skupin, Stefan; Nolte, Stefan

2016-03-01

Ultrashort pulse lasers enable reliable and versatile high precision ablation and surface processing of various materials such as metals, polymers and semiconductors. However, when modifications deep inside the bulk of transparent media are required, nonlinear pulse material interactions can decrease the precision, since weak focusing and the long propagation of the intense pulses within the nonlinear media may induce Kerr self-focusing, filamentation and white light generation. In order to improve the precision of those modifications, simultaneous spatial and temporal focusing (SSTF) allows to reduce detrimental nonlinear interactions, because the ultrashort pulse duration is only obtained at the focus, while outside of the focal region the continuously increasing pulse duration strongly reduces the pulse intensity. In this paper, we review the fundamental concepts of this technology and provide an overview of its applications for purposes of multiphoton microscopy and laser materials processing. Moreover, numerical simulations on the nonlinear pulse propagation within transparent media illustrate the linear and nonlinear pulse propagation, highlighting the differences between conventional focusing and SSTF. Finally, fs-laser induced modifications in gelatine are presented to compare nonlinear side-effects caused by conventional focusing and SSTF. With conventional focusing the complex interplay of self-focusing and filamentation induces strongly inhomogeneous, elongated disruptions. In contrast, disruptions induced by SSTF are homogeneously located at the focal plane and reduced in length by a factor >2, which is in excellent agreement with the numerical simulations of the nonlinear pulse propagation and might favor SSTF for demanding applications such as intraocular fs-laser surgery.

Contextual Teaching and Learning for Practitioners

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Clemente Charles Hudson

2008-08-01

Full Text Available Contextual Teaching and Learning (CTL is defined as a way to introduce content using a variety of activelearning techniques designed to help students connect what they already know to what they are expected to learn, and to construct new knowledge from the analysis and synthesis of this learning process. A theoretical basis for CTL is outlined, with a focus on Connection, Constructivist, and Active Learning theories. A summary of brain activity during the learning process illustrates the physiological changes and connections that occur during educational activities. Three types of learning scenarios (project-based, goal-based, and inquiry-oriented are presented to illustrate how CTL can be applied by practitioners.

FOREWORD: Focus on Materials Analysis and Processing in Magnetic Fields Focus on Materials Analysis and Processing in Magnetic Fields

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Sakka, Yoshio; Hirota, Noriyuki; Horii, Shigeru; Ando, Tsutomu

2009-03-01

Recently, interest in the applications of feeble (diamagnetic and paramagnetic) magnetic materials has grown, whereas the popularity of ferromagnetic materials remains steady and high. This trend is due to the progress of superconducting magnet technology, particularly liquid-helium-free superconducting magnets that can generate magnetic fields of 10 T and higher. As the magnetic energy is proportional to the square of the applied magnetic field, the magnetic energy of such 10 T magnets is in excess of 10 000 times that of conventional 0.1 T permanent magnets. Consequently, many interesting phenomena have been observed over the last decade, such as the Moses effect, magnetic levitation and the alignment of feeble magnetic materials. Researchers in this area are widely spread around the world, but their number in Japan is relatively high, which might explain the success of magnetic field science and technology in Japan. Processing in magnetic fields is a rapidly expanding research area with a wide range of promising applications in materials science. The 3rd International Workshop on Materials Analysis and Processing in Magnetic Fields (MAP3), which was held on 14-16 May 2008 at the University of Tokyo, Japan, focused on various topics including magnetic field effects on chemical, physical, biological, electrochemical, thermodynamic and hydrodynamic phenomena; magnetic field effects on the crystal growth and processing of materials; diamagnetic levitation, the magneto-Archimedes effect, spin chemistry, magnetic orientation, control of structure by magnetic fields, magnetic separation and purification, magnetic-field-induced phase transitions, properties of materials in high magnetic fields, the development of NMR and MRI, medical applications of magnetic fields, novel magnetic phenomena, physical property measurement by magnetic fields, and the generation of high magnetic fields. This focus issue compiles 13 key papers selected from the proceedings of MAP3. Other

A Study of an Architecture Design Learning Process Based on Social Learning, Course Teaching, Interaction, and Analogical Thinking

