A Learning Object Approach To Evidence based learning

OpenAIRE

Zabin Visram; Bruce Elson; Patricia Reynolds

2005-01-01

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

Values, Evidence, and Mastery Learning.

Science.gov (United States)

Anderson, Lorin W.; Burns, Robert B.

1987-01-01

Responds to R. Slavin's best-evidence synthesis of research on mastery learning. Contends that at the heart of decisions about education are value judgments about how the mind should be cultivated and for what goal. (RB)

Digital Learning As Enhanced Learning Processing? Cognitive Evidence for New insight of Smart Learning.

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Di Giacomo, Dina; Ranieri, Jessica; Lacasa, Pilar

2017-01-01

Large use of technology improved quality of life across aging and favoring the development of digital skills. Digital skills can be considered an enhancing to human cognitive activities. New research trend is about the impact of the technology in the elaboration information processing of the children. We wanted to analyze the influence of technology in early age evaluating the impact on cognition. We investigated the performance of a sample composed of n. 191 children in school age distributed in two groups as users: high digital users and low digital users. We measured the verbal and visuoperceptual cognitive performance of children by n. 8 standardized psychological tests and ad hoc self-report questionnaire. Results have evidenced the influence of digital exposition on cognitive development: the cognitive performance is looked enhanced and better developed: high digital users performed better in naming, semantic, visual memory and logical reasoning tasks. Our finding confirms the data present in literature and suggests the strong impact of the technology using not only in the social, educational and quality of life of the people, but also it outlines the functionality and the effect of the digital exposition in early age; increased cognitive abilities of the children tailor digital skilled generation with enhanced cognitive processing toward to smart learning.

Evidence-Based Higher Education - Is the Learning Styles 'Myth' Important?

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Newton, Philip M; Miah, Mahallad

2017-01-01

The basic idea behind the use of 'Learning Styles' is that learners can be categorized into one or more 'styles' (e.g., Visual, Auditory, Converger) and that teaching students according to their style will result in improved learning. This idea has been repeatedly tested and there is currently no evidence to support it. Despite this, belief in the use of Learning Styles appears to be widespread amongst schoolteachers and persists in the research literature. This mismatch between evidence and practice has provoked controversy, and some have labeled Learning Styles a 'myth.' In this study, we used a survey of academics in UK Higher Education ( n = 114) to try and go beyond the controversy by quantifying belief and, crucially, actual use of Learning Styles. We also attempted to understand how academics view the potential harms associated with the use of Learning Styles. We found that general belief in the use of Learning Styles was high (58%), but lower than in similar previous studies, continuing an overall downward trend in recent years. Critically the percentage of respondents who reported actually using Learning Styles (33%) was much lower than those who reported believing in their use. Far more reported using a number of techniques that are demonstrably evidence-based. Academics agreed with all the posited weaknesses and harms of Learning Styles theory, agreeing most strongly that the basic theory of Learning Styles is conceptually flawed. However, a substantial number of participants (32%) stated that they would continue to use Learning Styles despite being presented with the lack of an evidence base to support them, suggesting that 'debunking' Learning Styles may not be effective. We argue that the interests of all may be better served by promoting evidence-based approaches to Higher Education.

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.

Effects of Negative and Positive Evidence on Adult Word Learning

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Strapp, Chehalis M.; Helmick, Augusta L.; Tonkovich, Hayley M.; Bleakney, Dana M.

2011-01-01

This study compared negative and positive evidence in adult word learning, predicting that adults would learn more forms following negative evidence. Ninety-two native English speakers (32 men and 60 women [M[subscript age] = 20.38 years, SD = 2.80]), learned nonsense nouns and verbs provided within English frames. Later, participants produced…

Dissociation of binding and learning processes.

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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.

The cerebellum and visual perceptual learning: evidence from a motion extrapolation task.

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Deluca, Cristina; Golzar, Ashkan; Santandrea, Elisa; Lo Gerfo, Emanuele; Eštočinová, Jana; Moretto, Giuseppe; Fiaschi, Antonio; Panzeri, Marta; Mariotti, Caterina; Tinazzi, Michele; Chelazzi, Leonardo

2014-09-01

Visual perceptual learning is widely assumed to reflect plastic changes occurring along the cerebro-cortical visual pathways, including at the earliest stages of processing, though increasing evidence indicates that higher-level brain areas are also involved. Here we addressed the possibility that the cerebellum plays an important role in visual perceptual learning. Within the realm of motor control, the cerebellum supports learning of new skills and recalibration of motor commands when movement execution is consistently perturbed (adaptation). Growing evidence indicates that the cerebellum is also involved in cognition and mediates forms of cognitive learning. Therefore, the obvious question arises whether the cerebellum might play a similar role in learning and adaptation within the perceptual domain. We explored a possible deficit in visual perceptual learning (and adaptation) in patients with cerebellar damage using variants of a novel motion extrapolation, psychophysical paradigm. Compared to their age- and gender-matched controls, patients with focal damage to the posterior (but not the anterior) cerebellum showed strongly diminished learning, in terms of both rate and amount of improvement over time. Consistent with a double-dissociation pattern, patients with focal damage to the anterior cerebellum instead showed more severe clinical motor deficits, indicative of a distinct role of the anterior cerebellum in the motor domain. The collected evidence demonstrates that a pure form of slow-incremental visual perceptual learning is crucially dependent on the intact cerebellum, bearing the notion that the human cerebellum acts as a learning device for motor, cognitive and perceptual functions. We interpret the deficit in terms of an inability to fine-tune predictive models of the incoming flow of visual perceptual input over time. Moreover, our results suggest a strong dissociation between the role of different portions of the cerebellum in motor versus

Contingency learning is not affected by conflict experience: Evidence from a task conflict-free, item-specific Stroop paradigm.

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Levin, Yulia; Tzelgov, Joseph

2016-02-01

A contingency learning account of the item-specific proportion congruent effect has been described as an associative stimulus-response learning process that has nothing to do with controlling the Stroop conflict. As supportive evidence, contingency learning has been demonstrated with response conflict-free stimuli, such as neutral words. However, what gives rise to response conflict and to Stroop interference in general is task conflict. The present study investigated whether task conflict can constitute a trigger or, alternatively, a booster to the contingency learning process. This was done by employing a "task conflict-free" condition (i.e., geometric shapes) and comparing it with a "task conflict" condition (i.e., neutral words). The results showed a significant contingency learning effect in both conditions, refuting the possibility that contingency learning is triggered by the presence of a task conflict. Contingency learning was also not enhanced by the task conflict experience, indicating its complete insensitivity to Stroop conflict(s). Thus, the results showed no evidence that performance optimization as a result of contingency learning is greater under conflict, implying that contingency learning is not recruited to assist the control system to overcome conflict. Copyright © 2015 Elsevier B.V. All rights reserved.

Effects of Picture Labeling on Science Text Processing and Learning: Evidence from Eye Movements

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Mason, Lucia; Pluchino, Patrik; Tornatora, Maria Caterina

2013-01-01

This study investigated the effects of reading a science text illustrated by either a labeled or unlabeled picture. Both the online process of reading the text and the offline conceptual learning from the text were examined. Eye-tracking methodology was used to trace text and picture processing through indexes of first- and second-pass reading or…

Teaching tools in Evidence Based Practice: evaluation of reusable learning objects (RLOs for learning about Meta-analysis

Directory of Open Access Journals (Sweden)

Wharrad Heather

2011-05-01

Full Text Available Abstract Background All healthcare students are taught the principles of evidence based practice on their courses. The ability to understand the procedures used in systematically reviewing evidence reported in studies, such as meta-analysis, are an important element of evidence based practice. Meta-analysis is a difficult statistical concept for healthcare students to understand yet it is an important technique used in systematic reviews to pool data from studies to look at combined effectiveness of treatments. In other areas of the healthcare curricula, by supplementing lectures, workbooks and workshops with pedagogically designed, multimedia learning objects (known as reusable learning objects or RLOs we have shown an improvement in students' perceived understanding in subjects they found difficult. In this study we describe the development and evaluation of two RLOs on meta-analysis. The RLOs supplement associated lectures and aim to improve students' understanding of meta-analysis in healthcare students. Methods Following a quality controlled design process two RLOs were developed and delivered to two cohorts of students, a Master in Public Health course and Postgraduate diploma in nursing course. Students' understanding of five key concepts of Meta-analysis were measured before and after a lecture and again after RLO use. RLOs were also evaluated for their educational value, learning support, media attributes and usability using closed and open questions. Results Students rated their understanding of meta-analysis as improved after a lecture and further improved after completing the RLOs (Wilcoxon paired test, p Conclusions Meta-analysis RLOs that are openly accessible and unrestricted by usernames and passwords provide flexible support for students who find the process of meta-analysis difficult.

ERP evidence for conflict in contingency learning.

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Whitehead, Peter S; Brewer, Gene A; Blais, Chris

2017-07-01

The proportion congruency effect refers to the observation that the magnitude of the Stroop effect increases as the proportion of congruent trials in a block increases. Contemporary work shows that proportion effects can be driven by both context and individual items, and are referred to as context-specific proportion congruency (CSPC) and item-specific proportion congruency (ISPC) effects, respectively. The conflict-modulated Hebbian learning account posits that these effects manifest from the same mechanism, while the parallel episodic processing model posits that the ISPC can occur by simple associative learning. Our prior work showed that the neural correlates of the CSPC is an N2 over frontocentral electrode sites approximately 300 ms after stimulus onset that predicts behavioral performance. There is strong consensus in the field that this N2 signal is associated with conflict detection in the medial frontal cortex. The experiment reported here assesses whether the same qualitative electrophysiological pattern of results holds for the ISPC. We find that the spatial topography of the N2 is similar but slightly delayed with a peak onset of approximately 300 ms after stimulus onset. We argue that this provides strong evidence that a single common mechanism-conflict-modulated Hebbian learning-drives both the ISPC and CSPC. © 2017 Society for Psychophysiological Research.

Confirmation bias in human reinforcement learning: Evidence from counterfactual feedback processing

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Lefebvre, Germain; Blakemore, Sarah-Jayne

2017-01-01

Previous studies suggest that factual learning, that is, learning from obtained outcomes, is biased, such that participants preferentially take into account positive, as compared to negative, prediction errors. However, whether or not the prediction error valence also affects counterfactual learning, that is, learning from forgone outcomes, is unknown. To address this question, we analysed the performance of two groups of participants on reinforcement learning tasks using a computational model that was adapted to test if prediction error valence influences learning. We carried out two experiments: in the factual learning experiment, participants learned from partial feedback (i.e., the outcome of the chosen option only); in the counterfactual learning experiment, participants learned from complete feedback information (i.e., the outcomes of both the chosen and unchosen option were displayed). In the factual learning experiment, we replicated previous findings of a valence-induced bias, whereby participants learned preferentially from positive, relative to negative, prediction errors. In contrast, for counterfactual learning, we found the opposite valence-induced bias: negative prediction errors were preferentially taken into account, relative to positive ones. When considering valence-induced bias in the context of both factual and counterfactual learning, it appears that people tend to preferentially take into account information that confirms their current choice. PMID:28800597

Confirmation bias in human reinforcement learning: Evidence from counterfactual feedback processing.

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Palminteri, Stefano; Lefebvre, Germain; Kilford, Emma J; Blakemore, Sarah-Jayne

2017-08-01

Previous studies suggest that factual learning, that is, learning from obtained outcomes, is biased, such that participants preferentially take into account positive, as compared to negative, prediction errors. However, whether or not the prediction error valence also affects counterfactual learning, that is, learning from forgone outcomes, is unknown. To address this question, we analysed the performance of two groups of participants on reinforcement learning tasks using a computational model that was adapted to test if prediction error valence influences learning. We carried out two experiments: in the factual learning experiment, participants learned from partial feedback (i.e., the outcome of the chosen option only); in the counterfactual learning experiment, participants learned from complete feedback information (i.e., the outcomes of both the chosen and unchosen option were displayed). In the factual learning experiment, we replicated previous findings of a valence-induced bias, whereby participants learned preferentially from positive, relative to negative, prediction errors. In contrast, for counterfactual learning, we found the opposite valence-induced bias: negative prediction errors were preferentially taken into account, relative to positive ones. When considering valence-induced bias in the context of both factual and counterfactual learning, it appears that people tend to preferentially take into account information that confirms their current choice.

Critical evidence for the prediction error theory in associative learning.

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Terao, Kanta; Matsumoto, Yukihisa; Mizunami, Makoto

2015-03-10

In associative learning in mammals, it is widely accepted that the discrepancy, or error, between actual and predicted reward determines whether learning occurs. Complete evidence for the prediction error theory, however, has not been obtained in any learning systems: Prediction error theory stems from the finding of a blocking phenomenon, but blocking can also be accounted for by other theories, such as the attentional theory. We demonstrated blocking in classical conditioning in crickets and obtained evidence to reject the attentional theory. To obtain further evidence supporting the prediction error theory and rejecting alternative theories, we constructed a neural model to match the prediction error theory, by modifying our previous model of learning in crickets, and we tested a prediction from the model: the model predicts that pharmacological intervention of octopaminergic transmission during appetitive conditioning impairs learning but not formation of reward prediction itself, and it thus predicts no learning in subsequent training. We observed such an "auto-blocking", which could be accounted for by the prediction error theory but not by other competitive theories to account for blocking. This study unambiguously demonstrates validity of the prediction error theory in associative learning.

An evidence-based analysis of learning practices: the need for pharmacy students to employ more effective study strategies.

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Brown, Daniel

Learning is a process of constructing neural connections between what is being learned and what has already been learned. Superficial thought processes associated with memorization produce shallow, short-term learning. Higher-order thought processing (critical thinking) produces deep, long-term learning. Pharmacy students should study in ways that enable them to retain and apply what they learn. Investigators who surveyed the learning practices of pharmacy students have reported that most students resort to cramming in preparation for an upcoming exam. The practice of routinely keeping up with course material through regular study is much less common. Most students highlight or re-read material when studying rather than quizzing themselves, and many multitask or study with distractions such as texting, checking e-mails or using social media. Studies in cognitive psychology and education provide evidence to confirm the efficacy of the following learning practices: plan and manage study time, space out and repeat study, interleave (mix up) topics or methods, incorporate retrieval practice (self-quizzing, deliberative reading, or written paraphrasing), minimize distractions, leverage mistakes, and sleep at least seven hours a night. Pharmacy students need to become proficient, lifelong learners. A superficial, memorization-oriented approach to learning is detrimental to professional growth. Faculty members should guide students to employ more effective evidence-based study strategies, while also exploring how curricular design, course content, academic policy or pedagogy might be predisposing students to pursue suboptimal learning practices. The issue calls for the academy to focus greater attention on how students learn. Copyright © 2017 Elsevier Inc. All rights reserved.

Is there evidence of learned helplessness in horses?

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Hall, Carol; Goodwin, Deborah; Heleski, Camie; Randle, Hayley; Waran, Natalie

2008-01-01

Learned helplessness is a psychological condition whereby individuals learn that they have no control over unpleasant or harmful conditions, that their actions are futile, and that they are helpless. In a series of experiments in which dogs were exposed to inescapable shocks, this lack of control subsequently interfered with the ability to learn an avoidance task. There is evidence that both neural adaptations and behavioral despair occur in response to uncontrollable aversive experiences in rodents, although this has yet to be demonstrated in other species such as horses. However, certain traditional methods of horse training and some behavioral modification techniques--it has been suggested--may involve aversive conditions over which the horse has little or no control. When training and management procedures are repeatedly unpleasant for the horse and there is no clear association between behavior and outcome, this is likely to interfere with learning and performance-in addition to compromising welfare. This article reviews published literature and anecdotal evidence to explore the possibility that the phenomenon, learned helplessness, occurs in the horse.

Evidence-based Frameworks for Teaching and Learning in Classical Singing Training: A Systematic Review.

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Crocco, Laura; Madill, Catherine J; McCabe, Patricia

2017-01-01

The study systematically reviews evidence-based frameworks for teaching and learning of classical singing training. This is a systematic review. A systematic literature search of 15 electronic databases following the Preferred Reporting Items for Systematic Reviews (PRISMA) guidelines was conducted. Eligibility criteria included type of publication, participant characteristics, intervention, and report of outcomes. Quality rating scales were applied to support assessment of the included literature. Data analysis was conducted using meta-aggregation. Nine papers met the inclusion criteria. No complete evidence-based teaching and learning framework was found. Thematic content analysis showed that studies either (1) identified teaching practices in one-to-one lessons, (2) identified student learning strategies in one-to-one lessons or personal practice sessions, and (3) implemented a tool to enhance one specific area of teaching and learning in lessons. The included studies showed that research in music education is not always specific to musical genre or instrumental group, with four of the nine studies including participant teachers and students of classical voice training only. The overall methodological quality ratings were low. Research in classical singing training has not yet developed an evidence-based framework for classical singing training. This review has found that introductory information on teaching and learning practices has been provided, and tools have been suggested for use in the evaluation of the teaching-learning process. High-quality methodological research designs are needed. Copyright © 2017 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

How learning style affects evidence-based medicine: a survey study.

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Zwolsman, Sandra E; van Dijk, Nynke; Verhoeven, Anita A H; de Ruijter, Wouter; Wieringa-de Waard, Margreet

2011-10-08

Learning styles determine how people manage new information. Evidence-based medicine (EBM) involves the management of information in clinical practice. As a consequence, the way in which a person uses EBM can be related to his or her learning style. In order to tailor EBM education to the individual learner, this study aims to determine whether there is a relationship between an individual's learning style and EBM competence (knowledge/skills, attitude, behaviour). In 2008, we conducted a survey among 140 novice GP trainees in order to assess their EBM competence and learning styles (Accommodator, Diverger, Assimilator, Converger, or mixed learning style). The trainees' EBM knowledge/skills (scale 0-15; mean 6.8; 95%CI 6.4-7.2) were adequate and their attitudes towards EBM (scale 0-100; mean 63; 95%CI 61.3-64.3) were positive. We found no relationship between their knowledge/skills or attitudes and their learning styles (p = 0.21; p = 0.19). Of the trainees, 40% used guidelines to answer clinical questions and 55% agreed that the use of guidelines is the most appropriate way of applying EBM in general practice. Trainees preferred using evidence from summaries to using evidence from single studies. There were no differences in medical decision-making or in EBM use (p = 0.59) for the various learning styles. However, we did find a link between having an Accommodating or Converging learning style and making greater use of intuition. Moreover, trainees with different learning styles expressed different ideas about the optimal use of EBM in primary care. We found that EBM knowledge/skills and EBM attitudes did not differ with respect to the learning styles of GP trainees. However, we did find differences relating to the use of intuition and the trainees' ideas regarding the use of evidence in decision-making.

How learning style affects evidence-based medicine: a survey study

Directory of Open Access Journals (Sweden)

de Ruijter Wouter

2011-10-01

Full Text Available Abstract Background Learning styles determine how people manage new information. Evidence-based medicine (EBM involves the management of information in clinical practice. As a consequence, the way in which a person uses EBM can be related to his or her learning style. In order to tailor EBM education to the individual learner, this study aims to determine whether there is a relationship between an individual's learning style and EBM competence (knowledge/skills, attitude, behaviour. Methods In 2008, we conducted a survey among 140 novice GP trainees in order to assess their EBM competence and learning styles (Accommodator, Diverger, Assimilator, Converger, or mixed learning style. Results The trainees' EBM knowledge/skills (scale 0-15; mean 6.8; 95%CI 6.4-7.2 were adequate and their attitudes towards EBM (scale 0-100; mean 63; 95%CI 61.3-64.3 were positive. We found no relationship between their knowledge/skills or attitudes and their learning styles (p = 0.21; p = 0.19. Of the trainees, 40% used guidelines to answer clinical questions and 55% agreed that the use of guidelines is the most appropriate way of applying EBM in general practice. Trainees preferred using evidence from summaries to using evidence from single studies. There were no differences in medical decision-making or in EBM use (p = 0.59 for the various learning styles. However, we did find a link between having an Accommodating or Converging learning style and making greater use of intuition. Moreover, trainees with different learning styles expressed different ideas about the optimal use of EBM in primary care. Conclusions We found that EBM knowledge/skills and EBM attitudes did not differ with respect to the learning styles of GP trainees. However, we did find differences relating to the use of intuition and the trainees' ideas regarding the use of evidence in decision-making.