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Yun-Wu Wu

2014-01-01

Full Text Available The students in the vocational education of architecture design in Taiwan often face many learning obstacles, such as no problem solving ability and lack of creativity. Therefore, this study used a social learning model as a learning strategy in the architecture design learning process to solve related learning difficulties. Firstly, this study used cognitive development teaching activities and a learning process based on analogical thinking and analogical reasoning to build the social learning model. Secondly, the social learning model of this study was implemented in the teaching of a required course of architecture design for 120 freshmen in China University of Technology. The questionnaire survey results were then statically analyzed and compared to measure the differences in the students’ knowledge about architecture designs before and after the teaching in this study. In this study, the social learning model is proven helpful in inspiring the students’ creativity by converting new knowledge of architecture design into schemas and hence retaining the new knowledge for future application. The social learning model can be applied in the teaching of architecture design in other schools, while more research can be conducted in the future to further confirm its feasibility to promote effective learning.

Implementing Process Oriented Guided Inquiry Learning (POGIL) in Undergraduate Biomechanics: Lessons Learned by a Novice

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Simonson, Shawn R.; Shadle, Susan E.

2013-01-01

Process Oriented Guided Inquiry Learning (POGIL) uses specially designed activities and cooperative learning to teach content and to actively engage students in inquiry, analytical thinking and teamwork. It has been used extensively in Chemistry education, but the use of POGIL is not well documented in other physical and biological sciences. This…

Focus Groups: How Feedback from Employees Can Impact the Decision-Making Process

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Jessica Jordan

2017-10-01

Full Text Available The idea for the use of focus groups as a management tool was derived from a planned assessment with student employees. The success of the student employee focus groups led the researchers to expand the use of these groups with the library staff. In the evaluation of the results, the researchers discovered that the feedback from both focus groups could be shared with administration, potentially resulting in the management team making the suggested changes in the work environment. This article addresses the process of using focus groups as assessment tools and potential change agents for managerial decision-making.

The Role of Unconscious Information Processing in the Acquisition and Learning of Instructional Messages

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Kuldas, Seffetullah; Bakar, Zainudin Abu; Ismail, Hairul Nizam

2012-01-01

This review investigates how the unconscious information processing can create satisfactory learning outcomes, and can be used to ameliorate the challenges of teaching students to regulate their learning processes. The search for the ideal model of human information processing as regards achievement of teaching and learning objectives is a…

Local and global processing in block design tasks in children with dyslexia or nonverbal learning disability.

Science.gov (United States)

Cardillo, Ramona; Mammarella, Irene C; Garcia, Ricardo Basso; Cornoldi, Cesare

2017-05-01

Visuo-constructive and perceptual abilities have been poorly investigated in children with learning disabilities. The present study focused on local or global visuospatial processing in children with nonverbal learning disability (NLD) and dyslexia compared with typically-developing (TD) controls. Participants were presented with a modified block design task (BDT), in both a typical visuo-constructive version that involves reconstructing figures from blocks, and a perceptual version in which respondents must rapidly match unfragmented figures with a corresponding fragmented target figure. The figures used in the tasks were devised by manipulating two variables: the perceptual cohesiveness and the task uncertainty, stimulating global or local processes. Our results confirmed that children with NLD had more problems with the visuo-constructive version of the task, whereas those with dyslexia showed only a slight difficulty with the visuo-constructive version, but were in greater difficulty with the perceptual version, especially in terms of response times. These findings are interpreted in relation to the slower visual processing speed of children with dyslexia, and to the visuo-constructive problems and difficulty in using flexibly-experienced global vs local processes of children with NLD. The clinical and educational implications of these findings are discussed. Copyright © 2017 Elsevier Ltd. All rights reserved.

Strengths-based Learning

DEFF Research Database (Denmark)

Ledertoug, Mette Marie

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

Learning potentials and pitfalls working with animation aesthetics as leisure-time pedagogues

DEFF Research Database (Denmark)

Ringskou, Lea Thomsen; Ahm, Jacob Noer

of ethnographic participant observations, accompanied by qualitative semi-structured focus group interviews.Findings:Aesthetic animation learning processes involve more playful and creative learning processes, acknowledging both sound, pictures, body and movement as signs of learning. Especially movement......, as a central part of animations aesthetics, offers both potentials and pittfalls when it comes to the learning processes of the children and calls for pedagogical attention. Overall, the research project constructs knowledge about the pedagogy emerging when working with the learning processes of animation...