E-Learning and Evidence Based Practice in Schools

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Quong, Terrence

2016-01-01

JCTIC has used open source software to develop a unique school online environment that has made evidence based practice viable in their school. In this paper the proposition is made that eLearning enables evidence based practice which in turn leads to improved student outcomes. Much has been written about evidence based practice in schools, but…

E-learning educational process

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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.

Use of evidence in a categorization task: analytic and holistic processing modes.

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Greco, Alberto; Moretti, Stefania

2017-11-01

Category learning performance can be influenced by many contextual factors, but the effects of these factors are not the same for all learners. The present study suggests that these differences can be due to the different ways evidence is used, according to two main basic modalities of processing information, analytically or holistically. In order to test the impact of the information provided, an inductive rule-based task was designed, in which feature salience and comparison informativeness between examples of two categories were manipulated during the learning phases, by introducing and progressively reducing some perceptual biases. To gather data on processing modalities, we devised the Active Feature Composition task, a production task that does not require classifying new items but reproducing them by combining features. At the end, an explicit rating task was performed, which entailed assessing the accuracy of a set of possible categorization rules. A combined analysis of the data collected with these two different tests enabled profiling participants in regard to the kind of processing modality, the structure of representations and the quality of categorial judgments. Results showed that despite the fact that the information provided was the same for all participants, those who adopted analytic processing better exploited evidence and performed more accurately, whereas with holistic processing categorization is perfectly possible but inaccurate. Finally, the cognitive implications of the proposed procedure, with regard to involved processes and representations, are discussed.

Supporting Evidence Use in Networked Professional Learning: The Role of the Middle Leader

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LaPointe-McEwan, Danielle; DeLuca, Christopher; Klinger, Don A.

2017-01-01

Background: In Canada, contemporary collaborative professional learning models for educators utilise multiple forms of evidence to inform practice. Commonly, two forms of evidence are prioritised: (a) research-based evidence and (b) classroom-based evidence of student learning. In Ontario, the integration of these two forms of evidence within…

Predictive information processing is a fundamental learning mechanism present in early development: evidence from infants.

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Trainor, Laurel J

2012-02-01

Evidence is presented that predictive coding is fundamental to brain function and present in early infancy. Indeed, mismatch responses to unexpected auditory stimuli are among the earliest robust cortical event-related potential responses, and have been measured in young infants in response to many types of deviation, including in pitch, timing, and melodic pattern. Furthermore, mismatch responses change quickly with specific experience, suggesting that predictive coding reflects a powerful, early-developing learning mechanism. Copyright © 2011 Elsevier B.V. All rights reserved.

Evidence-Based Higher Education – Is the Learning Styles ‘Myth’ Important?

Science.gov (United States)

Newton, Philip M.; Miah, Mahallad

2017-01-01

The basic idea behind the use of ‘Learning Styles’ is that learners can be categorized into one or more ‘styles’ (e.g., Visual, Auditory, Converger) and that teaching students according to their style will result in improved learning. This idea has been repeatedly tested and there is currently no evidence to support it. Despite this, belief in the use of Learning Styles appears to be widespread amongst schoolteachers and persists in the research literature. This mismatch between evidence and practice has provoked controversy, and some have labeled Learning Styles a ‘myth.’ In this study, we used a survey of academics in UK Higher Education (n = 114) to try and go beyond the controversy by quantifying belief and, crucially, actual use of Learning Styles. We also attempted to understand how academics view the potential harms associated with the use of Learning Styles. We found that general belief in the use of Learning Styles was high (58%), but lower than in similar previous studies, continuing an overall downward trend in recent years. Critically the percentage of respondents who reported actually using Learning Styles (33%) was much lower than those who reported believing in their use. Far more reported using a number of techniques that are demonstrably evidence-based. Academics agreed with all the posited weaknesses and harms of Learning Styles theory, agreeing most strongly that the basic theory of Learning Styles is conceptually flawed. However, a substantial number of participants (32%) stated that they would continue to use Learning Styles despite being presented with the lack of an evidence base to support them, suggesting that ‘debunking’ Learning Styles may not be effective. We argue that the interests of all may be better served by promoting evidence-based approaches to Higher Education. PMID:28396647

[Use of nondeclarative and automatic memory processes in motor learning: how to mitigate the effects of aging].

Science.gov (United States)

Chauvel, Guillaume; Maquestiaux, François; Didierjean, André; Joubert, Sven; Dieudonné, Bénédicte; Verny, Marc

2011-12-01

Does normal aging inexorably lead to diminished motor learning abilities? This article provides an overview of the literature on the question, with particular emphasis on the functional dissociation between two sets of memory processes: declarative, effortful processes, and non-declarative, automatic processes. There is abundant evidence suggesting that aging does impair learning when past memories of former actions are required (episodic memory) and recollected through controlled processing (working memory). However, other studies have shown that aging does not impair learning when motor actions are performed non verbally and automatically (tapping procedural memory). These findings led us to hypothesize that one can minimize the impact of aging on the ability to learn new motor actions by favouring procedural learning. Recent data validating this hypothesis are presented. Our findings underline the importance of developing new motor learning strategies, which "bypass" declarative, effortful memory processes.

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.

Faculty Ownership of the Assurance of Learning Process: Determinants of Faculty Engagement and Continuing Challenges

Science.gov (United States)

Garrison, Michael J.; Rexeisen, Richard J.

2014-01-01

Although this article provides further evidence of serious impediments to faculty ownership of assurance of learning, including inadequate and misaligned resources, the results indicate that faculty can be energized to become actively engaged in the assurance of learning (AOL) process, particularly when they believe that AOL results are useful and…

Developing an evidence-based curriculum designed to help psychiatric nurses learn to use computers and the Internet.

Science.gov (United States)

Koivunen, Marita; Välimäki, Maritta; Jakobsson, Tiina; Pitkänen, Anneli

2008-01-01

This article describes the systematic process in which an evidence-based approach was used to develop a curriculum designed to support the computer and Internet skills of nurses in psychiatric hospitals in Finland. The pressure on organizations to have skilled and motivated nurses who use modern information and communication technology in health care organizations has increased due to rapid technology development at the international and national levels. However, less frequently has the development of those computer education curricula been based on evidence-based knowledge. First, we identified psychiatric nurses' learning experiences and barriers to computer use by examining written essays. Second, nurses' computer skills were surveyed. Last, evidence from the literature was scrutinized to find effective methods that can be used to teach and learn computer use in health care. This information was integrated and used for the development process of an education curriculum designed to support nurses' computer and Internet skills.

Cardiac Concomitants of Feedback and Prediction Error Processing in Reinforcement Learning

Science.gov (United States)

Kastner, Lucas; Kube, Jana; Villringer, Arno; Neumann, Jane

2017-01-01

Successful learning hinges on the evaluation of positive and negative feedback. We assessed differential learning from reward and punishment in a monetary reinforcement learning paradigm, together with cardiac concomitants of positive and negative feedback processing. On the behavioral level, learning from reward resulted in more advantageous behavior than learning from punishment, suggesting a differential impact of reward and punishment on successful feedback-based learning. On the autonomic level, learning and feedback processing were closely mirrored by phasic cardiac responses on a trial-by-trial basis: (1) Negative feedback was accompanied by faster and prolonged heart rate deceleration compared to positive feedback. (2) Cardiac responses shifted from feedback presentation at the beginning of learning to stimulus presentation later on. (3) Most importantly, the strength of phasic cardiac responses to the presentation of feedback correlated with the strength of prediction error signals that alert the learner to the necessity for behavioral adaptation. Considering participants' weight status and gender revealed obesity-related deficits in learning to avoid negative consequences and less consistent behavioral adaptation in women compared to men. In sum, our results provide strong new evidence for the notion that during learning phasic cardiac responses reflect an internal value and feedback monitoring system that is sensitive to the violation of performance-based expectations. Moreover, inter-individual differences in weight status and gender may affect both behavioral and autonomic responses in reinforcement-based learning. PMID:29163004

Cardiac Concomitants of Feedback and Prediction Error Processing in Reinforcement Learning

Directory of Open Access Journals (Sweden)

Lucas Kastner

2017-10-01

Full Text Available Successful learning hinges on the evaluation of positive and negative feedback. We assessed differential learning from reward and punishment in a monetary reinforcement learning paradigm, together with cardiac concomitants of positive and negative feedback processing. On the behavioral level, learning from reward resulted in more advantageous behavior than learning from punishment, suggesting a differential impact of reward and punishment on successful feedback-based learning. On the autonomic level, learning and feedback processing were closely mirrored by phasic cardiac responses on a trial-by-trial basis: (1 Negative feedback was accompanied by faster and prolonged heart rate deceleration compared to positive feedback. (2 Cardiac responses shifted from feedback presentation at the beginning of learning to stimulus presentation later on. (3 Most importantly, the strength of phasic cardiac responses to the presentation of feedback correlated with the strength of prediction error signals that alert the learner to the necessity for behavioral adaptation. Considering participants' weight status and gender revealed obesity-related deficits in learning to avoid negative consequences and less consistent behavioral adaptation in women compared to men. In sum, our results provide strong new evidence for the notion that during learning phasic cardiac responses reflect an internal value and feedback monitoring system that is sensitive to the violation of performance-based expectations. Moreover, inter-individual differences in weight status and gender may affect both behavioral and autonomic responses in reinforcement-based learning.

Learning Additional Languages as Hierarchical Probabilistic Inference: Insights From First Language Processing.

Science.gov (United States)

Pajak, Bozena; Fine, Alex B; Kleinschmidt, Dave F; Jaeger, T Florian

2016-12-01

We present a framework of second and additional language (L2/L n ) acquisition motivated by recent work on socio-indexical knowledge in first language (L1) processing. The distribution of linguistic categories covaries with socio-indexical variables (e.g., talker identity, gender, dialects). We summarize evidence that implicit probabilistic knowledge of this covariance is critical to L1 processing, and propose that L2/L n learning uses the same type of socio-indexical information to probabilistically infer latent hierarchical structure over previously learned and new languages. This structure guides the acquisition of new languages based on their inferred place within that hierarchy, and is itself continuously revised based on new input from any language. This proposal unifies L1 processing and L2/L n acquisition as probabilistic inference under uncertainty over socio-indexical structure. It also offers a new perspective on crosslinguistic influences during L2/L n learning, accommodating gradient and continued transfer (both negative and positive) from previously learned to novel languages, and vice versa.

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.

Flipped classroom model for learning evidence-based medicine.

Science.gov (United States)

Rucker, Sydney Y; Ozdogan, Zulfukar; Al Achkar, Morhaf

2017-01-01

Journal club (JC), as a pedagogical strategy, has long been used in graduate medical education (GME). As evidence-based medicine (EBM) becomes a mainstay in GME, traditional models of JC present a number of insufficiencies and call for novel models of instruction. A flipped classroom model appears to be an ideal strategy to meet the demands to connect evidence to practice while creating engaged, culturally competent, and technologically literate physicians. In this article, we describe a novel model of flipped classroom in JC. We present the flow of learning activities during the online and face-to-face instruction, and then we highlight specific considerations for implementing a flipped classroom model. We show that implementing a flipped classroom model to teach EBM in a residency program not only is possible but also may constitute improved learning opportunity for residents. Follow-up work is needed to evaluate the effectiveness of this model on both learning and clinical practice.

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…

Sampling Assumptions Affect Use of Indirect Negative Evidence in Language Learning.

Directory of Open Access Journals (Sweden)

Anne Hsu

Full Text Available A classic debate in cognitive science revolves around understanding how children learn complex linguistic patterns, such as restrictions on verb alternations and contractions, without negative evidence. Recently, probabilistic models of language learning have been applied to this problem, framing it as a statistical inference from a random sample of sentences. These probabilistic models predict that learners should be sensitive to the way in which sentences are sampled. There are two main types of sampling assumptions that can operate in language learning: strong and weak sampling. Strong sampling, as assumed by probabilistic models, assumes the learning input is drawn from a distribution of grammatical samples from the underlying language and aims to learn this distribution. Thus, under strong sampling, the absence of a sentence construction from the input provides evidence that it has low or zero probability of grammaticality. Weak sampling does not make assumptions about the distribution from which the input is drawn, and thus the absence of a construction from the input as not used as evidence of its ungrammaticality. We demonstrate in a series of artificial language learning experiments that adults can produce behavior consistent with both sets of sampling assumptions, depending on how the learning problem is presented. These results suggest that people use information about the way in which linguistic input is sampled to guide their learning.

Sampling Assumptions Affect Use of Indirect Negative Evidence in Language Learning

Science.gov (United States)

2016-01-01

A classic debate in cognitive science revolves around understanding how children learn complex linguistic patterns, such as restrictions on verb alternations and contractions, without negative evidence. Recently, probabilistic models of language learning have been applied to this problem, framing it as a statistical inference from a random sample of sentences. These probabilistic models predict that learners should be sensitive to the way in which sentences are sampled. There are two main types of sampling assumptions that can operate in language learning: strong and weak sampling. Strong sampling, as assumed by probabilistic models, assumes the learning input is drawn from a distribution of grammatical samples from the underlying language and aims to learn this distribution. Thus, under strong sampling, the absence of a sentence construction from the input provides evidence that it has low or zero probability of grammaticality. Weak sampling does not make assumptions about the distribution from which the input is drawn, and thus the absence of a construction from the input as not used as evidence of its ungrammaticality. We demonstrate in a series of artificial language learning experiments that adults can produce behavior consistent with both sets of sampling assumptions, depending on how the learning problem is presented. These results suggest that people use information about the way in which linguistic input is sampled to guide their learning. PMID:27310576

Flipped classroom model for learning evidence-based medicine

Directory of Open Access Journals (Sweden)

Rucker SY

2017-08-01

Full Text Available Sydney Y Rucker,1 Zulfukar Ozdogan,1 Morhaf Al Achkar2 1School of Education, Indiana University, Bloomington, IN, 2Department of Family Medicine, School of Medicine, University of Washington, Seattle, WA, USA Abstract: Journal club (JC, as a pedagogical strategy, has long been used in graduate medical education (GME. As evidence-based medicine (EBM becomes a mainstay in GME, traditional models of JC present a number of insufficiencies and call for novel models of instruction. A flipped classroom model appears to be an ideal strategy to meet the demands to connect evidence to practice while creating engaged, culturally competent, and technologically literate physicians. In this article, we describe a novel model of flipped classroom in JC. We present the flow of learning activities during the online and face-to-face instruction, and then we highlight specific considerations for implementing a flipped classroom model. We show that implementing a flipped classroom model to teach EBM in a residency program not only is possible but also may constitute improved learning opportunity for residents. Follow-up work is needed to evaluate the effectiveness of this model on both learning and clinical practice. Keywords: evidence-based medicine, flipped classroom, residency education

Rapid and highly resolving associative affective learning: convergent electro- and magnetoencephalographic evidence from vision and audition.

Science.gov (United States)

Steinberg, Christian; Bröckelmann, Ann-Kathrin; Rehbein, Maimu; Dobel, Christian; Junghöfer, Markus

2013-03-01

Various pathway models for emotional processing suggest early prefrontal contributions to affective stimulus evaluation. Yet, electrophysiological evidence for such rapid modulations is still sparse. In a series of four MEG/EEG studies which investigated associative learning in vision and audition using a novel MultiCS Conditioning paradigm, many different neutral stimuli (faces, tones) were paired with aversive and appetitive events in only two to three learning instances. Electrophysiological correlates of neural activity revealed highly significant amplified processing for conditioned stimuli within distributed prefrontal and sensory cortical networks. In both, vision and audition, affect-specific responses occurred in two successive waves of rapid (vision: 50-80 ms, audition: 25-65 ms) and mid-latency (vision: >130 ms, audition: >100 ms) processing. Interestingly, behavioral measures indicated that MultiCS Conditioning successfully prevented contingency awareness. We conclude that affective processing rapidly recruits highly elaborate and widely distributed networks with substantial capacity for fast learning and excellent resolving power. Copyright © 2012 Elsevier B.V. All rights reserved.

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)

Exploring governance learning: How policymakers draw on evidence, experience and intuition in designing participatory flood risk planning.

Science.gov (United States)

Newig, Jens; Kochskämper, Elisa; Challies, Edward; Jager, Nicolas W

2016-01-01

The importance of designing suitable participatory governance processes is generally acknowledged. However, less emphasis has been put on how decision-makers design such processes, and how they learn about doing so. While the policy learning literature has tended to focus on the substance of policy, little research is available on learning about the design of governance. Here, we explore different approaches to learning among German policymakers engaged in implementing the European Floods Directive. We draw on official planning documents and expert interviews with state-level policymakers to focus on learning about the procedural aspects of designing and conducting participatory flood risk management planning. Drawing on the policy learning and evidence-based governance literatures, we conceptualise six types of instrumental 'governance learning' according to sources of learning (endogenous and exogenous) and modes of learning (serial and parallel). We empirically apply this typology in the context of diverse participatory flood risk management planning processes currently unfolding across the German federal states. We find that during the first Floods Directive planning cycle, policymakers have tended to rely on prior experience in their own federal states with planning under the Water Framework Directive to inform the design and carrying out of participatory processes. In contrast, policymakers only sporadically look to experiences from other jurisdictions as a deliberate learning strategy. We argue that there is scope for more coordinated and systematic learning on designing effective governance, and that the latter might benefit from more openness to experimentation and learning on the part of policymakers.

Reversal of long-term potentiation-like plasticity processes after motor learning disrupts skill retention.

Science.gov (United States)

Cantarero, Gabriela; Lloyd, Ashley; Celnik, Pablo

2013-07-31

Plasticity of synaptic connections in the primary motor cortex (M1) is thought to play an essential role in learning and memory. Human and animal studies have shown that motor learning results in long-term potentiation (LTP)-like plasticity processes, namely potentiation of M1 and a temporary occlusion of additional LTP-like plasticity. Moreover, biochemical processes essential for LTP are also crucial for certain types of motor learning and memory. Thus, it has been speculated that the occlusion of LTP-like plasticity after learning, indicative of how much LTP was used to learn, is essential for retention. Here we provide supporting evidence of it in humans. Induction of LTP-like plasticity can be abolished using a depotentiation protocol (DePo) consisting of brief continuous theta burst stimulation. We used transcranial magnetic stimulation to assess whether application of DePo over M1 after motor learning affected (1) occlusion of LTP-like plasticity and (2) retention of motor skill learning. We found that the magnitude of motor memory retention is proportional to the magnitude of occlusion of LTP-like plasticity. Moreover, DePo stimulation over M1, but not over a control site, reversed the occlusion of LTP-like plasticity induced by motor learning and disrupted skill retention relative to control subjects. Altogether, these results provide evidence of a link between occlusion of LTP-like plasticity and retention and that this measure could be used as a biomarker to predict retention. Importantly, attempts to reverse the occlusion of LTP-like plasticity after motor learning comes with the cost of reducing retention of motor learning.

Informal learning processes in support of clinical service delivery in a service-oriented community pharmacy.

Science.gov (United States)

Patterson, Brandon J; Bakken, Brianne K; Doucette, William R; Urmie, Julie M; McDonough, Randal P

The evolving health care system necessitates pharmacy organizations' adjustments by delivering new services and establishing inter-organizational relationships. One approach supporting pharmacy organizations in making changes may be informal learning by technicians, pharmacists, and pharmacy owners. Informal learning is characterized by a four-step cycle including intent to learn, action, feedback, and reflection. This framework helps explain individual and organizational factors that influence learning processes within an organization as well as the individual and organizational outcomes of those learning processes. A case study of an Iowa independent community pharmacy with years of experience in offering patient care services was made. Nine semi-structured interviews with pharmacy personnel revealed initial evidence in support of the informal learning model in practice. Future research could investigate more fully the informal learning model in delivery of patient care services in community pharmacies. Copyright © 2016 Elsevier Inc. All rights reserved.

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....

'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

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....

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...

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,...

The Potential of Self-reflection in the Learning Process of Collaborative negotiation Skills

DEFF Research Database (Denmark)

Canal, Margarita

In her doctoral thesis, Margarita Canal explores the value of self-reflection to facilitate the learning process of collaborative negotiation skills as well as how self-reflection as a mental capacity functions. She draws on theories of self-reflection from the higher and management education...... that reflection makes learning evident to both teachers and students. Moreover, the research sheds light on the understanding of reflection as a mental capacity, based on the conceptualization of the six psychic characteristics connected to it, namely: 1) making contact with oneself, 2) connecting to others, 3......) reality perspective, 4) understanding and expressing emotions, 5) balanced narcissism, and 6) change process. This knowledge constitutes a contribution that allows management teachers who use journaling, self-reflection, or learning portfolios to take into account students’ psychic characteristics...

Expectancy-Value and Cognitive Process Outcomes in Mathematics Learning: A Structural Equation Analysis

Science.gov (United States)

Phan, Huy P.

2014-01-01

Existing research has yielded evidence to indicate that the expectancy-value theoretical model predicts students' learning in various achievement contexts. Achievement values and self-efficacy expectations, for example, have been found to exert positive effects on cognitive process and academic achievement outcomes. We tested a conceptual model…

Editorial: Learning, teaching and disseminating knowledge in business process management

Directory of Open Access Journals (Sweden)

Jürgen Moormann

2012-12-01

Full Text Available Process-oriented thinking has become the major paradigm for managing companies and other organizations. The push for better processes has been even more intense due to rapidly evolving client needs, borderless global markets and innovations swiftly penetrating the market. Thus, education is decisive for successfully introducing and implementing Business Process Management (BPM initiatives. However, BPM education has been an area of challenge. This special issue aims to provide current research on various aspects of BPM education. It is an initial effort for consolidating better practices, experiences and pedagogical outcomes founded with empirical evidence to contribute towards the three pillars of education: learning, teaching, and disseminating knowledge in BPM.

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.

Using pedagogical approaches to influence evidence-based practice integration - processes and recommendations: findings from a grounded theory study.

Science.gov (United States)

Malik, Gulzar; McKenna, Lisa; Griffiths, Debra

2017-04-01

The study aimed to explore the processes undertaken by nurse academics when integrating evidence-based practice (EBP) into their teaching and learning practices. This article focuses on pedagogical approaches employed by academics to influence evidence-based practice integration into undergraduate programs across Australian universities. Nursing academics are challenged to incorporate a variety of teaching and learning strategies to teach evidence-based practice and determine their effectiveness. However, literature suggests that there are limited studies available focusing on pedagogical approaches in evidence-based practice education. A constructivist grounded theory methodology, informed by Charmaz was used for this study. Data were collected during 2014 from 23 nurse academics across Australian universities through semi-structured interviews. Additionally, nine were observed during teaching of undergraduate students. Twenty subject outlines were also analysed following Charmaz's approach of data analysis. 'Influencing EBP integration' describes the pedagogical approaches employed by academics to incorporate EBP knowledge and skills into undergraduate curricula. With the use of various teaching and learning strategies, academics attempted to contextualize EBP by engaging students with activities aiming to link evidence to practice and with the EBP process. Although, some strategies appeared to be engaging, others were traditional and seemed to be disengaging for students due to the challenges experienced by participants that impeded the use of the most effective teaching methods. Study findings offer valuable insights into the teaching practices and identify some key challenges that require the adoption of appropriate strategies to ensure future nurses are well prepared in the paradigm of evidence-based practice. © 2016 John Wiley & Sons Ltd.

Learning by outward FDI: Evidence from Chinese manufacturing enterprises

Directory of Open Access Journals (Sweden)

Yang Yaping

2017-01-01

Full Text Available Using firm-level data of Chinese manufacturing enterprises between 1998 and 2007, we investigate the existence and channels of “learning by outward FDI”. Difference-in-differences estimation reveals that productivity of Chinese parent firms is significantly improved by their outward foreign direct investment and the learning effects form a “V” shape in the following years. There is no significant difference in learning effects between state-owned enterprises and non-state-owned enterprises; neither do we find any evidence that investing in countries with advanced technology gives more learning effects. In addition, we find that learning effects mainly come from technology transfer, technology spillovers and an enlarged production scale.

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...

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

Science.gov (United States)

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.

Transfer Effect of Speech-sound Learning on Auditory-motor Processing of Perceived Vocal Pitch Errors.

Science.gov (United States)

Chen, Zhaocong; Wong, Francis C K; Jones, Jeffery A; Li, Weifeng; Liu, Peng; Chen, Xi; Liu, Hanjun

2015-08-17

Speech perception and production are intimately linked. There is evidence that speech motor learning results in changes to auditory processing of speech. Whether speech motor control benefits from perceptual learning in speech, however, remains unclear. This event-related potential study investigated whether speech-sound learning can modulate the processing of feedback errors during vocal pitch regulation. Mandarin speakers were trained to perceive five Thai lexical tones while learning to associate pictures with spoken words over 5 days. Before and after training, participants produced sustained vowel sounds while they heard their vocal pitch feedback unexpectedly perturbed. As compared to the pre-training session, the magnitude of vocal compensation significantly decreased for the control group, but remained consistent for the trained group at the post-training session. However, the trained group had smaller and faster N1 responses to pitch perturbations and exhibited enhanced P2 responses that correlated significantly with their learning performance. These findings indicate that the cortical processing of vocal pitch regulation can be shaped by learning new speech-sound associations, suggesting that perceptual learning in speech can produce transfer effects to facilitating the neural mechanisms underlying the online monitoring of auditory feedback regarding vocal production.

Critical thinking as a self-regulatory process component in teaching and learning.

Science.gov (United States)

Phan, Huy P

2010-05-01

This article presents a theoretically grounded model of critical thinking and self-regulation in the context of teaching and learning. Critical thinking, deriving from an educational psychology perspective is a complex process of reflection that helps individuals become more analytical in their thinking and professional development. My conceptualisation in this discussion paper argues that both theoretical orientations (critical thinking and self-regulation) operate in a dynamic interactive system of teaching and learning. My argument, based on existing research evidence, suggests two important points: (i) critical thinking acts as another cognitive strategy of self-regulation that learners use in their learning, and (ii) critical thinking may be a product of various antecedents such as different self-regulatory strategies.

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...

How learning style affects evidence-based medicine: a survey study

NARCIS (Netherlands)

Zwolsman, Sandra E.; van Dijk, Nynke; Verhoeven, Anita A. H.; de Ruijter, Wouter; Wieringa-de Waard, Margreet

2011-01-01

Learning styles determine how people manage new information. Evidence-based medicine (EBM) involves the management of information in clinical practice. As a consequence, the way in which a person uses EBM can be related to his or her learning style. In order to tailor EBM education to the individual

How learning style affects evidence-based medicine : a survey study

NARCIS (Netherlands)

Zwolsman, Sandra E.; van Dijk, Nynke; Verhoeven, Anita A. H.; de Ruijter, Wouter; Wieringa-de Waard, Margreet

2011-01-01

Background: Learning styles determine how people manage new information. Evidence-based medicine (EBM) involves the management of information in clinical practice. As a consequence, the way in which a person uses EBM can be related to his or her learning style. In order to tailor EBM education to

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)

The process of problem-based learning: what works and why.

Science.gov (United States)

Schmidt, Henk G; Rotgans, Jerome I; Yew, Elaine H J

2011-08-01

In this review, we portray the process of problem-based learning (PBL) as a cognitive endeavour whereby the learner constructs mental models relevant to problems. Two hypotheses are proposed to explain how learning is driven in PBL; an activation-elaboration hypothesis and a situational interest hypothesis. Research relevant to these hypotheses is discussed. In addition, research studying the effects of various support strategies used in PBL is reviewed. Finally, we summarise a number of recent studies in which a new 'micro-analytical' methodology was used to trace the process of PBL in the natural classroom setting. We conclude that there is considerable support for the idea that PBL works because it encourages the activation of prior knowledge in the small-group setting and provides opportunities for elaboration on that knowledge. These activities facilitate the comprehension of new information related to the problem and enhance its long-term memorability. In addition, there is evidence that problems arouse situational interest that drives learning. Flexible scaffolding provided by cognitively and socially congruent tutors also seems to be reasonably effective, as opposed to 'hard' scaffolding represented by, for instance, worksheets or questions added to problems. Small-group work protects against dropout and encourages students to study regularly. Initially, students do not study much beyond the learning issues generated; the development of personal agency in self-study needs time to develop. The extent of learning in PBL results from neither group collaboration only (the social constructivist point of view) nor individual knowledge acquisition only; both activities contribute equally to learning in PBL. © Blackwell Publishing Ltd 2011.

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...

Integration of evidence-based practice in bedside teaching paediatrics supported by e-learning.

Science.gov (United States)

Potomkova, Jarmila; Mihal, Vladimir; Zapletalova, Jirina; Subova, Dana

2010-03-01

Bedside teaching with evidence-based practice elements, supported by e-learning activities, can play an important role in modern medical education. Teachers have to incorporate evidence from the medical literature to increase student motivation and interactivity. An integral part of the medical curricula at Palacky University Olomouc (Czech Republic) are real paediatric scenarios supplemented with a review of current literature to enhance evidence-based bedside teaching & learning. Searching for evidence is taught through librarian-guided interactive hands-on sessions and/or web-based tutorials followed by clinical case presentations and feedback. Innovated EBM paediatric clerkship demonstrated students' preferences towards web-based interactive bedside teaching & learning. In two academic years (2007/2008, 2008/2009), learning-focused feedback from 106 and 131 students, resp. was obtained about their attitudes towards evidence-based bedside teaching. The assessment included among others the overall level of instruction, quality of practical evidence-based training, teacher willingness and impact of instruction on increased interest in the specialty. There was some criticism about excessive workload. A parallel survey was carried out on the perceived values of different forms of information skills training (i.e. demonstration, online tutorials, and librarian-guided interactive search sessions) and post-training self-reported level of search skills. The new teaching/learning paediatric portfolio is a challenge for further activities, including effective knowledge translation, continuing medical & professional development of teachers, and didactic, clinically integrated teaching approaches.

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...

On diffusion processes with variable drift rates as models for decision making during learning

International Nuclear Information System (INIS)

Eckhoff, P; Holmes, P; Law, C; Connolly, P M; Gold, J I

2008-01-01

We investigate Ornstein-Uhlenbeck and diffusion processes with variable drift rates as models of evidence accumulation in a visual discrimination task. We derive power-law and exponential drift-rate models and characterize how parameters of these models affect the psychometric function describing performance accuracy as a function of stimulus strength and viewing time. We fit the models to psychophysical data from monkeys learning the task to identify parameters that best capture performance as it improves with training. The most informative parameter was the overall drift rate describing the signal-to-noise ratio of the sensory evidence used to form the decision, which increased steadily with training. In contrast, secondary parameters describing the time course of the drift during motion viewing did not exhibit steady trends. The results indicate that relatively simple versions of the diffusion model can fit behavior over the course of training, thereby giving a quantitative account of learning effects on the underlying decision process

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…

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

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 ...

An information processing/associative learning account of behavioral disinhibition in externalizing psychopathology.

Science.gov (United States)

Endres, Michael J; Donkin, Chris; Finn, Peter R

2014-04-01

Externalizing psychopathology (EXT) is associated with low executive working memory (EWM) capacity and problems with inhibitory control and decision-making; however, the specific cognitive processes underlying these problems are not well known. This study used a linear ballistic accumulator computational model of go/no-go associative-incentive learning conducted with and without a working memory (WM) load to investigate these cognitive processes in 510 young adults varying in EXT (lifetime problems with substance use, conduct disorder, ADHD, adult antisocial behavior). High scores on an EXT factor were associated with low EWM capacity and higher scores on a latent variable reflecting the cognitive processes underlying disinhibited decision-making (more false alarms, faster evidence accumulation rates for false alarms [vFA], and lower scores on a Response Precision Index [RPI] measure of information processing efficiency). The WM load increased disinhibited decision-making, decisional uncertainty, and response caution for all subjects. Higher EWM capacity was associated with lower scores on the latent disinhibited decision-making variable (lower false alarms, lower vFAs and RPI scores) in both WM load conditions. EWM capacity partially mediated the association between EXT and disinhibited decision-making under no-WM load, and completely mediated this association under WM load. The results underline the role that EWM has in associative-incentive go/no-go learning and indicate that common to numerous types of EXT are impairments in the cognitive processes associated with the evidence accumulation-evaluation-decision process. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Aligning Theory and Design: The Development of an Online Learning Intervention to Teach Evidence-based Practice for Maximal Reach.

Science.gov (United States)

Delagran, Louise; Vihstadt, Corrie; Evans, Roni

2015-09-01

Online educational interventions to teach evidence-based practice (EBP) are a promising mechanism for overcoming some of the barriers to incorporating research into practice. However, attention must be paid to aligning strategies with adult learning theories to achieve optimal outcomes. We describe the development of a series of short self-study modules, each covering a small set of learning objectives. Our approach, informed by design-based research (DBR), involved 6 phases: analysis, design, design evaluation, redesign, development/implementation, and evaluation. Participants were faculty and students in 3 health programs at a complementary and integrative educational institution. We chose a reusable learning object approach that allowed us to apply 4 main learning theories: events of instruction, cognitive load, dual processing, and ARCS (attention, relevance, confidence, satisfaction). A formative design evaluation suggested that the identified theories and instructional approaches were likely to facilitate learning and motivation. Summative evaluation was based on a student survey (N=116) that addressed how these theories supported learning. Results suggest that, overall, the selected theories helped students learn. The DBR approach allowed us to evaluate the specific intervention and theories for general applicability. This process also helped us define and document the intervention at a level of detail that covers almost all the proposed Guideline for Reporting Evidence-based practice Educational intervention and Teaching (GREET) items. This thorough description will facilitate the interpretation of future research and implementation of the intervention. Our approach can also serve as a model for others considering online EBP intervention development.

Underlying Processes of an Inverted Personalization Effect in Multimedia Learning – An Eye-Tracking Study

Directory of Open Access Journals (Sweden)

Steffi Zander

2017-12-01

Full Text Available One of the frequently examined design principles in multimedia learning is the personalization principle. Based on empirical evidence this principle states that using personalized messages in multimedia learning is more beneficial than using formal language (e.g., using ‘you’ instead of ‘the’. Although there is evidence that these slight changes in regard to the language style affect learning, motivation and the perceived cognitive load, it remains unclear, (1 whether the positive effects of personalized language can be transferred to all kinds of content of learning materials (e.g., specific potentially aversive health issues and (2 which are the underlying processes (e.g., attention allocation of the personalization effect. German university students (N = 37 learned symptoms and causes of cerebral hemorrhages either with a formal or a personalized version of the learning material. Analysis revealed comparable results to the few existing previous studies, indicating an inverted personalization effect for potentially aversive learning material. This effect was specifically revealed in regard to decreased average fixation duration and the number of fixations exclusively on the images in the personalized compared to the formal version. These results can be seen as indicators for an inverted effect of personalization on the level of visual attention.

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...

Contingency learning without awareness: evidence for implicit control.

Science.gov (United States)

Schmidt, James R; Crump, Matthew J C; Cheesman, Jim; Besner, Derek

2007-06-01

The results of four experiments provide evidence for controlled processing in the absence of awareness. Participants identified the colour of a neutral distracter word. Each of four words (e.g., MOVE) was presented in one of the four colours 75% of the time (Experiments 1 and 4) or 50% of the time (Experiments 2 and 3). Colour identification was faster when the words appeared in the colour they were most often presented in relative to when they appeared in another colour, even for participants who were subjectively unaware of any contingencies between the words and the colours. An analysis of sequence effects showed that participants who were unaware of the relation between distracter words and colours nonetheless controlled the impact of the word on performance depending on the nature of the previous trial. A block analysis of contingency-unaware participants revealed that contingencies were learned rapidly in the first block of trials. Experiment 3 showed that the contingency effect does not depend on the level of awareness, thus ruling out explicit strategy accounts. Finally, Experiment 4 showed that the contingency effect results from behavioural control and not from semantic association or stimulus familiarity. These results thus provide evidence for implicit control.

Workshop Are you serious? Evidence for Learning using Games

NARCIS (Netherlands)

Nadolski, Rob; Baalsrud Hauge, Jannicke; Boyle, Elizabeth; Riedl, Johann; Mayer, Igor; Moreno-Ger, Pablo

2012-01-01

Nadolski, R. J., Baalsrud Hauge, J., Boyle, E., Riedl, J., Mayer, I., & Moreno-Ger, P. (2012, 28-30 November). Workshop Are you serious? Evidence for Learning using Games. Workshop at Online Educa Berlin, Berlin, Germany.

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

NARCIS (Netherlands)

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

2012-01-01

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

Evidence for social learning in wild lemurs (Lemur catta).

Science.gov (United States)

Kendal, Rachel L; Custance, Deborah M; Kendal, Jeremy R; Vale, Gillian; Stoinski, Tara S; Rakotomalala, Nirina Lalaina; Rasamimanana, Hantanirina

2010-08-01

Interest in social learning has been fueled by claims of culture in wild animals. These remain controversial because alternative explanations to social learning, such as asocial learning or ecological differences, remain difficult to refute. Compared with laboratory-based research, the study of social learning in natural contexts is in its infancy. Here, for the first time, we apply two new statistical methods, option-bias analysis and network-based diffusion analysis, to data from the wild, complemented by standard inferential statistics. Contrary to common thought regarding the cognitive abilities of prosimian primates, our evidence is consistent with social learning within subgroups in the ring-tailed lemur (Lemur catta), supporting the theory of directed social learning (Coussi-Korbel & Fragaszy, 1995). We also caution that, as the toolbox for capturing social learning in natural contexts grows, care is required in ensuring that the methods employed are appropriate-in particular, regarding social dynamics among study subjects. Supplemental materials for this article may be downloaded from http://lb.psychonomic-journals.org/content/supplemental.

Holistic processing from learned attention to parts.

Science.gov (United States)

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

2015-08-01

Attention helps us focus on what is most relevant to our goals, and prior work has shown that aspects of attention can be learned. Learned inattention to parts can abolish holistic processing of faces, but it is unknown whether learned attention to parts is sufficient to cause a change from part-based to holistic processing with objects. We trained subjects to individuate nonface objects (Greebles) from 2 categories: Ploks and Glips. Diagnostic information was in complementary halves for the 2 categories. Holistic processing was then tested with Plok-Glip composites that combined the kind of part that was diagnostic or nondiagnostic during training. Exposure to Greeble parts resulted in general failures of selective attention for nondiagnostic composites, but face-like holistic processing was only observed for diagnostic composites. These results demonstrated a novel link between learned attentional control and the acquisition of holistic processing. (c) 2015 APA, all rights reserved).

Process evaluations in neurological rehabilitation: a mixed-evidence systematic review and recommendations for future research.