THE USE OF BLENDED LEARNING MODELS IN THE PROCESS OF FOREIGN LANGUAGE LEARNING

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Oleksandra Bezverkha

2017-09-01

Full Text Available In the article, the acute problem of implementation of pedagogical innovations and online technologies into the educational process is analyzed. The article explores the advantages of blended learning as a latter-day educational program in comparison with traditional campus learning. Blended learning is regarded worldwide as the combination of classroom face-to-face sessions with interactive learning opportunities created online. The purpose of the article is to identify blended learning transformational potential impacting students and teachers by ensuring a more personalized learning experience. The concept of blended learning, as a means to enhance foreign language teaching and learning in the classroom during the traditional face-to-face interaction between a teacher and a student, combined with computer-mediated activities, is examined. In the article, the main classification of blended learning models is established. There are four main blended learning models which include both face-to-face instruction time and online learning: Rotation Model, Flex Model, A La Carte Model, and Enriched Virtual Model. Once implemented successfully, a blended model can take advantage of both brick-and-mortar and digital worlds, providing significant benefits for the educational establishments and learners. To integrate any of the blended learning models, a teacher can create online activities that enable learners to explore the topic online at home, and then develop face-to-face interactions to dig deeper into the subject matter at the lesson. The use of blended learning models in order to expand educational opportunities for students while the foreign language acquisition, by increasing the availability and flexibility of education, taking into account student individual learning needs, with some element of student control over time, place and pace, is explored. The realization of blended learning models in regards to age and physiological peculiarities of

Learning Process and Learning Outcomes of Video Podcasts Including the Instructor and PPT Slides: A Chinese Case

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Pi, Zhongling; Hong, Jianzhong

2016-01-01

Video podcasts have become one of the fastest developing trends in learning and teaching. The study explored the effect of the presenting mode of educational video podcasts on the learning process and learning outcomes. Prior to viewing a video podcast, the 94 Chinese undergraduates participating in the study completed a demographic questionnaire…

OHS consultants as facilitators of learning processes in client enterprises

DEFF Research Database (Denmark)

Broberg, Ole

2004-01-01

emphasis on initiating learning processes in the client enter-prise in a way that will develop the OHS management capabilities of that enterprise. This presentation is based on a research program focussing on how OHS consultants go about when they are involved in consultancy on technological change...... processes in client enter-prises. Specifically the learning perspective will be touched upon. The research programme included four cases in different client enterprises: 1) New tech-nology in a logistic department of a brewery, 2) new pharmaceutical process facility, 3) design of a new catering centre...... in another institution than pre-sent the users to blueprints and then ask them to put forward technical suggestions to im-prove the workplace design. In conclusion, the study pointed out that the OHS consultants had different work practices on learning aspects of their consultancy. Several constraining...

USING DISTANCE LEARNING TECHNOLOGIES IN THE LEARNING PROCESS OF MODERN PROGRAMMING LANGUAGES

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Mariia A. Umryk

2014-06-01

Full Text Available In the research it was reviewed the use of distance learning technologies in the organization of research tasks while studying modern programming languages. The article contains an example of a training project on the subject "Modern programming languages". The authors argue the necessity of the use of modern information and communication technologies, in particular in modern programming languages distance learning, for the formation of students' 21st century skills that are essential in the process of programming (it is skills such as self-organization and self-discipline, communication skills, teamwork skills etc.. It is pointed out the structural units of the training project in accordance with the use of distance learning technologies. It is described the general characteristics and the use of appropriate methods of modern information and communication technologies.

Teaching caring and competence: Student transformation during an older adult focused service-learning course.