Science.gov (United States)

Masterson-Algar, Patricia; Burton, Christopher R; Rycroft-Malone, Jo

2016-11-08

To systematically review how process evaluations are currently designed, what methodologies are used and how are they developed alongside or within neurological rehabilitation trials. This mixed-methods systematic review had two evidence streams: stream I, studies reporting process evaluations alongside neurorehabilitation trials research and stream II, methodological guidance on process evaluation design and methodology. A search strategy was designed for each evidence stream. Data regarding process evaluation core concepts and design issues were extracted using a bespoke template. Evidence from both streams was analysed separately and then synthesised in a final overarching synthesis proposing a number of recommendations for future research. A total of 124 process evaluation studies, reporting on 106 interventions, were included in stream I evidence. 30 studies were included as stream II evidence. Synthesis 1 produced 9 themes, and synthesis 2 identified a total of 8 recommendations for process evaluation research. The overall synthesis resulted in 57 'synthesis recommendations' about process evaluation methodology grouped into 9 research areas, including the use of theory, the investigation of context, intervention staff characteristics and the delivery of the trial intervention. There remains no consensus regarding process evaluation terminology within the neurological rehabilitation field. There is a need for process evaluations to address the nature and influence of context over time. Process evaluations should clearly describe what intervention staff bring to a trial, including skills and experience prior to joining the research. Process evaluations should monitor intervention staff's learning effects and the possible impact that these may have on trial outcomes. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

A Big Data and Learning Analytics Approach to Process-Level Feedback in Cognitive Simulations.

Science.gov (United States)

Pecaric, Martin; Boutis, Kathy; Beckstead, Jason; Pusic, Martin

2017-02-01

Collecting and analyzing large amounts of process data for the purposes of education can be considered a big data/learning analytics (BD/LA) approach to improving learning. However, in the education of health care professionals, the application of BD/LA is limited to date. The authors discuss the potential advantages of the BD/LA approach for the process of learning via cognitive simulations. Using the lens of a cognitive model of radiograph interpretation with four phases (orientation, searching/scanning, feature detection, and decision making), they reanalyzed process data from a cognitive simulation of pediatric ankle radiography where 46 practitioners from three expertise levels classified 234 cases online. To illustrate the big data component, they highlight the data available in a digital environment (time-stamped, click-level process data). Learning analytics were illustrated using algorithmic computer-enabled approaches to process-level feedback.For each phase, the authors were able to identify examples of potentially useful BD/LA measures. For orientation, the trackable behavior of re-reviewing the clinical history was associated with increased diagnostic accuracy. For searching/scanning, evidence of skipping views was associated with an increased false-negative rate. For feature detection, heat maps overlaid on the radiograph can provide a metacognitive visualization of common novice errors. For decision making, the measured influence of sequence effects can reflect susceptibility to bias, whereas computer-generated path maps can provide insights into learners' diagnostic strategies.In conclusion, the augmented collection and dynamic analysis of learning process data within a cognitive simulation can improve feedback and prompt more precise reflection on a novice clinician's skill development.

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.

Patterns of Discourse in Online Interaction: Seeking Evidence of the Collaborative Learning Process

Science.gov (United States)

Mohd Nor, Nor Fariza; Hamat, Afendi; Embi, Mohamed Amin

2012-01-01

Asynchronous communication by means of discussion forums plays an essential role in supporting collaborative learning. Online forums allow learners to ask questions, express their thoughts, share resources, and justify their opinions beyond the four walls of the classroom. Proponents of collaborative learning claim that this type of learning can…

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.

New learning of music after bilateral medial temporal lobe damage: evidence from an amnesic patient.

Science.gov (United States)

Valtonen, Jussi; Gregory, Emma; Landau, Barbara; McCloskey, Michael

2014-01-01

Damage to the hippocampus impairs the ability to acquire new declarative memories, but not the ability to learn simple motor tasks. An unresolved question is whether hippocampal damage affects learning for music performance, which requires motor processes, but in a cognitively complex context. We studied learning of novel musical pieces by sight-reading in a newly identified amnesic, LSJ, who was a skilled amateur violist prior to contracting herpes simplex encephalitis. LSJ has suffered virtually complete destruction of the hippocampus bilaterally, as well as extensive damage to other medial temporal lobe structures and the left anterior temporal lobe. Because of LSJ's rare combination of musical training and near-complete hippocampal destruction, her case provides a unique opportunity to investigate the role of the hippocampus for complex motor learning processes specifically related to music performance. Three novel pieces of viola music were composed and closely matched for factors contributing to a piece's musical complexity. LSJ practiced playing two of the pieces, one in each of the two sessions during the same day. Relative to a third unpracticed control piece, LSJ showed significant pre- to post-training improvement for the two practiced pieces. Learning effects were observed both with detailed analyses of correctly played notes, and with subjective whole-piece performance evaluations by string instrument players. The learning effects were evident immediately after practice and 14 days later. The observed learning stands in sharp contrast to LSJ's complete lack of awareness that the same pieces were being presented repeatedly, and to the profound impairments she exhibits in other learning tasks. Although learning in simple motor tasks has been previously observed in amnesic patients, our results demonstrate that non-hippocampal structures can support complex learning of novel musical sequences for music performance.

New Learning of Music after Bilateral Medial Temporal Lobe Damage: Evidence from an Amnesic Patient

Science.gov (United States)

Valtonen, Jussi; Gregory, Emma; Landau, Barbara; McCloskey, Michael

2014-01-01

Damage to the hippocampus impairs the ability to acquire new declarative memories, but not the ability to learn simple motor tasks. An unresolved question is whether hippocampal damage affects learning for music performance, which requires motor processes, but in a cognitively complex context. We studied learning of novel musical pieces by sight-reading in a newly identified amnesic, LSJ, who was a skilled amateur violist prior to contracting herpes simplex encephalitis. LSJ has suffered virtually complete destruction of the hippocampus bilaterally, as well as extensive damage to other medial temporal lobe structures and the left anterior temporal lobe. Because of LSJ’s rare combination of musical training and near-complete hippocampal destruction, her case provides a unique opportunity to investigate the role of the hippocampus for complex motor learning processes specifically related to music performance. Three novel pieces of viola music were composed and closely matched for factors contributing to a piece’s musical complexity. LSJ practiced playing two of the pieces, one in each of the two sessions during the same day. Relative to a third unpracticed control piece, LSJ showed significant pre- to post-training improvement for the two practiced pieces. Learning effects were observed both with detailed analyses of correctly played notes, and with subjective whole-piece performance evaluations by string instrument players. The learning effects were evident immediately after practice and 14 days later. The observed learning stands in sharp contrast to LSJ’s complete lack of awareness that the same pieces were being presented repeatedly, and to the profound impairments she exhibits in other learning tasks. Although learning in simple motor tasks has been previously observed in amnesic patients, our results demonstrate that non-hippocampal structures can support complex learning of novel musical sequences for music performance. PMID:25232312

New Learning of Music after Bilateral Medial Temporal Lobe Damage: Evidence from an Amnesic Patient

Directory of Open Access Journals (Sweden)

Jussi eValtonen

2014-09-01

Full Text Available Damage to the hippocampus impairs the ability to acquire new declarative memories, but not the ability to learn simple motor tasks. An unresolved question is whether hippocampal damage affects learning for music performance, which requires motor processes, but in a cognitively complex context. We studied learning of novel musical pieces by sight-reading in a newly-identified amnesic, LSJ, who was a skilled amateur violist prior to contracting herpes simplex encephalitis. LSJ has suffered virtually complete destruction of the hippocampus bilaterally, as well as extensive damage to other medial temporal lobe structures and the left anterior temporal lobe. Because of LSJ’s rare combination of musical training and near-complete hippocampal destruction, her case provides a unique opportunity to investigate the role of the hippocampus for complex motor learning processes specifically related to music performance. Three novel pieces of viola music were composed, closely matched for factors contributing to a piece’s musical complexity. LSJ practiced playing two of the pieces, one in each of two sessions during the same day. Relative to a third unpracticed control piece, LSJ showed significant pre- to post-training improvement for the two practiced pieces. Learning effects were observed both with detailed analyses of correctly played notes, and with subjective whole-piece performance evaluations by string instrument players. The learning effects were evident immediately after practice and 14 days later. The observed learning stands in sharp contrast to LSJ’s complete lack of awareness that the same pieces were being presented repeatedly, and to the profound impairments she exhibits in other learning tasks. Although learning in simple motor tasks has been previously observed in amnesic patients, our results demonstrate that non-hippocampal structures can support complex learning of novel musical sequences for music performance.

Exercising during learning improves vocabulary acquisition: behavioral and ERP evidence.

Science.gov (United States)

Schmidt-Kassow, Maren; Kulka, Anna; Gunter, Thomas C; Rothermich, Kathrin; Kotz, Sonja A

2010-09-20

Numerous studies have provided evidence that physical activity promotes cortical plasticity in the adult brain and in turn facilitates learning. However, until now, the effect of simultaneous physical activity (e.g. bicycling) on learning performance has not been investigated systematically. The current study aims at clarifying whether simultaneous motor activity influences verbal learning compared to learning in a physically passive situation. Therefore the learning behavior of 12 healthy subjects (4 male, 19-33 years) was monitored over a period of 3 weeks. During that time, behavioral and electrophysiological responses to memorized materials were measured. We found a larger N400 effect and better performance in vocabulary tests when subjects were physically active during the encoding phase. Thus, our data indicate that simultaneous physical activity during vocabulary learning facilitates memorization of new items. Copyright 2010 Elsevier Ireland Ltd. All rights reserved.

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.

Evidence for Constructive, Self-Regulatory, and Collaborative Processes in Problem-Based Learning

Science.gov (United States)

Yew, Elaine H. J.; Schmidt, Henk G.

2009-01-01

The goal of this study was to increase our understanding of the learning-oriented verbal interactions taking place between students during the problem-based learning (PBL) cycle. The verbal interactions of one PBL group of five students throughout an entire PBL cycle were recorded in this data-intensive case study. The verbatim transcript…

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

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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

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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

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...

International Workshop on Evidence-Based Technology Enhanced Learning

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Gennari, Rosella; Marenzi, Ivana; Prieta, Fernando; Rodríguez, Juan

2012-01-01

Research on Technology Enhanced Learning (TEL) investigates how information and communication technologies can be designed in order to support pedagogical activities. The workshop proceedings collects contributions concerning evidence based TEL systems, like their design following EBD principles as well as studies or best practices that educators, education stakeholders or psychologists used to diagnose or improve their students' learning skills, including students with specific difficulties. The international ebTEL’12 workshop wants to be a forum in which TEL researchers and practitioners alike can discuss ideas, projects, and lessons related to ebTEL. The workshop takes place in Salamanca, Spain, on March 28th-30th 2012.  

Utilization of Smartphone Literacy In Learning Process

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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.

Associations and propositions: the case for a dual-process account of learning in humans.

Science.gov (United States)

McLaren, I P L; Forrest, C L D; McLaren, R P; Jones, F W; Aitken, M R F; Mackintosh, N J

2014-02-01

We review evidence that supports the conclusion that people can and do learn in two distinct ways - one associative, the other propositional. No one disputes that we solve problems by testing hypotheses and inducing underlying rules, so the issue amounts to deciding whether there is evidence that we (and other animals) also rely on a simpler, associative system, that detects the frequency of occurrence of different events in our environment and the contingencies between them. There is neuroscientific evidence that associative learning occurs in at least some animals (e.g., Aplysia californica), so it must be the case that associative learning has evolved. Since both associative and propositional theories can in principle account for many instances of successful learning, the problem is then to show that there are at least some cases where the two classes of theory predict different outcomes. We offer a demonstration of cue competition effects in humans under incidental conditions as evidence against the argument that all such effects are based on cognitive inference. The latter supposition would imply that if the necessary information is unavailable to inference then no cue competition should occur. We then discuss the case of unblocking by reinforcer omission, where associative theory predicts an irrational solution to the problem, and consider the phenomenon of the Perruchet effect, in which conscious expectancy and conditioned response dissociate. Further discussion makes use of evidence that people will sometimes provide one solution to a problem when it is presented to them in summary form, and another when they are presented in rapid succession with trial-by trial information. We also demonstrate that people trained on a discrimination may show a peak shift (predicted by associative theory), but given the time and opportunity to detect the relationships between S+ and S-, show rule-based behavior instead. Finally, we conclude by presenting evidence that

Evidence for preserved novel word learning in Down syndrome suggests multiple routes to vocabulary acquisition.

Science.gov (United States)

Mosse, Emma K; Jarrold, Christopher

2011-08-01

Three studies investigated novel word learning, some requiring phonological production, each involving between 11 and 17 individuals with Down syndrome, and between 15 and 24 typically developing individuals matched for receptive vocabulary. The effect of stimuli wordlikeness and incidental procedure-based memory demands were examined to see whether these may account for an apparent impairment in word learning in Down syndrome demonstrated in earlier research. Paired associate word and nonword learning tasks were presented, requiring participants to learn the names of novel characters. The nonword stimuli varied in the degree of wordlikeness in 2 studies. A third study investigated extraneous task demand. Across 3 studies, there was no suggestion of a word learning deficit associated with Down syndrome (η(2)(p) for the main effect of group of .03, .11, and .03, respectively), despite the level of phonological representation required. There was evidence that novel word learning by participants with Down syndrome exceeded that which their verbal short-term memory capacity would predict. Vocabulary acquisition in Down syndrome may not rely on verbal short-term memory to the same extent as in typically developing children, lending support to the suggestion that new word learning may be underpinned by an additional memory process.

Financial signal processing and machine learning

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Kulkarni,Sanjeev R; Dmitry M. Malioutov

2016-01-01

The modern financial industry has been required to deal with large and diverse portfolios in a variety of asset classes often with limited market data available. Financial Signal Processing and Machine Learning unifies a number of recent advances made in signal processing and machine learning for the design and management of investment portfolios and financial engineering. This book bridges the gap between these disciplines, offering the latest information on key topics including characterizing statistical dependence and correlation in high dimensions, constructing effective and robust risk measures, and their use in portfolio optimization and rebalancing. The book focuses on signal processing approaches to model return, momentum, and mean reversion, addressing theoretical and implementation aspects. It highlights the connections between portfolio theory, sparse learning and compressed sensing, sparse eigen-portfolios, robust optimization, non-Gaussian data-driven risk measures, graphical models, causal analy...

No evidence for visual context-dependency of olfactory learning in Drosophila

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Yarali, Ayse; Mayerle, Moritz; Nawroth, Christian; Gerber, Bertram

2008-08-01

How is behaviour organised across sensory modalities? Specifically, we ask concerning the fruit fly Drosophila melanogaster how visual context affects olfactory learning and recall and whether information about visual context is getting integrated into olfactory memory. We find that changing visual context between training and test does not deteriorate olfactory memory scores, suggesting that these olfactory memories can drive behaviour despite a mismatch of visual context between training and test. Rather, both the establishment and the recall of olfactory memory are generally facilitated by light. In a follow-up experiment, we find no evidence for learning about combinations of odours and visual context as predictors for reinforcement even after explicit training in a so-called biconditional discrimination task. Thus, a ‘true’ interaction between visual and olfactory modalities is not evident; instead, light seems to influence olfactory learning and recall unspecifically, for example by altering motor activity, alertness or olfactory acuity.

From task characteristics to learning: A systematic review.

Science.gov (United States)

Wielenga-Meijer, Etty G A; Taris, Toon W; Kompier, Michiel A J; Wigboldus, Daniël H J

2010-10-01

Although many theoretical approaches propose that job characteristics affect employee learning, the question is why and how job characteristics influence learning. The present study reviews the evidence on the relationships among learning antecedents (i.e., job characteristics: demands, variety, autonomy and feedback), learning processes (including motivational, meta-cognitive, cognitive and behavioral processes) and learning consequences. Building on an integrative heuristic model, we quantitatively reviewed 85 studies published between 1969 and 2005. Our analyses revealed strong evidence for a positive relation between job demands and autonomy on the one hand and motivational and meta-cognitive learning processes on the other. Furthermore, these learning processes were positively related to learning consequences. © 2010 The Authors. Scandinavian Journal of Psychology © 2010 The Scandinavian Psychological Associations.

Distributed learning process: principles of design and implementation

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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

Value Assessment Frameworks for HTA Agencies: The Organization of Evidence-Informed Deliberative Processes.

Science.gov (United States)

Baltussen, Rob; Jansen, Maarten Paul Maria; Bijlmakers, Leon; Grutters, Janneke; Kluytmans, Anouck; Reuzel, Rob P; Tummers, Marcia; der Wilt, Gert Jan van

2017-02-01

Priority setting in health care has been long recognized as an intrinsically complex and value-laden process. Yet, health technology assessment agencies (HTAs) presently employ value assessment frameworks that are ill fitted to capture the range and diversity of stakeholder values and thereby risk compromising the legitimacy of their recommendations. We propose "evidence-informed deliberative processes" as an alternative framework with the aim to enhance this legitimacy. This framework integrates two increasingly popular and complementary frameworks for priority setting: multicriteria decision analysis and accountability for reasonableness. Evidence-informed deliberative processes are, on one hand, based on early, continued stakeholder deliberation to learn about the importance of relevant social values. On the other hand, they are based on rational decision-making through evidence-informed evaluation of the identified values. The framework has important implications for how HTA agencies should ideally organize their processes. First, HTA agencies should take the responsibility of organizing stakeholder involvement. Second, agencies are advised to integrate their assessment and appraisal phases, allowing for the timely collection of evidence on values that are considered relevant. Third, HTA agencies should subject their decision-making criteria to public scrutiny. Fourth, agencies are advised to use a checklist of potentially relevant criteria and to provide argumentation for how each criterion affected the recommendation. Fifth, HTA agencies must publish their argumentation and install options for appeal. The framework should not be considered a blueprint for HTA agencies but rather an aspirational goal-agencies can take incremental steps toward achieving this goal. Copyright © 2017 International Society for Pharmacoeconomics and Outcomes Research (ISPOR). Published by Elsevier Inc. All rights reserved.

Context-dependent memory decay is evidence of effort minimization in motor learning: a computational study.

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Takiyama, Ken

2015-01-01

Recent theoretical models suggest that motor learning includes at least two processes: error minimization and memory decay. While learning a novel movement, a motor memory of the movement is gradually formed to minimize the movement error between the desired and actual movements in each training trial, but the memory is slightly forgotten in each trial. The learning effects of error minimization trained with a certain movement are partially available in other non-trained movements, and this transfer of the learning effect can be reproduced by certain theoretical frameworks. Although most theoretical frameworks have assumed that a motor memory trained with a certain movement decays at the same speed during performing the trained movement as non-trained movements, a recent study reported that the motor memory decays faster during performing the trained movement than non-trained movements, i.e., the decay rate of motor memory is movement or context dependent. Although motor learning has been successfully modeled based on an optimization framework, e.g., movement error minimization, the type of optimization that can lead to context-dependent memory decay is unclear. Thus, context-dependent memory decay raises the question of what is optimized in motor learning. To reproduce context-dependent memory decay, I extend a motor primitive framework. Specifically, I introduce motor effort optimization into the framework because some previous studies have reported the existence of effort optimization in motor learning processes and no conventional motor primitive model has yet considered the optimization. Here, I analytically and numerically revealed that context-dependent decay is a result of motor effort optimization. My analyses suggest that context-dependent decay is not merely memory decay but is evidence of motor effort optimization in motor learning.

Context-dependent memory decay is evidence of effort minimization in motor learning: A computational study

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Ken eTakiyama

2015-02-01

Full Text Available Recent theoretical models suggest that motor learning includes at least two processes: error minimization and memory decay. While learning a novel movement, a motor memory of the movement is gradually formed to minimize the movement error between the desired and actual movements in each training trial, but the memory is slightly forgotten in each trial. The learning effects of error minimization trained with a certain movement are partially available in other non-trained movements, and this transfer of the learning effect can be reproduced by certain theoretical frameworks. Although most theoretical frameworks have assumed that a motor memory trained with a certain movement decays at the same speed during performing the trained movement as non-trained movements, a recent study reported that the motor memory decays faster during performing the trained movement than non-trained movements, i.e., the decay rate of motor memory is movement or context dependent. Although motor learning has been successfully modeled based on an optimization framework, e.g., movement error minimization, the type of optimization that can lead to context-dependent memory decay is unclear. Thus, context-dependent memory decay raises the question of what is optimized in motor learning. To reproduce context-dependent memory decay, I extend a motor primitive framework. Specifically, I introduce motor effort optimization into the framework because some previous studies have reported the existence of effort optimization in motor learning processes and no conventional motor primitive model has yet considered the optimization. Here, I analytically and numerically revealed that context-dependent decay is a result of motor effort optimization. My analyses suggest that context-dependent decay is not merely memory decay but is evidence of motor effort optimization in motor learning.

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...

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.

Input, Process, and Learning in primary and lower secondary schools

DEFF Research Database (Denmark)

Larsen, Michael Søgaard; Nordenbo, Sven Erik; Holm, Anders

What do we want to know? What empirical research has been carried out to examine the relationship between factors in primary and lower secondary schools (inputs and processes) and the learning achieved by primary and lower secondary school pupils (outputs and outcomes)? What are the results...... with weight of evidence of this empirical research? Who wants to know and why? The project was commissioned by the Danish Evaluation Institute (Danmarks Evalueringsinstitut) and was performed on behalf of the Nordic Indicator Workgroup (DNI). DNI is a workgroup nominated by the Nordic Evaluation Network...... and development etc. within the primary and lower secondary school sector. What did we find? From 1990 to 2008, 109 studies were published on malleable school factors within school effectiveness research. Of these studies, 71 are of high or medium weight of evidence. Synthesising these studies establishes that 11...

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

2nd International Workshop on Evidence-Based Technology Enhanced Learning

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Gennari, Rosella; Marenzi, Ivana; Mascio, Tania; Prieta, Fernando

2013-01-01

Research on Technology Enhanced Learning (TEL) investigates how information and communication technologies can be designed in order to support pedagogical activities. The Evidence Based Design (EBD) of a system bases its decisions on empirical evidence and effectiveness. The evidence-based TEL workshop (ebTEL) brings together TEL and EBD.   The first edition of ebTEL collected contributions in the area of TEL from computer science, artificial intelligence, evidence-based medicine, educational psychology and pedagogy. Like the previous edition, this second edition, ebTEL’13, wants to be a forum in which TEL researchers and practitioners alike can discuss innovative evidence-based ideas, projects, and lessons related to TEL.   The workshop took place in Salamanca, Spain, on May 22nd-24th 2013.  

Modeling Evidence-Based Application: Using Team-Based Learning to Increase Higher Order Thinking in Nursing Research

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Bridget Moore

2015-06-01

Full Text Available Nursing practice is comprised of knowledge, theory, and research [1]. Because of its impact on the profession, the appraisal of research evidence is critically important. Future nursing professionals must be introduced to the purpose and utility of nursing research, as early exposure provides an opportunity to embed evidence-based practice (EBP into clinical experiences. The AACN requires baccalaureate education to include an understanding of the research process to integrate reliable evidence to inform practice and enhance clinical judgments [1]. Although the importance of these knowledge competencies are evident to healthcare administrators and nursing leaders within the field, undergraduate students at the institution under study sometimes have difficulty understanding the relevance of nursing research to the baccalaureate prepared nurse, and struggle to grasp advanced concepts of qualitative and quantitative research design and methodologies. As undergraduate nursing students generally have not demonstrated an understanding of the relationship between theoretical concepts found within the undergraduate nursing curriculum and the practical application of these concepts in the clinical setting, the research team decided to adopt an effective pedagogical active learning strategy, team-based learning (TBL. Team-based learning shifts the traditional course design to focus on higher thinking skills to integrate desired knowledge [2]. The purpose of this paper is to discuss the impact of course design with the integration of TBL in an undergraduate nursing research course on increasing higher order thinking. [1] American Association of Colleges of Nursing, The Essentials of Baccalaureate Education for Professional Nursing Practice, Washington, DC: American Association of Colleges of Nursing, 2008. [2] B. Bloom, Taxonomy of Educational Objectives, Handbook I: Cognitive Domain, New York: McKay, 1956.

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...

Searching for the Hebb Effect in down Syndrome: Evidence for a Dissociation between Verbal Short-Term Memory and Domain-General Learning of Serial Order

Science.gov (United States)

Mosse, E. K.; Jarrold, C.

2010-01-01

Background: The Hebb effect is a form of repetition-driven long-term learning that is thought to provide an analogue for the processes involved in new word learning. Other evidence suggests that verbal short-term memory also constrains now vocabulary acquisition, but if the Hebb effect is independent of short-term memory, then it may be possible…

Student engagement in the e-learning process and the impact on their grades

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Timothy Rodgers

2008-12-01

Full Text Available This paper presents the results of a study that examines the impact on end-of-year examination grades of the level of student engagement in the e-learning process. The study relates to a level one undergraduate module delivered using a mixture of traditional lectures and e-learning based methods. Greater online interaction is found to have a positive and statistically significant impact on performance. One extra hour of e-learning participation is found to increase the module mark by approximately one percent. The paper also examines the data for the presence of interaction effects between e-learning engagement and personal characteristics. This is undertaken to identify whether or not personal-characteristic-related learning style differences influence the extent to which students benefit from e-learning. It is found that, after controlling for other factors, female students benefited less from e-leaning material than their male counterparts. Tentative evidence is also found of a negative interaction effect in relation to overseas students. It is concluded that in order to improve teaching effectiveness and academic achievement, higher education should consider aiming to develop e-learning teaching strategies that encourage greater engagement and also take into consideration the different learning styles found within the student body.

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....

Integration of e-learning outcomes into work processes

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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.

Team based learning in nursing and midwifery higher education; a systematic review of the evidence for change.

Science.gov (United States)

Dearnley, Chris; Rhodes, Christine; Roberts, Peter; Williams, Pam; Prenton, Sarah

2018-01-01

The aim of this study is to review the evidence in relation to the experiences and outcomes of students on nursing and/or midwifery higher education programmes, who experience team based learning. To examine the relationship between team based learning and attainment for nursing and midwifery students in professional higher education. To examine the relationship between team based learning and student satisfaction for nurses and midwifery students in higher education. To identify and report examples of good practice in the implementation of team based learning in Nursing and Midwifery higher education. A systematic Review of the literature was undertaken. The population were nurses and midwives studying on higher education pre and post registration professional programmes. The intervention was learning and teaching activities based on a team-based learning approach. Data sources included CINAHL and MEDLINE. ERIC and Index to Theses were also searched. International research papers published in English between 2011 and 2017 that met the inclusion criteria were included in the study. Papers that met the criteria were subjected to quality appraisal and agreement amongst authors for inclusion in the review. A total of sixteen papers were reviewed and four themes emerged for discussion. These were Student Engagement, Student Satisfaction, Attainment and Practice Development and Transformational Teaching and Learning. There is a tentative, though growing body of evidence to support TBL as a strategy that can impact on student engagement, student satisfaction, attainment, practice development and transformative teaching and learning. The literature indicates that implementing TBL within the curriculum is not without challenge and requires a sustained and structured approach. Staff and students need to understand the processes involved, and why they should be adhered to, in the pursuit of enhanced student experiences and outcomes for nurses and midwives in Higher Education

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

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...

The Role of Simple Semantics in the Process of Artificial Grammar Learning.

Science.gov (United States)

Öttl, Birgit; Jäger, Gerhard; Kaup, Barbara

2017-10-01

This study investigated the effect of semantic information on artificial grammar learning (AGL). Recursive grammars of different complexity levels (regular language, mirror language, copy language) were investigated in a series of AGL experiments. In the with-semantics condition, participants acquired semantic information prior to the AGL experiment; in the without-semantics control condition, participants did not receive semantic information. It was hypothesized that semantics would generally facilitate grammar acquisition and that the learning benefit in the with-semantics conditions would increase with increasing grammar complexity. Experiment 1 showed learning effects for all grammars but no performance difference between conditions. Experiment 2 replicated the absence of a semantic benefit for all grammars even though semantic information was more prominent during grammar acquisition as compared to Experiment 1. Thus, we did not find evidence for the idea that semantics facilitates grammar acquisition, which seems to support the view of an independent syntactic processing component.

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…

Evidence for view-invariant face recognition units in unfamiliar face learning.

Science.gov (United States)

Etchells, David B; Brooks, Joseph L; Johnston, Robert A

2017-05-01

Many models of face recognition incorporate the idea of a face recognition unit (FRU), an abstracted representation formed from each experience of a face which aids recognition under novel viewing conditions. Some previous studies have failed to find evidence of this FRU representation. Here, we report three experiments which investigated this theoretical construct by modifying the face learning procedure from that in previous work. During learning, one or two views of previously unfamiliar faces were shown to participants in a serial matching task. Later, participants attempted to recognize both seen and novel views of the learned faces (recognition phase). Experiment 1 tested participants' recognition of a novel view, a day after learning. Experiment 2 was identical, but tested participants on the same day as learning. Experiment 3 repeated Experiment 1, but tested participants on a novel view that was outside the rotation of those views learned. Results revealed a significant advantage, across all experiments, for recognizing a novel view when two views had been learned compared to single view learning. The observed view invariance supports the notion that an FRU representation is established during multi-view face learning under particular learning conditions.

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...

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…

Sources of Evidence-of-Learning: Learning and Assessment in the Era of Big Data

Science.gov (United States)

Cope, Bill; Kalantzis, Mary

2015-01-01

This article sets out to explore a shift in the sources of evidence-of-learning in the era of networked computing. One of the key features of recent developments has been popularly characterized as "big data". We begin by examining, in general terms, the frame of reference of contemporary debates on machine intelligence and the role of…

Physics students' approaches to learning and cognitive processes in solving physics problems

Science.gov (United States)

Bouchard, Josee

This study examined traditional instruction and problem-based learning (PBL) approaches to teaching and the extent to which they foster the development of desirable cognitive processes, including metacognition, critical thinking, physical intuition, and problem solving among undergraduate physics students. The study also examined students' approaches to learning and their perceived role as physics students. The research took place in the context of advanced courses of electromagnetism at a Canadian research university. The cognitive science, expertise, physics and science education, instructional psychology, and discourse processes literature provided the framework and background to conceptualize and structure this study. A within-stage mixed-model design was used and a number of instruments, including a survey, observation grids, and problem sets were developed specifically for this study. A special one-week long problem-based learning (PBL) intervention was also designed. Interviews with the instructors participating in the study provided complementary data. Findings include evidence that students in general engage in metacognitive processes in the organization of their personal study time. However, this potential, including the development of other cognitive processes, might not be stimulated as much as it could in the traditional lecture instructional context. The PBL approach was deemed as more empowering for the students. An unexpected finding came from the realisation that a simple exposure to a structured exercise of problem-solving (pre-test) was sufficient to produce superior planning and solving strategies on a second exposure (post-test) even for the students who had not been exposed to any special treatment. Maturation was ruled out as a potential threat to the validity of this finding. Another promising finding appears to be that the problem-based learning (PBL) intervention tends to foster the development of cognitive competencies, particularly

Lessons Learned from A System-Wide Evidence-Based Practice Program Implementation

Science.gov (United States)

2017-04-25

incorporating scientific evidence, clinical expertise and the patient’s values and preferences to provide quality healthcare . Despite growing...MEMORANDUM FOR ST DEPARTMENT OF THE AIR FORCE 59TH MEDICAL WING (AETC) JOINT BASE SAN ANTONIO - LACKLAND TEXAS ATTN: LT COL JACQUELINE KILLIAN...FROM: 59 MDW/SGVU SUBJECT: Professional Presentation Approval 14 FEB 2017 1. Your paper, entitled Lesson Learned From A System-Wide Evidence- Based

Understanding the cognitive processes involved in writing to learn.

Science.gov (United States)

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).

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.

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...

Children balance theories and evidence in exploration, explanation, and learning

NARCIS (Netherlands)

Bonawitz, E.B.; van Schijndel, T.J.P.; Friel, D.; Schulz, L.

2012-01-01

We look at the effect of evidence and prior beliefs on exploration, explanation and learning. In Experiment 1, we tested children both with and without differential prior beliefs about balance relationships (Center Theorists, mean: 82 months; Mass Theorists, mean: 89 months; No Theory children,

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...

EFFECTIVE BLENDED LEARNING PRACTICES: Evidence-based Perspectives in ICT-facilitated Education

Directory of Open Access Journals (Sweden)

Reviewed by Yasin OZARSLAN

2009-07-01

Full Text Available EFFECTIVE BLENDED LEARNING PRACTICES:Evidence-based Perspectives in ICT-facilitated EducationEdited by Elizabeth Stacey and Philippa Gerbic, Information ScienceReference; 1 edition (March 30, 2009, ISBN-10: 1605662968, 358 pp.Reviewed by Yasin OZARSLANFaculty of Education,Eskisehir Osmangazi University,Eskisehir-TURKEYBlended learning refers to the integration of faceto-face and online learning activities with the goal of maximizing the value of students' experiences in both settings. This book collects new international research into many aspects of blended learningfrom the perspectives of learners, teachers, designers, and professional and academic developers in various disciplines, learningcommunities and universities from around the world. This book addresses the relative newness of online learning within blended environments. The book's broader audience is anyone who isinterested in areas such as blended learning, communities of learning, virtual education, professional learning and community development, instructional technology, flexible learning, distance education and collaborative learning.Blended approaches in teacher education, blending collaborative online learning,blended learning and teaching philosophies, campus-based student learning environments, ICT-enhanced blended learning, learning communities for K-12 teachers, professional development for blended learning, reciprocal mentoring,redesigning initial teacher education, responses to blended environments, strategiesfor blended teaching and learning, virtual learning and real communities are the topics covered in this book.It reviews literature about blended learning in relation to the three sections of the book and discusses strategies for teaching and learning and establishing communities in its different contexts. The chapters of this book provide research perspectives on a range of blended learning issues and contexts and discuss implications for teaching and learning. The

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)…

Sequential learning in individuals with agrammatic aphasia: evidence from artificial grammar learning.

Science.gov (United States)

Schuchard, Julia; Thompson, Cynthia K

2017-01-01

We examined sequential learning in individuals with agrammatic aphasia ( n = 12) and healthy age-matched participants ( n = 12) using an artificial grammar. Artificial grammar acquisition, 24-hour retention, and the potential benefits of additional training were examined by administering an artificial grammar judgment test (1) immediately following auditory exposure-based training, (2) one day after training, and (3) after a second training session on the second day. An untrained control group ( n = 12 healthy age-matched participants) completed the tests on the same time schedule. The trained healthy and aphasic groups showed greater sensitivity to the detection of grammatical items than the control group. No significant correlations between sequential learning and language abilities were observed among the aphasic participants. The results suggest that individuals with agrammatic aphasia show sequential learning, but the underlying processes involved in this learning may be different than for healthy adults.

Processing graded feedback: electrophysiological correlates of learning from small and large errors.

Science.gov (United States)

Luft, Caroline Di Bernardi; Takase, Emilio; Bhattacharya, Joydeep

2014-05-01

Feedback processing is important for learning and therefore may affect the consolidation of skills. Considerable research demonstrates electrophysiological differences between correct and incorrect feedback, but how we learn from small versus large errors is usually overlooked. This study investigated electrophysiological differences when processing small or large error feedback during a time estimation task. Data from high-learners and low-learners were analyzed separately. In both high- and low-learners, large error feedback was associated with higher feedback-related negativity (FRN) and small error feedback was associated with a larger P300 and increased amplitude over the motor related areas of the left hemisphere. In addition, small error feedback induced larger desynchronization in the alpha and beta bands with distinctly different topographies between the two learning groups: The high-learners showed a more localized decrease in beta power over the left frontocentral areas, and the low-learners showed a widespread reduction in the alpha power following small error feedback. Furthermore, only the high-learners showed an increase in phase synchronization between the midfrontal and left central areas. Importantly, this synchronization was correlated to how well the participants consolidated the estimation of the time interval. Thus, although large errors were associated with higher FRN, small errors were associated with larger oscillatory responses, which was more evident in the high-learners. Altogether, our results suggest an important role of the motor areas in the processing of error feedback for skill consolidation.

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)

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...

Evidence of impaired learning during whole-body vibration

Science.gov (United States)

Sherwood, N.; Griffin, M. J.

1992-01-01

A study of the effects of whole-body vibration on learning and memory was conducted, in which a context-dependent experimental design was used. Forty subjects completed a simple associative learning task, half during exposure to 16 Hz whole-body sinusoidal vertical vibration at 2.0 m s -2 r.m.s. and half while static. The results show that the rates of learning of the two groups differed, with that of the vibrated subjects significantly impaired. A second session, one week later, indicated that information learnt in one vibration environment could be recalled equally well in a different environment, suggesting no context-dependent effects on memory processes.

Commenting to Learn: Evidence of Language and Intercultural Learning in Comments on YouTube Videos

Science.gov (United States)

Benson, Phil

2015-01-01

It is often observed that the globalization of social media has opened up new opportunities for informal intercultural communication and foreign language learning. This study aims to go beyond this general observation through a case study that explores how discourse analysis tools might be used to uncover evidence of language and intercultural…

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

Neurological evidence linguistic processes precede perceptual simulation in conceptual processing.

Science.gov (United States)

Louwerse, Max; Hutchinson, Sterling

2012-01-01

There is increasing evidence from response time experiments that language statistics and perceptual simulations both play a role in conceptual processing. In an EEG experiment we compared neural activity in cortical regions commonly associated with linguistic processing and visual perceptual processing to determine to what extent symbolic and embodied accounts of cognition applied. Participants were asked to determine the semantic relationship of word pairs (e.g., sky - ground) or to determine their iconic relationship (i.e., if the presentation of the pair matched their expected physical relationship). A linguistic bias was found toward the semantic judgment task and a perceptual bias was found toward the iconicity judgment task. More importantly, conceptual processing involved activation in brain regions associated with both linguistic and perceptual processes. When comparing the relative activation of linguistic cortical regions with perceptual cortical regions, the effect sizes for linguistic cortical regions were larger than those for the perceptual cortical regions early in a trial with the reverse being true later in a trial. These results map upon findings from other experimental literature and provide further evidence that processing of concept words relies both on language statistics and on perceptual simulations, whereby linguistic processes precede perceptual simulation processes.

The neural evidence of the reflected appraisal process as a main path for learning about one's self-knowledge of personality.

Science.gov (United States)

Xu, Xiaofan; Chen, Yu; Zhao, Yufang; Yang, Juan

2015-09-01

Self-knowledge has been defined as the accurate self-perceptions about how one typically thinks, feels, and behaves, and awareness of how those patterns are interpreted by others. Previous research has noted that the introspection and the reflected appraisal processes are two main avenues for learning about the self and that self-knowledge might be fully realized through the use of reflected appraisal from close others. However, due to the methodological difficulty in linking people's ratings on a trait to their behaviors, accuracy research using a behavioral criterion is quite limited. The current work examined the main source of learning about one's self-knowledge by investigating the time course of attention deployment both in the process of introspection and that of reflected appraisal. Twenty-five college students were first asked to rate their impressions of their classmates as well as a familiar other using personality-trait adjectives. Their electrophysiological data were then collected using the event-related potential (ERP) technology while they judged to which extent (1) an adjective can describe the self, (2) an adjective can describe a familiar other, (3) they agree with an adjective that their classmates believe can describe the self, and (4) they agree with an adjective that their classmates believe can describe a familiar other. Our electrophysiological data showed that classmates' positive evaluation of one's own trait elicited larger P2 than the positive self-evaluation of one's own trait. Further, classmates' negative evaluation of one's own trait elicited larger late positive component (LPC) than the negative self-evaluation of one's own trait. Results suggest that people allocate more attention to the process of reflected appraisal compared to the process of introspection, which further suggests that the reflected appraisal process might be the main source in learning about one's self-knowledge of personality. Copyright © 2015 Elsevier B

The influence of workplace culture on nurses' learning experiences: a systematic review of qualitative evidence.