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Brown, Karen M; Bright, Leslie M

2017-11-01

Innovative teaching strategies develop nurses' knowledge, skills, and attitudes while simultaneously integrating the art of caring and transforming attitudes toward adults over age 65. The study's purpose was to explore students' experiences and attitudes toward older adults with cognitive and/or physical limitations as well as the effects on students' knowledge and skills during a baccalaureate nursing, course which included a service-learning experience. Service-learning synthesizes meaningful community service, academic instruction, and reflection. Participants included baccalaureate students enrolled in a service-learning nursing course focused on older adults. This retrospective, qualitative, phenomenological study used reflective journals and an online survey to explore baccalaureate nursing students' experiences toward older adults with cognitive and/or physical limitations. Themes included initial attitudes of anticipation, apprehension, anxiety, and ageist stereotypes. Final attitudes included a "completely changed perspective" of caring, compassion, and respect indicative of a rewarding, "life-changing" experience. Participants cited enhanced learning, especially in the areas of patient-centered care, collaboration, communication, advocacy, empathy, assessment skills, and evidence-based practice. This innovative teaching strategy led to transformed attitudes toward older adults, reduced fear of older adult populations, an increased desire to work with older adults, and the ability to form a transpersonal, caring relationship while enhancing nursing knowledge and skills. Copyright © 2017 Elsevier Ltd. All rights reserved.

Action Learning--A Process Which Supports Organisational Change Initiatives

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Joyce, Pauline

2012-01-01

This paper reflects on how action learning sets (ALSs) were used to support organisational change initiatives. It sets the scene with contextualising the inclusion of change projects in a masters programme. Action learning is understood to be a dynamic process where a team meets regularly to help individual members address issues through a highly…

The Influence of Interactive Learning Materials on Self-Regulated Learning and Learning Satisfaction of Primary School Teachers in Mongolia

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Shengru Li

2018-04-01

Full Text Available The purpose of this study was to investigate the effects of interactive learning materials on learners’ self-regulated learning processes and learning satisfaction. A two-group experimental design was employed for 285 primary school teachers involved in teacher training. Teachers in the experimental group utilised interactive learning materials along with training videos and guidelines for their self-development at the school level. Teachers in the control group conducted self-development only with training videos and guidelines. The result was analysed using self-regulated learning theory explaining how one’s self-regulation processes affect learning satisfaction. Five self-regulation processes were identified in this study: internal motivation, motivation for better assessment, planning and organizing skills, critical and positive thinking skills, and effort regulation. The analysis was conducted in two steps. First, t-test analysis was used to identify the significant differences between the experimental group and the control group. The analysis revealed: (1 teachers conducting self-development with interactive learning materials were highly motivated to achieve better teacher assessment, (2 teachers with interactive learning materials had higher learning satisfaction. Second, the study further investigated the effect of interactive materials on the relationship between self-regulation processes and learning satisfaction, using moderation analysis. The results showed that interactive materials significantly affect the relationship between motivation for better assessment and learning satisfaction, as well as the relationship between internal motivation and learning satisfaction. These results were complemented by qualitative analysis including interviews and focus group discussions with teachers.

Algorithmic analysis of relational learning processes in instructional technology: Some implications for basic, translational, and applied research.

Science.gov (United States)

McIlvane, William J; Kledaras, Joanne B; Gerard, Christophe J; Wilde, Lorin; Smelson, David

2018-07-01

A few noteworthy exceptions notwithstanding, quantitative analyses of relational learning are most often simple descriptive measures of study outcomes. For example, studies of stimulus equivalence have made much progress using measures such as percentage consistent with equivalence relations, discrimination ratio, and response latency. Although procedures may have ad hoc variations, they remain fairly similar across studies. Comparison studies of training variables that lead to different outcomes are few. Yet to be developed are tools designed specifically for dynamic and/or parametric analyses of relational learning processes. This paper will focus on recent studies to develop (1) quality computer-based programmed instruction for supporting relational learning in children with autism spectrum disorders and intellectual disabilities and (2) formal algorithms that permit ongoing, dynamic assessment of learner performance and procedure changes to optimize instructional efficacy and efficiency. Because these algorithms have a strong basis in evidence and in theories of stimulus control, they may have utility also for basic and translational research. We present an overview of the research program, details of algorithm features, and summary results that illustrate their possible benefits. It also presents arguments that such algorithm development may encourage parametric research, help in integrating new research findings, and support in-depth quantitative analyses of stimulus control processes in relational learning. Such algorithms may also serve to model control of basic behavioral processes that is important to the design of effective programmed instruction for human learners with and without functional disabilities. Copyright © 2018 Elsevier B.V. All rights reserved.