Science.gov (United States)

Davis, Kate; White, Sarahlouise; Stephenson, Matthew

2016-06-01

A healthy workplace culture enables nurses to experience valuable learning in the workplace. Learning in the workplace enables the provision of evidence-based and continuously improving safe patient care, which is central to achieving good patient outcomes. Therefore, nurses need to learn within a workplace that supports the implementation of evidence-based, professional practice and enables the best patient outcomes; the influence of workplace culture may play a role in this. The purpose of this review was to critically appraise and synthesize the best available qualitative evidence to understand both the nurses' learning experiences within the workplace and the factors within the workplace culture that influence those learning experiences. Registered and enrolled nurses regulated by a nursing and midwifery board and/or recognized health practitioner regulation agency (or their international equivalent). This review considered studies that described two phenomena of interest: the nurses' learning experience, either within an acute healthcare workplace or a workplace-related learning environment and the influence of workplace culture on the nurses' learning experience (within the workplace or workplace-related learning environment). This review considered studies that included nurses working in an acute healthcare organization within a Western culture. This review considered studies that focused on qualitative evidence and included the following research designs: phenomenological, grounded theory and critical theory. Published and unpublished studies in English from 1980 to 2013 were identified using a three-step search strategy, searching various databases, and included hand searching of the reference lists within articles selected for appraisal. For studies meeting the inclusion criteria, methodological quality was assessed using a standardized checklist from the Joanna Briggs Institute Qualitative Assessment and Review Instrument (JBI-QARI). Qualitative data

Differential dependence of Pavlovian incentive motivation and instrumental incentive learning processes on dopamine signaling

Science.gov (United States)

Wassum, Kate M.; Ostlund, Sean B.; Balleine, Bernard W.; Maidment, Nigel T.

2011-01-01

Here we attempted to clarify the role of dopamine signaling in reward seeking. In Experiment 1, we assessed the effects of the dopamine D1/D2 receptor antagonist flupenthixol (0.5 mg/kg i.p.) on Pavlovian incentive motivation and found that flupenthixol blocked the ability of a conditioned stimulus to enhance both goal approach and instrumental performance (Pavlovian-to-instrumental transfer). In Experiment 2 we assessed the effects of flupenthixol on reward palatability during post-training noncontingent re-exposure to the sucrose reward in either a control 3-h or novel 23-h food-deprived state. Flupenthixol, although effective in blocking the Pavlovian goal approach, was without effect on palatability or the increase in reward palatability induced by the upshift in motivational state. This noncontingent re-exposure provided an opportunity for instrumental incentive learning, the process by which rats encode the value of a reward for use in updating reward-seeking actions. Flupenthixol administered prior to the instrumental incentive learning opportunity did not affect the increase in subsequent off-drug reward-seeking actions induced by that experience. These data suggest that although dopamine signaling is necessary for Pavlovian incentive motivation, it is not necessary for changes in reward experience, or for the instrumental incentive learning process that translates this experience into the incentive value used to drive reward-seeking actions, and provide further evidence that Pavlovian and instrumental incentive learning processes are dissociable. PMID:21693635

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

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

One-trial overshadowing: Evidence for fast specific fear learning in humans.

Science.gov (United States)

Haesen, Kim; Beckers, Tom; Baeyens, Frank; Vervliet, Bram

2017-03-01

Adaptive defensive actions necessitate a fear learning system that is both fast and specific. Fast learning serves to minimize the number of threat confrontations, while specific learning ensures that the acquired fears are tied to threat-relevant cues only. In Pavlovian fear conditioning, fear acquisition is typically studied via repetitive pairings of a single cue with an aversive experience, which is not optimal for the examination of fast specific fear learning. In this study, we adopted the one-trial overshadowing procedure from basic learning research, in which a combination of two visual cues is presented once and paired with an aversive electrical stimulation. Using on-line shock expectancy ratings, skin conductance reactivity and startle reflex modulation as indices of fear learning, we found evidence of strong fear after a single conditioning trial (fast learning) as well as attenuated fear responding when only half of the trained stimulus combination was presented (specific learning). Moreover, specificity of fear responding tended to correlate with levels of state and trait anxiety. These results suggest that one-trial overshadowing can be used as a model to study fast specific fear learning in humans and individual differences therein. Copyright © 2016 Elsevier Ltd. All rights reserved.

Project-based learning in the teaching-learning process university. A longitudinal study

Directory of Open Access Journals (Sweden)

Sandoval Hamón Leyla Angélica

2017-01-01

Full Text Available The European Higher Education Area promotes the change in teaching-learning, where students have a more active role in their educational process. The main objective of this work is to analyse the use of an alternative proposal, focus in student-based teamwork activities, who seek to favour the acquisition and deepening of knowledge and skills. The implementation of this research was carried out by means of a longitudinal study in the subject of the degree of Economics, with the development of the methodology of Project Based Learning integrating the ICTs and improving the evaluation process (e.g. establishing headings and psychometric analysis of knowledge tests. The results of the research showed an improvement in the learning process from the observation, collection of works, analysis of knowledge tests and the official survey by students to assess the activity and the development of their competitors.

Stages of processing in associative recognition: evidence from behavior, EEG, and classification.

Science.gov (United States)

Borst, Jelmer P; Schneider, Darryl W; Walsh, Matthew M; Anderson, John R

2013-12-01

In this study, we investigated the stages of information processing in associative recognition. We recorded EEG data while participants performed an associative recognition task that involved manipulations of word length, associative fan, and probe type, which were hypothesized to affect the perceptual encoding, retrieval, and decision stages of the recognition task, respectively. Analyses of the behavioral and EEG data, supplemented with classification of the EEG data using machine-learning techniques, provided evidence that generally supported the sequence of stages assumed by a computational model developed in the Adaptive Control of Thought-Rational cognitive architecture. However, the results suggested a more complex relationship between memory retrieval and decision-making than assumed by the model. Implications of the results for modeling associative recognition are discussed. The study illustrates how a classifier approach, in combination with focused manipulations, can be used to investigate the timing of processing stages.

Optimal Learning in Schools--Theoretical Evidence: Part 2 Updating Piaget

Science.gov (United States)

Crossland, John

2017-01-01

Part 1 in this four-part series of articles discussed Piaget's theories of learning and development (Crossland, 2016). Part 2 explores how post-Piagetian researchers have addressed criticisms of Piaget's theories by linking recent evidence including that from neuroscience. The outcomes show that good teachers make a difference by implementing…

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...

Portfolios as "Learning Companions" for Children and a Means to Support and Assess Language Learning in the Primary School

Science.gov (United States)

Jones, Jane

2012-01-01

This article explores the idea of portfolios as a way to collect evidence of pupils' learning and achievement in their language learning in the primary school. The emphasis is on portfolio work as an active and reflective process to underpin and support learning and to show evidence of achievement and progression. Pupil choice and reflexivity are…

Procedural learning in Tourette syndrome, ADHD, and comorbid Tourette-ADHD: Evidence from a probabilistic sequence learning task.

Science.gov (United States)

Takács, Ádám; Shilon, Yuval; Janacsek, Karolina; Kóbor, Andrea; Tremblay, Antoine; Németh, Dezső; Ullman, Michael T

2017-10-01

Procedural memory, which is rooted in the basal ganglia, plays an important role in the implicit learning of motor and cognitive skills. Few studies have examined procedural learning in either Tourette syndrome (TS) or Attention Deficit Hyperactivity Disorder (ADHD), despite basal ganglia abnormalities in both of these neurodevelopmental disorders. We aimed to assess procedural learning in children with TS (n=13), ADHD (n=22), and comorbid TS-ADHD (n=20), as well as in typically developing children (n=21). Procedural learning was measured with a well-studied implicit probabilistic sequence learning task, the alternating serial reaction time task. All four groups showed evidence of sequence learning, and moreover did not differ from each other in sequence learning. This result, from the first study to examine procedural memory across TS, ADHD and comorbid TS-ADHD, is consistent with previous findings of intact procedural learning of sequences in both TS and ADHD. In contrast, some studies have found impaired procedural learning of non-sequential probabilistic categories in TS. This suggests that sequence learning may be spared in TS and ADHD, while at least some other forms of learning in procedural memory are impaired, at least in TS. Our findings indicate that disorders associated with basal ganglia abnormalities do not necessarily show procedural learning deficits, and provide a possible path for more effective diagnostic tools, and educational and training programs. Copyright © 2017 Elsevier Inc. All rights reserved.

Children Balance Theories and Evidence in Exploration, Explanation, and Learning

Science.gov (United States)

Bonawitz, Elizabeth Baraff; van Schijndel, Tessa J. P.; Friel, Daniel; Schulz, Laura

2012-01-01

We look at the effect of evidence and prior beliefs on exploration, explanation and learning. In Experiment 1, we tested children both with and without differential prior beliefs about balance relationships (Center Theorists, mean: 82 months; Mass Theorists, mean: 89 months; No Theory children, mean: 62 months). Center and Mass Theory children who…

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...

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

Enhancing students' learning in problem based learning: validation of a self-assessment scale for active learning and critical thinking.

Science.gov (United States)

Khoiriyah, Umatul; Roberts, Chris; Jorm, Christine; Van der Vleuten, C P M

2015-08-26

Problem based learning (PBL) is a powerful learning activity but fidelity to intended models may slip and student engagement wane, negatively impacting learning processes, and outcomes. One potential solution to solve this degradation is by encouraging self-assessment in the PBL tutorial. Self-assessment is a central component of the self-regulation of student learning behaviours. There are few measures to investigate self-assessment relevant to PBL processes. We developed a Self-assessment Scale on Active Learning and Critical Thinking (SSACT) to address this gap. We wished to demonstrated evidence of its validity in the context of PBL by exploring its internal structure. We used a mixed methods approach to scale development. We developed scale items from a qualitative investigation, literature review, and consideration of previous existing tools used for study of the PBL process. Expert review panels evaluated its content; a process of validation subsequently reduced the pool of items. We used structural equation modelling to undertake a confirmatory factor analysis (CFA) of the SSACT and coefficient alpha. The 14 item SSACT consisted of two domains "active learning" and "critical thinking." The factorial validity of SSACT was evidenced by all items loading significantly on their expected factors, a good model fit for the data, and good stability across two independent samples. Each subscale had good internal reliability (>0.8) and strongly correlated with each other. The SSACT has sufficient evidence of its validity to support its use in the PBL process to encourage students to self-assess. The implementation of the SSACT may assist students to improve the quality of their learning in achieving PBL goals such as critical thinking and self-directed learning.

Teacher’s leadership in learning processes at kindergartens

Directory of Open Access Journals (Sweden)

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

Lessons Learned in Promoting Evidence-Based Public Health: Perspectives from Managers in State Public Health Departments.

Science.gov (United States)

Allen, Peg; Jacob, Rebekah R; Lakshman, Meenakshi; Best, Leslie A; Bass, Kathryn; Brownson, Ross C

2018-03-02

Evidence-based public health (EBPH) practice, also called evidence-informed public health, can improve population health and reduce disease burden in populations. Organizational structures and processes can facilitate capacity-building for EBPH in public health agencies. This study involved 51 structured interviews with leaders and program managers in 12 state health department chronic disease prevention units to identify factors that facilitate the implementation of EBPH. Verbatim transcripts of the de-identified interviews were consensus coded in NVIVO qualitative software. Content analyses of coded texts were used to identify themes and illustrative quotes. Facilitator themes included leadership support within the chronic disease prevention unit and division, unit processes to enhance information sharing across program areas and recruitment and retention of qualified personnel, training and technical assistance to build skills, and the ability to provide support to external partners. Chronic disease prevention leaders' role modeling of EBPH processes and expectations for staff to justify proposed plans and approaches were key aspects of leadership support. Leaders protected staff time in order to identify and digest evidence to address the common barrier of lack of time for EBPH. Funding uncertainties or budget cuts, lack of political will for EBPH, and staff turnover remained challenges. In conclusion, leadership support is a key facilitator of EBPH capacity building and practice. Section and division leaders in public health agencies with authority and skills can institute management practices to help staff learn and apply EBPH processes and spread EBPH with partners.

Organizational learning in high risk technologies: Evidence from the nuclear power industry

International Nuclear Information System (INIS)

Marcus, A.; Bromiley, P.; Nichols, M.

1990-01-01

Technologies where catastrophe is possible pose dangers not only to the immediate victims, but also to innocent bystanders and to future generations who have no control over the system. The question has been raised as to whether organization theory can be extended to such high risk technologies; for, after all, this theory is based on organizations that do not have catastrophic potential. It has been argued that there may be special features of high risk technologies, for example the need to combine structured and disciplined organizational forms with decentralization to deal with unplanned interactions, that makes the application of organization theory especially difficult. Furthermore, there has been relatively little empirical work on the management of high risk technologies (with regard to the nuclear power industry the exceptions are noted); and much of what is known comes from case analyses. This paper attempts to respond to these challenges, first, by taking a concept from organizational theory and applying it to a high risk technology, and second, by trying to empirically relate measures of this concept to measures of safety. The concept is organizational learning. The authors wish to determine if there is evidence of learning in the nuclear power industry, and, if there is evidence of learning, what form this learning takes

The Assurance of Learning Process Components and the Effects of Engaging Students in the Learning

Science.gov (United States)

Mosca, Joseph B.; Agacer, Gilder; Flaming, Linda; Buzza, John

2011-01-01

Assurance of learning process plays a major role in higher education and has increased the accountability on the part of instructors at all levels. This paper will discuss the role of assurance processes in teaching and the ways to measure these processes of student learning. The research focus will be to determine if student engagement in problem…

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...

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.

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…

Emotional Involvement as a Factor in the Learning Process

Science.gov (United States)

Mumpower, D. L.

1973-01-01

Sexual items on a pre-post vocabulary test of little known words in college level abnormal psychology produced the greatest evidence of learning; word associations and no aid'' conditions were used in comparison. (Editor)

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

Psychological processes in chronic pain: Influences of reward and fear learning as key mechanisms - Behavioral evidence, neural circuits, and maladaptive changes.

Science.gov (United States)

Nees, Frauke; Becker, Susanne

2017-09-07

In the understanding of chronic pain, hypotheses derived from psychological theories, together with insights from physiological assessments and brain imaging, highlight the importance of mechanistically driven approaches. Physical system changes, for example following injury, can result in alterations of psychological processes and are accompanied by changes in corticolimbic circuits, which have been shown to be essential in emotional learning and memory, as well as reward processing and related behavior. In the present review, we thus highlight the importance of motivational, reward/pain relief, and fear learning processes in the context of chronic pain and discuss the potential of a mechanistic understanding of chronic pain within a clinical perspective, for example for the development of therapeutic strategies. We argue that changes in these mechanisms are not only characteristic for chronic pain, reflecting consequences of the disorder, but are also critically involved in the transition from acute to chronic pain states. Copyright © 2017 IBRO. Published by Elsevier Ltd. All rights reserved.

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

A data science approach to candidate gene selection of pain regarded as a process of learning and neural plasticity.

Science.gov (United States)

Ultsch, Alfred; Kringel, Dario; Kalso, Eija; Mogil, Jeffrey S; Lötsch, Jörn

2016-12-01

The increasing availability of "big data" enables novel research approaches to chronic pain while also requiring novel techniques for data mining and knowledge discovery. We used machine learning to combine the knowledge about n = 535 genes identified empirically as relevant to pain with the knowledge about the functions of thousands of genes. Starting from an accepted description of chronic pain as displaying systemic features described by the terms "learning" and "neuronal plasticity," a functional genomics analysis proposed that among the functions of the 535 "pain genes," the biological processes "learning or memory" (P = 8.6 × 10) and "nervous system development" (P = 2.4 × 10) are statistically significantly overrepresented as compared with the annotations to these processes expected by chance. After establishing that the hypothesized biological processes were among important functional genomics features of pain, a subset of n = 34 pain genes were found to be annotated with both Gene Ontology terms. Published empirical evidence supporting their involvement in chronic pain was identified for almost all these genes, including 1 gene identified in March 2016 as being involved in pain. By contrast, such evidence was virtually absent in a randomly selected set of 34 other human genes. Hence, the present computational functional genomics-based method can be used for candidate gene selection, providing an alternative to established methods.

Diffusion of robotics into clinical practice in the United States: process, patient safety, learning curves, and the public health.

Science.gov (United States)

Mirheydar, Hossein S; Parsons, J Kellogg

2013-06-01

Robotic technology disseminated into urological practice without robust comparative effectiveness data. To review the diffusion of robotic surgery into urological practice. We performed a comprehensive literature review focusing on diffusion patterns, patient safety, learning curves, and comparative costs for robotic radical prostatectomy, partial nephrectomy, and radical cystectomy. Robotic urologic surgery diffused in patterns typical of novel technology spreading among practicing surgeons. Robust evidence-based data comparing outcomes of robotic to open surgery were sparse. Although initial Level 3 evidence for robotic prostatectomy observed complication outcomes similar to open prostatectomy, subsequent population-based Level 2 evidence noted an increased prevalence of adverse patient safety events and genitourinary complications among robotic patients during the early years of diffusion. Level 2 evidence indicated comparable to improved patient safety outcomes for robotic compared to open partial nephrectomy and cystectomy. Learning curve recommendations for robotic urologic surgery have drawn exclusively on Level 4 evidence and subjective, non-validated metrics. The minimum number of cases required to achieve competency for robotic prostatectomy has increased to unrealistically high levels. Most comparative cost-analyses have demonstrated that robotic surgery is significantly more expensive than open or laparoscopic surgery. Evidence-based data are limited but suggest an increased prevalence of adverse patient safety events for robotic prostatectomy early in the national diffusion period. Learning curves for robotic urologic surgery are subjective and based on non-validated metrics. The urological community should develop rigorous, evidence-based processes by which future technological innovations may diffuse in an organized and safe manner.

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 and Memory Processes Following Cochlear Implantation: The Missing Piece of the Puzzle.

Science.gov (United States)

Pisoni, David B; Kronenberger, William G; Chandramouli, Suyog H; Conway, Christopher M

2016-01-01

At the present time, there is no question that cochlear implants (CIs) work and often work very well in quiet listening conditions for many profoundly deaf children and adults. The speech and language outcomes data published over the last two decades document quite extensively the clinically significant benefits of CIs. Although there now is a large body of evidence supporting the "efficacy" of CIs as a medical intervention for profound hearing loss in both children and adults, there still remain a number of challenging unresolved clinical and theoretical issues that deal with the "effectiveness" of CIs in individual patients that have not yet been successfully resolved. In this paper, we review recent findings on learning and memory, two central topics in the field of cognition that have been seriously neglected in research on CIs. Our research findings on sequence learning, memory and organization processes, and retrieval strategies used in verbal learning and memory of categorized word lists suggests that basic domain-general learning abilities may be the missing piece of the puzzle in terms of understanding the cognitive factors that underlie the enormous individual differences and variability routinely observed in speech and language outcomes following cochlear implantation.

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

Science.gov (United States)

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.

Teaching evidence-based social work in foundation practice courses: learning from pedagogical choices of allied fields.

Science.gov (United States)

Traube, Dorian E; Pohle, Cara E; Barley, Melissa

2012-01-01

The field of social work is attuned to the need to incorporate evidence-based practice education into masters-level curriculum. One question remaining is how to integrate evidence-based practice in the foundation practice courses. Integration of evidence-based practice across the foundation-level curriculum coincides with the Council on Social Work Education's mandate that student's engage in research-informed practice and practice-informed research. Through a discussion of definitions, criticisms, and pedagogy across the allied fields of medicine, nursing, and social work the authors address the current status of evidence-based practice curriculum in foundation-level education. The authors incorporate the lessons learned from allied fields and a Masters of Social Work student's analyses of their experience of evidence-based practice learning to propose an adult-learner model to improve evidence-based practice pedagogy in Social Work.

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.

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...

Behavioral and neuroimaging evidence for overreliance on habit learning in alcohol-dependent patients.

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Sjoerds, Z; de Wit, S; van den Brink, W; Robbins, T W; Beekman, A T F; Penninx, B W J H; Veltman, D J

2013-12-17

Substance dependence is characterized by compulsive drug-taking despite negative consequences. Animal research suggests an underlying imbalance between goal-directed and habitual action control with chronic drug use. However, this imbalance, and its associated neurophysiological mechanisms, has not yet been experimentally investigated in human drug abusers. The aim of the present study therefore was to assess the balance between goal-directed and habit-based learning and its neural correlates in abstinent alcohol-dependent (AD) patients. A total of 31 AD patients and 19 age, gender and education matched healthy controls (HC) underwent functional magnetic resonance imaging (fMRI) during completion of an instrumental learning task designed to study the balance between goal-directed and habit learning. Task performance and task-related blood oxygen level-dependent activations in the brain were compared between AD patients and healthy matched controls. Findings were additionally associated with duration and severity of alcohol dependence. The results of this study provide evidence for an overreliance on stimulus-response habit learning in AD compared with HC, which was accompanied by decreased engagement of brain areas implicated in goal-directed action (ventromedial prefrontal cortex and anterior putamen) and increased recruitment of brain areas implicated in habit learning (posterior putamen) in AD patients. In conclusion, this is the first human study to provide experimental evidence for a disturbed balance between goal-directed and habitual control by use of an instrumental learning task, and to directly implicate cortical dysfunction to overreliance on inflexible habits in AD patients.

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

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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.

Evidence development and publication planning: strategic process.

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Wittek, Michael R; Jo Williams, Mary; Carlson, Angeline M

2009-11-01

A number of decisions in the health care field rely heavily on published clinical evidence. A systematic approach to evidence development and publication planning is required to develop a portfolio of evidence that includes at minimum information on efficacy, safety, durability of effect, quality of life, and economic outcomes. The approach requires a critical assessment of available literature, identification of gaps in the literature, and a strategic plan to fill the gaps to ensure the availability of evidence demanded for clinical decisions, coverage/payment decisions and health technology assessments. The purpose of this manuscript is to offer a six-step strategic process leading to a portfolio of evidence that meets the informational needs of providers, payers, and governmental agencies concerning patient access to a therapy.

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

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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

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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…

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

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

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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

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.

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

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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.

Identity learning: the core process of educational change

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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

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

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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

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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?

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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

Practice and application of problem-based learning in evidence-based medicine teaching

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Tian-Ao Li

2014-10-01

Full Text Available AIM:To investigate the effect of problem-based learning(PBLused in the teaching of medical students' evidence-based medicine(EBM.METHODS: Five classes(total 147 studentswere randomly selected as experimental(PBLgroup, at the same time, another 5 classes(total 149 studentswere also randomly selected as control group, using traditional teaching method(lecture-based learning, LBLin 2010 grade. The final examination scores of the experimental group were compared with control at the end of term. In addition, all students were interviewed using self-administered questionnaire to obtain their evaluation for PBL practice. SPSS13.0 software was used for statistical analysis.RESULTS: The homogeneity test in baseline survey showed that the basic characteristics between the two groups of students were no significant differences, and were comparable(P>0.05. Final exam results showed that in addition to the scores of the EBM basic knowledge indicated no significant difference between two groups of students(P>0.05, for the 5 steps of EBM procedure, namely, asking questions, finding the best evidence, evaluating the evidence, using and practicing the evidence, re-evaluating the evidence, and the total scores between the two groups, there were significant statistically differences(PP>0.05in aspects of better understanding classroom knowledge, improving language expression ability, and writing skill exercises. And other residual items had a significant difference(PPCONCLUSION:PBL teaching mode can effectively improve teaching effectiveness and the quality of EBM teaching, so the this teaching mode is worth further popularizing.

Learning Recursion: Multiple Nested and Crossed Dependencies

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Meinou de Vries

2011-06-01

Full Text Available Language acquisition in both natural and artificial language learning settings crucially depends on extracting information from ordered sequences. A shared sequence learning mechanism is thus assumed to underlie both natural and artificial language learning. A growing body of empirical evidence is consistent with this hypothesis. By means of artificial language learning experiments, we may therefore gain more insight in this shared mechanism. In this paper, we review empirical evidence from artificial language learning and computational modeling studies, as well as natural language data, and suggest that there are two key factors that help deter-mine processing complexity in sequence learning, and thus in natural language processing. We propose that the specific ordering of non-adjacent dependencies (i.e. nested or crossed, as well as the number of non-adjacent dependencies to be resolved simultaneously (i.e. two or three are important factors in gaining more insight into the boundaries of human sequence learning; and thus, also in natural language processing. The implications for theories of linguistic competence are discussed.

Evidence based medicine: teaching, learning and practice: results of a cross-sectional study from Turkey.

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Avsar, Ummu Zeynep; Avsar, Umit; Cansever, Zeliha; Acemoglu, Hamit; Cayir, Yasemin; Khan, Abdul Sattar

2014-07-01

To assess the level of understanding related to the significance of evidence-based medicine among physicians. The cross-sectional study was conducted between March and October 2012 using an online questionnaire that was sent out to physicians and academics working as faculty at training hospitals across Turkey. The questionnaire consisted of questions about the knowledge, attitude and behaviour towards evidence-based medicine. Seven of the questions pertained to the learning of evidence-based medicine, six were about teaching evidence-based medicine, and six were about its practice. SPSS 20 was used for statistical analyses. The questionnaire was returned duly filled by 79 physicians. Of them, 41 (51.9%) were males; and 57 (72.2%) were part of the faculty. Only 1(1.2%) participant had attended a course about evidence-based medicine during undergraduate education, while 19 (24.05)had attended one after graduation. Besides, 26 (32.9%) academics were teaching some concepts of evidence-based medicine, and 21 (26.6%) were giving some information about clinical guidelines. The study found that levels of learning and teaching of evidence-based medicine among physicians were inadequate. They should be emphasised at both pre- and post-graduate tiers.

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.

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...

PORTAAL: A Classroom Observation Tool Assessing Evidence-Based Teaching Practices for Active Learning in Large Science, Technology, Engineering, and Mathematics Classes

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Eddy, Sarah L.; Converse, Mercedes; Wenderoth, Mary Pat

2015-01-01

There is extensive evidence that active learning works better than a completely passive lecture. Despite this evidence, adoption of these evidence-based teaching practices remains low. In this paper, we offer one tool to help faculty members implement active learning. This tool identifies 21 readily implemented elements that have been shown to increase student outcomes related to achievement, logic development, or other relevant learning goals with college-age students. Thus, this tool both c...

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.

Creative teaching an evidence-based approach

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Sale, Dennis

2015-01-01

This book contains an evidence-based pedagogic guide to enable any motivated teaching/training professional to be able to teach effectively and creatively. It firstly summarises the extensive research field on human psychological functioning relating to learning and how this can be fully utilised in the design and facilitation of quality learning experiences. It then demonstrates what creativity actually 'looks like' in terms of teaching practices, modelling the underpinning processes of creative learning design and how to apply these in lesson planning. The book, having established an evidence-based and pedagogically driven approach to creative learning design, extensively focuses on key challenges facing teaching professionals today. These include utilising information technologies in blended learning formats, differentiating instruction, and developing self-directed learners who can think well. The main purpose of the book is to demystify what it means to teach creatively, explicitly demonstrating the pr...

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.

Integrated Design Process in Problem-Based Learning

DEFF Research Database (Denmark)

Knudstrup, Mary-Ann

2004-01-01

This article reports and reflects on the learning achievements and the educational experiences in connection with the first years of the curriculum in Architecture at Aalborg University ?s Civil Engineer Education in Architecture & Design. In the article I will focus on the learning activity and ...... the students need in order to concentrate, mobilize creativity and find the personal design language which is a precondition for making good architecture....... and the method that are developed during the semester when working with an Integrated Design Process combining architecture, design, functional aspects, energy consumption, indoor environment, technology, and construction. I will emphasize the importance of working with different tools in the design process, e...

Behavioral evidence for differences in social and non-social category learning

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Lucile eGamond

2012-08-01

Full Text Available When meeting someone for the very first time one spontaneously categorizes the seen person on the basis of his/her appearance. Categorization is based on the association between some physical features and category labels that can be social (character trait… or non-social (tall, thin. Surprisingly little is known about how such associations are formed, particularly in the social domain. Here, we aimed at testing whether social and non-social category learning may be dissociated. We presented subjects with a large number of faces that had to be rated according to social or non-social labels, and induced an association between a facial feature (inter-eye distance and the category labels using two different procedures. In a first experiment, we used a feedback procedure to reinforce the association; behavioral measures revealed an association between the physical feature manipulated and abstract non-social categories, while no evidence for an association with social labels could be found. In a second experiment, we used passive exposure to the association between physical features and labels; we obtained behavioral evidence for learning of both social and non-social categories. These results support the view of the specificity of social category learning; they suggest that social categories are best acquired through unsupervised procedures that can be considered as a simplified proxy for group transmission.

Organizational Learning in Schools under Sanction

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Kara S. Finnigan

2012-01-01

Full Text Available The focus on “school turnaround” has become central to policy and practice in the United States as a result of school accountability, yet little remains known about school improvement under sanction. This study uses theories of organizational learning to understand the processes through which educators search for and adopt reform strategies, as well as the extent to which these schools’ organizational culture and climate are conducive to this type of learning. Our mixed methods study involves document analysis, intensive case studies, and a survey of teachers in schools under sanction in a large urban school district in the USA. We found limited evidence of organizational learning, and instead evidence suggested superficial use of restructuring planning, rare diagnoses of root causes of low performance, and limited engagement in learning processes of school staff. In addition, schools relied on exploitation resulting in the recycling of previous practices. In part, the limited organizational learning in evidence was the result of structures and climates within these low-performing schools that inhibited a more learning-oriented approach to reform. Our study has implications for school improvement under accountability policies as it uncovers important challenges that limit organizational learning and, as a result, school improvement under sanction.

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

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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.

A process-based approach to characterizing the effect of acute alprazolam challenge on visual paired associate learning and memory in healthy older adults.

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Pietrzak, Robert H; Scott, James Cobb; Harel, Brian T; Lim, Yen Ying; Snyder, Peter J; Maruff, Paul

2012-11-01

Alprazolam is a benzodiazepine that, when administered acutely, results in impairments in several aspects of cognition, including attention, learning, and memory. However, the profile (i.e., component processes) that underlie alprazolam-related decrements in visual paired associate learning has not been fully explored. In this double-blind, placebo-controlled, randomized cross-over study of healthy older adults, we used a novel, "process-based" computerized measure of visual paired associate learning to examine the effect of a single, acute 1-mg dose of alprazolam on component processes of visual paired associate learning and memory. Acute alprazolam challenge was associated with a large magnitude reduction in visual paired associate learning and memory performance (d = 1.05). Process-based analyses revealed significant increases in distractor, exploratory, between-search, and within-search error types. Analyses of percentages of each error type suggested that, relative to placebo, alprazolam challenge resulted in a decrease in the percentage of exploratory errors and an increase in the percentage of distractor errors, both of which reflect memory processes. Results of this study suggest that acute alprazolam challenge decreases visual paired associate learning and memory performance by reducing the strength of the association between pattern and location, which may reflect a general breakdown in memory consolidation, with less evidence of reductions in executive processes (e.g., working memory) that facilitate visual paired associate learning and memory. Copyright © 2012 John Wiley & Sons, Ltd.

Learning and Memory Processes Following Cochlear Implantation: The Missing Piece of the Puzzle

Science.gov (United States)

Pisoni, David B.; Kronenberger, William G.; Chandramouli, Suyog H.; Conway, Christopher M.

2016-01-01

At the present time, there is no question that cochlear implants (CIs) work and often work very well in quiet listening conditions for many profoundly deaf children and adults. The speech and language outcomes data published over the last two decades document quite extensively the clinically significant benefits of CIs. Although there now is a large body of evidence supporting the “efficacy” of CIs as a medical intervention for profound hearing loss in both children and adults, there still remain a number of challenging unresolved clinical and theoretical issues that deal with the “effectiveness” of CIs in individual patients that have not yet been successfully resolved. In this paper, we review recent findings on learning and memory, two central topics in the field of cognition that have been seriously neglected in research on CIs. Our research findings on sequence learning, memory and organization processes, and retrieval strategies used in verbal learning and memory of categorized word lists suggests that basic domain-general learning abilities may be the missing piece of the puzzle in terms of understanding the cognitive factors that underlie the enormous individual differences and variability routinely observed in speech and language outcomes following cochlear implantation. PMID:27092098

Learning and Memory Processes Following Cochlear Implantation:The Missing Piece of the Puzzle

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David B. Pisoni

2016-04-01

Full Text Available At the present time, there is no question that cochlear implants work and often work very well in quiet listening conditions for many profoundly deaf children and adults. The speech and language outcomes data published over the last two decades document quite extensively the clinically significant benefits of cochlear implants. Although there now is a large body of evidence supporting the efficacy of cochlear implants as a medical intervention for profound hearing loss in both children and adults, there still remain a number of challenging unresolved clinical and theoretical issues that deal with the effectiveness of cochlear implants in individual patients that have not yet been successfully resolved. In this paper, we review recent findings on learning and memory, two central topics in the field of cognition that have been seriously neglected in research on cochlear implants. Our research findings on sequence learning, memory and organization processes, and retrieval strategies used in verbal learning and memory of categorized word lists suggests that basic domain-general learning abilities may be the missing piece of the puzzle in terms of understanding the cognitive factors that underlie the enormous individual differences and variability routinely observed in speech and language outcomes following cochlear implantation.

Learning craft skills. Exploring preschoolers' craft making process

Directory of Open Access Journals (Sweden)

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.

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

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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.

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...

Learning Analytics and Educational Data Mining in Practice: A Systematic Literature Review of Empirical Evidence

Science.gov (United States)

Papamitsiou, Zacharoula; Economides, Anastasios A.

2014-01-01

This paper aims to provide the reader with a comprehensive background for understanding current knowledge on Learning Analytics (LA) and Educational Data Mining (EDM) and its impact on adaptive learning. It constitutes an overview of empirical evidence behind key objectives of the potential adoption of LA/EDM in generic educational strategic…

The deployment of new energy technologies and the need for local learning

International Nuclear Information System (INIS)

Neij, Lena; Heiskanen, Eva; Strupeit, Lars

2017-01-01

The objective of this paper is to identify local aspects of technological learning in the deployment of solar photovoltaic (PV), a globally important form of distributed energy technology. We review literature in the economics of innovation and economic geography to identify the need for local learning when adopting new technologies and seek evidence on the local aspects of learning processes in the deployment of new (energy) technologies. The analysis focuses on the empirical evidence of learning processes in PV deployment. Our findings show that learning for PV deployment exhibits characteristics of local learning identified in the innovation literature (tacit knowledge, shared narratives, user relations and learning in interorganizational networks). In addition, we show that competencies in the deployment of PV rely on learning processes that are closely connected to the historically and geographically distinctive characteristics of the built environment. We also find evidence of the significance of proximity in (local) learning, as well as examples of knowledge being codified over time into national and global knowledge flows. We conclude with policy implications that acknowledge the importance of local learning for deployment. - Highlights: • PV deployment exhibits characteristics of local learning. • Some processes of local learning have become codified on a national level. • Based on a proximity in local learning we stress the importance of local policy.

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.

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 ...

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

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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.

The Evidence Base for How We Learn: Supporting Students' Social, Emotional, and Academic Development. Consensus Statements of Evidence from the Council of Distinguished Scientists

Science.gov (United States)

Jones, Stephanie M.; Kahn, Jennifer

2017-01-01

"The Evidence Base for How We Learn: Supporting Students' Social, Emotional, and Academic Development" articulates the scientific consensus regarding how people learn. The research brief presents a set of consensus statements--developed and unanimously signed onto by the Commission's Council of Distinguished Scientists--that affirm the…

PORTAAL: A Classroom Observation Tool Assessing Evidence-Based Teaching Practices for Active Learning in Large Science, Technology, Engineering, and Mathematics Classes

Science.gov (United States)

Eddy, Sarah L.; Converse, Mercedes; Wenderoth, Mary Pat

2015-01-01

There is extensive evidence that active learning works better than a completely passive lecture. Despite this evidence, adoption of these evidence-based teaching practices remains low. In this paper, we offer one tool to help faculty members implement active learning. This tool identifies 21 readily implemented elements that have been shown to…

Reframing Teachers' Intercultural Learning as an Emotional Process

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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…

Evaluation of learning and teaching process in Turkish courses

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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.

RELATIONSHIP BETWEEN PERCEPTION AND LEARNING IN THE MENTALLY RETARDED.

Science.gov (United States)

JOHNSON, G. ORVILLE

SUPPORTIVE EVIDENCE IS GIVEN AGAINST PERCEPTUAL DISORDERS CREATING INTERFERENCE IN LEARNING. THE CONTENTION THAT A PERCEPTUAL FIGURE GROUND DISTURBANCE NECESSARILY INTERFERES WITH THE LEARNING PROCESS IS NOT SUPPORTED BY THE EVIDENCE. THERE ARE INDICATIONS, HOWEVER, THAT BACKGROUND INTERFERENCE SEEMS TO AFFECT SOME CHILDREN MORE THAN OTHERS. TWO…

E-Learning of Evidence-Based Health Care (EBHC) in Healthcare Professionals: A Systematic Review. Campbell Systematic Reviews 2017:4

Science.gov (United States)

Rohwer, Anke; Motaze, Nkengafac Villyen; Rehfuess, Eva; Young, Taryn

2017-01-01

E-learning is a useful strategy to increase Evidence-based health care (EBHC) knowledge and skills, and when combined with face-to-face learning, to increase EBHC attitude and behaviour. EBHC is decision-making for health care, informed by the best research evidence. Doctors, nurses and allied health professionals need to have the necessary…

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.

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...

Navigating Evidence-Based Practice Projects: The Faculty Role.

Science.gov (United States)

Moch, Susan D; Quinn-Lee, Lisa; Gallegos, Cara; Sortedahl, Charlotte K

: An innovative way to facilitate evidence-based practice (EBP) learning and to get evidence into practice is through academic-clinical agency projects involving faculty, undergraduate students, and agency staff. The central role of the faculty is key to successful academic-clinical agency partnerships. Faculty navigate the often difficult process of focusing students and engaging busy staff through initiating, maintaining, and evaluating projects. Students learn valuable EBP skills, staff become engaged in EBP, and the projects are rated highly by agency administrators.

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

Directory of Open Access Journals (Sweden)

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.

Implicit learning modulates attention capture: evidence from an item-specific proportion congruency manipulation

OpenAIRE

Thomson, David R.; Willoughby, Karen; Milliken, Bruce

2014-01-01

A host of research has now shown that our explicit goals and intentions can, in large part, overcome the capture of visual attention by objects that differ from their surroundings in terms of size, shape, or color. Surprisingly however, there is little evidence for the role of implicit learning in mitigating capture effects despite the fact that such learning has been shown to strongly affect behavior in a host of other performance domains. Here, we employ a modified attention capture paradig...

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.

Evidence for Ancient Life in Mars Meteorites: Lessons Learned

Science.gov (United States)

McKay, D. S.

1998-01-01

The lines of evidence we first proposed as supporting a hypothesis of early life on Mars are discussed by Treiman, who presents pros and cons of our hypothesis in the light of subsequent research by many groups. Our assessment of the current status of the many controversies over our hypothesis is given in reports by Gibson et al. Rather than repeat or elaborate on that information, I prefer to take an overview and present what I think are some of the "lessons learned" by our team in particular, and by the science community in general.

Vicarious neural processing of outcomes during observational learning.

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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 rank for information retrieval and natural language processing

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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

Organizational learning as a test-bed for business process reengineering

DEFF Research Database (Denmark)

Larsen, Michael Holm; Leinsdorff, Torben

1998-01-01

The fact that a company's learning ability may prevent strategic drift and the fact that many companies are undertaking BPR (business process reengineering) projects leads us to ask whether all these BPR activities promote organizational learning. Within this framework, we studied the extent...... of Enzyme Business, Novo Nordisk A/S. The result of the analysis is that a correlation between BPR and organizational learning has been established, i.e. the BPR elements: customer focus, process orientation, high level of ambition, clean sheet principle, performance measuring, the business system diamond...... to which BPR promotes organizational learning by focusing on the project group and the steering committee. This paper is based partly on a theoretical study of the significant characteristics of BPR and of organizational learning and partly on a field study carried out in cooperation with the business unit...