The Answering Process for Multiple-Choice Questions in Collaborative Learning: A Mathematical Learning Model Analysis

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Nakamura, Yasuyuki; Nishi, Shinnosuke; Muramatsu, Yuta; Yasutake, Koichi; Yamakawa, Osamu; Tagawa, Takahiro

2014-01-01

In this paper, we introduce a mathematical model for collaborative learning and the answering process for multiple-choice questions. The collaborative learning model is inspired by the Ising spin model and the model for answering multiple-choice questions is based on their difficulty level. An intensive simulation study predicts the possibility of…

Factors that aff ect the learning process of a foreign language

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Elsa Vula

2017-11-01

Full Text Available Learning as a complicated process and very significant one is followed by different influencers that cause different problems due to students’ performance in learning a foreign language. In order to work and try to eliminate such factors we have to detect which are the factors that we as teachers, professors, assistants, have to carry on during the process of teaching. This theoretical research paper will provide scientific data due to different factors that affect learning process of foreign language that were conducted in different places among the world. The researches that are selected are coherently linked with the aim of this scientific c paper and have ensured results from cases studies, quantitative research, and empirical research.

What's statistical about learning? Insights from modelling statistical learning as a set of memory processes.

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Thiessen, Erik D

2017-01-05

Statistical learning has been studied in a variety of different tasks, including word segmentation, object identification, category learning, artificial grammar learning and serial reaction time tasks (e.g. Saffran et al. 1996 Science 274: , 1926-1928; Orban et al. 2008 Proceedings of the National Academy of Sciences 105: , 2745-2750; Thiessen & Yee 2010 Child Development 81: , 1287-1303; Saffran 2002 Journal of Memory and Language 47: , 172-196; Misyak & Christiansen 2012 Language Learning 62: , 302-331). The difference among these tasks raises questions about whether they all depend on the same kinds of underlying processes and computations, or whether they are tapping into different underlying mechanisms. Prior theoretical approaches to statistical learning have often tried to explain or model learning in a single task. However, in many cases these approaches appear inadequate to explain performance in multiple tasks. For example, explaining word segmentation via the computation of sequential statistics (such as transitional probability) provides little insight into the nature of sensitivity to regularities among simultaneously presented features. In this article, we will present a formal computational approach that we believe is a good candidate to provide a unifying framework to explore and explain learning in a wide variety of statistical learning tasks. This framework suggests that statistical learning arises from a set of processes that are inherent in memory systems, including activation, interference, integration of information and forgetting (e.g. Perruchet & Vinter 1998 Journal of Memory and Language 39: , 246-263; Thiessen et al. 2013 Psychological Bulletin 139: , 792-814). From this perspective, statistical learning does not involve explicit computation of statistics, but rather the extraction of elements of the input into memory traces, and subsequent integration across those memory traces that emphasize consistent information (Thiessen and Pavlik

Learning while (re)configuring: Business model innovation processes in established firms.

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Berends, Hans; Smits, Armand; Reymen, Isabelle; Podoynitsyna, Ksenia

2016-08-01

This study addresses the question of how established organizations develop new business models over time, using a process research approach to trace how four business model innovation trajectories unfold. With organizational learning as analytical lens, we discern two process patterns: "drifting" starts with an emphasis on experiential learning and shifts later to cognitive search; "leaping," in contrast, starts with an emphasis on cognitive search and shifts later to experiential learning. Both drifting and leaping can result in radical business model innovations, while their occurrence depends on whether a new business model takes off from an existing model and when it goes into operation. We discuss the implications of these findings for theory on business models and organizational learning.

Exploring the Interaction of Implicit and Explicit Processes to Facilitate Individual Skill Learning

National Research Council Canada - National Science Library

Sun, Ron; Mathews, Robert C

2005-01-01

.... It helps us to explain (and eventually to predict) training and learning processes. The results of the experiments support the theory of the interactions of implicit and explicit learning processes during skill acquisition. The outcomes (data, models, and theories) provide a more detailed, clearer and more comprehensive perspective on skill learning.