The communication strategic process of e-learning in the Brazilian touristic corporation

Directory of Open Access Journals (Sweden)

Cynthia Mello Ferrari

2007-12-01

Full Text Available In  this  article,  it  is  searched  to  reflect  on  the Education  in  the  distance,  more  specifically  in relation to one of these modalities of education: the e-learning, come back  toward  the tourism. For this, it was looked through a bibliographical revision, to approach relevant aspects, to iden-tify existing gaps that not only justified the relevance of the subject, but also propitiated interest for the opening of ways that will be conducting wires for future quarrels. The questionings considered in this article  evidence  the necessity  of making a deep research on this subject, not only for understanding, but, mainly, for making possible the analysis of the characteristics of the or-ganizational communication process of e-learning  applied  in  the  Tourism,  besides  comparing them with other forms of communication, more used in the traditional corporative  qualification of the sector.

Becoming a Learning Organization Through Dynamic Business Process Management

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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…

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

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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…

Assessing Adult Learning Preferences Using the Analytic Hierarchy Process.

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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...

Teaching evidence-based practice principles to prepare health professions students for an interprofessional learning experience.

Science.gov (United States)

Aronoff, Nell; Stellrecht, Elizabeth; Lyons, Amy G; Zafron, Michelle L; Glogowski, Maryruth; Grabowski, Jeremiah; Ohtake, Patricia J

2017-10-01

The research assessed online learning modules designed to teach health professions students evidence-based practice (EBP) principles in an interprofessional context across two institutions. Students from nine health professions at two institutions were recruited to participate in this pilot project consisting of two online learning modules designed to prepare students for an in-person case-based interprofessional activity. Librarians and an instructional designer created two EBP modules. Students' competence in EBP was assessed before and after the modules as well as after the in-person activity. Students evaluated the online learning modules and their impact on the students' learning after the in-person session. A total of 39 students from 8 health professions programs participated in the project. Average quiz scores for online EBP module 1 and module 2 were 83% and 76%, respectively. Following completion of the learning modules, adapted Fresno test of competence in EBP scores increased ( p =0.001), indicating that the modules improved EBP skill competence. Student evaluations of the learning modules were positive. Students indicated that they acquired new information skills that contributed to their ability to develop a patient care plan and that they would use these information skills in their future clinical practice. Online EBP learning modules were effective in developing EBP knowledge and skills for health professions students. Using the same modules ensured that students from different health professions at different stages of their professional programs had consistent knowledge and enabled each student to fully engage in an interprofessional evidence-based activity. Student feedback indicated the modules were valued and beneficial.

Stimulus homogeneity enhances implicit learning: evidence from contextual cueing.

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Feldmann-Wüstefeld, Tobias; Schubö, Anna

2014-04-01

Visual search for a target object is faster if the target is embedded in a repeatedly presented invariant configuration of distractors ('contextual cueing'). It has also been shown that the homogeneity of a context affects the efficiency of visual search: targets receive prioritized processing when presented in a homogeneous context compared to a heterogeneous context, presumably due to grouping processes at early stages of visual processing. The present study investigated in three Experiments whether context homogeneity also affects contextual cueing. In Experiment 1, context homogeneity varied on three levels of the task-relevant dimension (orientation) and contextual cueing was most pronounced for context configurations with high orientation homogeneity. When context homogeneity varied on three levels of the task-irrelevant dimension (color) and orientation homogeneity was fixed, no modulation of contextual cueing was observed: high orientation homogeneity led to large contextual cueing effects (Experiment 2) and low orientation homogeneity led to low contextual cueing effects (Experiment 3), irrespective of color homogeneity. Enhanced contextual cueing for homogeneous context configurations suggest that grouping processes do not only affect visual search but also implicit learning. We conclude that memory representation of context configurations are more easily acquired when context configurations can be processed as larger, grouped perceptual units. However, this form of implicit perceptual learning is only improved by stimulus homogeneity when stimulus homogeneity facilitates grouping processes on a dimension that is currently relevant in the task. Copyright © 2014 Elsevier B.V. All rights reserved.

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

Science.gov (United States)

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

NARCIS (Netherlands)

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

Effects of intrinsic motivation on feedback processing during learning.

Science.gov (United States)

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.

Science.gov (United States)

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.

Effects of Self-Regulated Vocabulary Learning Process on Self-Efficacy

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Mizumoto, Atsushi

2013-01-01

Researchers, especially in the field of educational psychology, have argued that self-efficacy plays an important role in self-regulated learning. As such, teaching of self-regulated learning often focuses on enhancing self-efficacy. However, few studies have examined how the process of self-regulated learning might lead to the enhancement of…

‘Living' theory: a pedagogical framework for process support in networked learning

Directory of Open Access Journals (Sweden)

Philipa Levy

2006-12-01

Full Text Available This paper focuses on the broad outcome of an action research project in which practical theory was developed in the field of networked learning through case-study analysis of learners' experiences and critical evaluation of educational practice. It begins by briefly discussing the pedagogical approach adopted for the case-study course and the action research methodology. It then identifies key dimensions of four interconnected developmental processes–orientation, communication, socialisation and organisation–that were associated with ‘learning to learn' in the course's networked environment, and offers a flavour of participants' experiences in relation to these processes. A number of key evaluation issues that arose are highlighted. Finally, the paper presents the broad conceptual framework for the design and facilitation of process support in networked learning that was derived from this research. The framework proposes a strong, explicit focus on support for process as well as domain learning, and progression from tighter to looser design and facilitation structures for process-focused (as well as domain-focused learning tasks.

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:…

Is There Neural Evidence for an Evidence Accumulation Process in Memory Decisions?

NARCIS (Netherlands)

van Vugt, Marieke K; Beulen, Marijke A; Taatgen, Niels A

2016-01-01

Models of evidence accumulation have been very successful at describing human decision making behavior. Recent years have also seen the first reports of neural correlates of this accumulation process. However, these studies have mostly focused on perceptual decision making tasks, ignoring the role

Enculturating Seamless Language Learning through Artifact Creation and Social Interaction Process

Science.gov (United States)

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.…

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.

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...

Evaluation as a powerful practice in digital learning processes

DEFF Research Database (Denmark)

Sørensen, Birgitte Holm; Levinsen, Karin

2014-01-01

The present paper is based on two empirical research studies. The Netbook 1:1 project (2009–2012), funded by the municipality of Gentofte and Microsoft Denmark, is complete, while Students’ digital production and students as learning designers (2013–2015), funded by the Danish Ministry of Educati...... as a learning practice in a digitalised learning context focuses on students as actors, adressing their self‐reflections, responses to feedback from peers and feedforward processes....

Metaplasticity within the spinal cord: Evidence brain-derived neurotrophic factor (BDNF), tumor necrosis factor (TNF), and alterations in GABA function (ionic plasticity) modulate pain and the capacity to learn.

Science.gov (United States)

Grau, James W; Huang, Yung-Jen

2018-04-07

Evidence is reviewed that behavioral training and neural injury can engage metaplastic processes that regulate adaptive potential. This issue is explored within a model system that examines how training affects the capacity to learn within the lower (lumbosacral) spinal cord. Response-contingent (controllable) stimulation applied caudal to a spinal transection induces a behavioral modification indicative of learning. This behavioral change is not observed in animals that receive stimulation in an uncontrollable manner. Exposure to uncontrollable stimulation also engages a process that disables spinal learning for 24-48 h. Controllable stimulation has the opposite effect; it engages a process that enables learning and prevents/reverses the learning deficit induced by uncontrollable stimulation. These observations suggest that a learning episode can impact the capacity to learn in future situations, providing an example of behavioral metaplasticity. The protective/restorative effect of controllable stimulation has been linked to an up-regulation of brain-derived neurotrophic factor (BDNF). The disruption of learning has been linked to the sensitization of pain (nociceptive) circuits, which is enabled by a reduction in GABA-dependent inhibition. After spinal cord injury (SCI), the co-transporter (KCC2) that regulates the outward flow of Cl - is down-regulated. This causes the intracellular concentration of Cl - to increase, reducing (and potentially reversing) the inward flow of Cl - through the GABA-A receptor. The shift in GABA function (ionic plasticity) increases neural excitability caudal to injury and sets the stage for nociceptive sensitization. The injury-induced shift in KCC2 is related to the loss of descending serotonergic (5HT) fibers that regulate plasticity within the spinal cord dorsal horn through the 5HT-1A receptor. Evidence is presented that these alterations in spinal plasticity impact pain in a brain-dependent task (place conditioning). The

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

Science.gov (United States)

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.

Repeated speech errors: evidence for learning.

Science.gov (United States)

Humphreys, Karin R; Menzies, Heather; Lake, Johanna K

2010-11-01

Three experiments elicited phonological speech errors using the SLIP procedure to investigate whether there is a tendency for speech errors on specific words to reoccur, and whether this effect can be attributed to implicit learning of an incorrect mapping from lemma to phonology for that word. In Experiment 1, when speakers made a phonological speech error in the study phase of the experiment (e.g. saying "beg pet" in place of "peg bet") they were over four times as likely to make an error on that same item several minutes later at test. A pseudo-error condition demonstrated that the effect is not simply due to a propensity for speakers to repeat phonological forms, regardless of whether or not they have been made in error. That is, saying "beg pet" correctly at study did not induce speakers to say "beg pet" in error instead of "peg bet" at test. Instead, the effect appeared to be due to learning of the error pathway. Experiment 2 replicated this finding, but also showed that after 48 h, errors made at study were no longer more likely to reoccur. As well as providing constraints on the longevity of the effect, this provides strong evidence that the error reoccurrences observed are not due to item-specific difficulty that leads individual speakers to make habitual mistakes on certain items. Experiment 3 showed that the diminishment of the effect 48 h later is not due to specific extra practice at the task. We discuss how these results fit in with a larger view of language as a dynamic system that is constantly adapting in response to experience. Copyright © 2010 Elsevier B.V. All rights reserved.

A machine learning approach to understand business processes

NARCIS (Netherlands)

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

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

Science.gov (United States)

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).

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...

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

Science.gov (United States)

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…

Evidence from machines that learn and think like people.

Science.gov (United States)

Forbus, Kenneth D; Gentner, Dedre

2017-01-01

We agree with Lake et al.'s trenchant analysis of deep learning systems, including that they are highly brittle and that they need vastly more examples than do people. We also agree that human cognition relies heavily on structured relational representations. However, we differ in our analysis of human cognitive processing. We argue that (1) analogical comparison processes are central to human cognition; and (2) intuitive physical knowledge is captured by qualitative representations, rather than quantitative simulations.

Evaluating Evidence-Based Practice Knowledge and Beliefs Through the e-Learning EBP Academy.

Science.gov (United States)

Green, Angela; Jeffs, Debra A; Boateng, Beatrice A; Lowe, Gary R; Walden, Marlene

2017-07-01

This research examined evidence-based practice (EBP) knowledge and beliefs before and after a 3-month e-learning program was implemented to build EBP capacity at a large children's hospital. Ten clinicians completed the development, implementation, and evaluation of the e-learning education, comprising phase one. Revision and participation by 41 clinicians followed in phase two. Participants in both phases completed the EBP Beliefs and Implementation Scales preintervention, postintervention, and 6 months after postintervention. EBP beliefs and implementation increased immediately and 6 months after postintervention, with statistically significant increases in both phases. Participants in both phases applied knowledge by completing mentor-supported EBP projects. Although EBP beliefs and implementation scores increased and e-learning provided flexibility for clinician participation, challenges arose, resulting in lower-than-expected completion. Subsequent revisions resulted in hybrid education, integrating classroom and e-learning with project mentoring. This funded e-learning research contributes knowledge to the growing specialty of professional development. J Contin Educ Nurs. 2017;48(7):304-311. Copyright 2017, SLACK Incorporated.

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…

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.

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.

Predicting perceptual learning from higher-order cortical processing.

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Wang, Fang; Huang, Jing; Lv, Yaping; Ma, Xiaoli; Yang, Bin; Wang, Encong; Du, Boqi; Li, Wu; Song, Yan

2016-01-01

Visual perceptual learning has been shown to be highly specific to the retinotopic location and attributes of the trained stimulus. Recent psychophysical studies suggest that these specificities, which have been associated with early retinotopic visual cortex, may in fact not be inherent in perceptual learning and could be related to higher-order brain functions. Here we provide direct electrophysiological evidence in support of this proposition. In a series of event-related potential (ERP) experiments, we recorded high-density electroencephalography (EEG) from human adults over the course of learning in a texture discrimination task (TDT). The results consistently showed that the earliest C1 component (68-84ms), known to reflect V1 activity driven by feedforward inputs, was not modulated by learning regardless of whether the behavioral improvement is location specific or not. In contrast, two later posterior ERP components (posterior P1 and P160-350) over the occipital cortex and one anterior ERP component (anterior P160-350) over the prefrontal cortex were progressively modified day by day. Moreover, the change of the anterior component was closely correlated with improved behavioral performance on a daily basis. Consistent with recent psychophysical and imaging observations, our results indicate that perceptual learning can mainly involve changes in higher-level visual cortex as well as in the neural networks responsible for cognitive functions such as attention and decision making. Copyright © 2015 Elsevier Inc. All rights reserved.

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

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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.

A formal proof of the expressiveness of deep learning

NARCIS (Netherlands)

Bentkamp, A.; Blanchette, J.C.; Klakow, Dietrich

2017-01-01

Deep learning has had a profound impact on computer science in recent years, with applications to image recognition, language processing, bioinformatics, and more. Recently, Cohen et al. provided theoretical evidence for the superiority of deep learning over shallow learning. We formalized their

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

Science.gov (United States)

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.

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.

Social inference and social anxiety: evidence of a fear-congruent self-referential learning bias.

Science.gov (United States)

Button, Katherine S; Browning, Michael; Munafò, Marcus R; Lewis, Glyn

2012-12-01

Fears of negative evaluation characterise social anxiety, and preferential processing of fear-relevant information is implicated in maintaining symptoms. Little is known, however, about the relationship between social anxiety and the process of inferring negative evaluation. The ability to use social information to learn what others think about one, referred to here as self-referential learning, is fundamental for effective social interaction. The aim of this research was to examine whether social anxiety is associated with self-referential learning. 102 Females with either high (n = 52) or low (n = 50) self-reported social anxiety completed a novel probabilistic social learning task. Using trial and error, the task required participants to learn two self-referential rules, 'I am liked' and 'I am disliked'. Participants across the sample were better at learning the positive rule 'I am liked' than the negative rule 'I am disliked', β = -6.4, 95% CI [-8.0, -4.7], p learning positive self-referential information was strongest in the lowest socially anxious and was abolished in the most symptomatic participants. Relative to the low group, the high anxiety group were better at learning they were disliked and worse at learning they were liked, social anxiety by rule interaction β = 3.6; 95% CI [+0.3, +7.0], p = 0.03. The specificity of the results to self-referential processing requires further research. Healthy individuals show a robust preference for learning that they are liked relative to disliked. This positive self-referential bias is reduced in social anxiety in a way that would be expected to exacerbate anxiety symptoms. Copyright © 2012 Elsevier Ltd. All rights reserved.

Active-constructive-interactive: a conceptual framework for differentiating learning activities.

Science.gov (United States)

Chi, Michelene T H

2009-01-01

Active, constructive, and interactive are terms that are commonly used in the cognitive and learning sciences. They describe activities that can be undertaken by learners. However, the literature is actually not explicit about how these terms can be defined; whether they are distinct; and whether they refer to overt manifestations, learning processes, or learning outcomes. Thus, a framework is provided here that offers a way to differentiate active, constructive, and interactive in terms of observable overt activities and underlying learning processes. The framework generates a testable hypothesis for learning: that interactive activities are most likely to be better than constructive activities, which in turn might be better than active activities, which are better than being passive. Studies from the literature are cited to provide evidence in support of this hypothesis. Moreover, postulating underlying learning processes allows us to interpret evidence in the literature more accurately. Specifying distinct overt activities for active, constructive, and interactive also offers suggestions for how learning activities can be coded and how each kind of activity might be elicited. Copyright © 2009 Cognitive Science Society, Inc.

Evidence Considerations for Mobile Devices in the Occupational Therapy Process

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Kelly Erickson

2015-04-01

Full Text Available Mobile app-based device utilization, including smartphones and handheld tablets, suggests a need to evaluate evidence to guide selection and implementation of these devices in the occupational therapy process. The purpose of the research was to explore the current body of evidence in relation to mobile app-based devices and to identify factors in the use of these devices throughout the occupational therapy process. Following review of available occupational therapy profession guidelines, assistive technology literature, and available mobile device research, practitioners using mobile app-based devices in occupational therapy should consider three areas: client needs, practitioner competence, and device factors. The purpose of this guideline is to identify factors in the selection and use of mobile app-based devices throughout the occupational therapy process based on available evidence. Considerations for mobile device implementation during the occupational therapy process is addressed, including evaluating outcomes needs, matching device with the client, and identifying support needs of the client.

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…

Learning Through Scenario Planning

DEFF Research Database (Denmark)

Balarezo, Jose

level variables, this research corrects this void by investigating the dynamics of organizational learning through the lenses of a corporate scenario planning process. This enhances our scientific understanding of the role that scenario planning might play in the context of organizational learning......This project investigates the uses and effects of scenario planning in companies operating in highly uncertain and dynamic environments. Whereas previous research on scenario planning has fallen short of providing sufficient evidence of its mechanisms and effects on individual or organizational...... and strategic renewal. Empirical evidence of the various difficulties that learning flows has to overcome as it journeys through organizational and hierarchical levels are presented. Despite various cognitive and social psychological barriers identified along the way, the results show the novel...

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…

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

Science.gov (United States)

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…

EFFECTIVENESS OF LEARNING PROCESS USING “WEB TECHNOLOGY” IN THE DISTANCE LEARNING SYSTEM

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Manoj KILLEDAR

2008-10-01

Full Text Available Web is a globally distributed, still highly personalized media for cost-effective delivery of multimedia information and services. Web is expected to have a strong impact on almost every aspect of how we learn. ‘Total Quality’ is the totality of features, as perceived by the customers of the product or service. Totality of features includes stated as well as implied needs and expectations of all types of customers. No quality improvement is possible without its unambiguous measurement. But, ‘Total Quality’ of the learning experience in ‘Open and Distance Education System’ cannot be measured unless it is expressed in measurable clear terms which include complete spectrum of student support and educational services. A model for ‘Total Quality’ of an open and distance education system was used to measure impact of the “Web Technology” on the ‘Total Quality’ of the learning experience in ‘Open and Distance Education System’. Evidence indicates that application of the proposed model for ‘Total Quality’ and ‘Web Technology’ can simultaneously optimize quality, access and cost. Thus, a better learning experience can be provided even in open and distance education system, which can be comparable with the best. This study found that it was difficult for the subjects to decide the clear cut superiority regarding the effectiveness of ‘Traditional Classroom’ or ‘Virtual Classroom’.

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.

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…

Immediate Judgments of Learning Predict Subsequent Recollection: Evidence from Event-Related Potentials

Science.gov (United States)

Skavhaug, Ida-Maria; Wilding, Edward L.; Donaldson, David I.

2013-01-01

Judgments of learning (JOLs) are assessments of how well materials have been learned. Although a wide body of literature has demonstrated a reliable correlation between memory performance and JOLs, relatively little is known about the nature of this link. Here, we investigate the relationship between JOLs and the memory retrieval processes engaged…

Effectiveness of an e-learning course in evidence-based medicine for foundation (internship) training

NARCIS (Netherlands)

Hadley, Julie; Kulier, Regina; Zamora, Javier; Coppus, Sjors Fpj; Weinbrenner, Susanne; Meyerrose, Berrit; Decsi, Tamas; Horvath, Andrea R.; Nagy, Eva; Emparanza, Jose I.; Arvanitis, Theodoros N.; Burls, Amanda; Cabello, Juan B.; Kaczor, Marcin; Zanrei, Gianni; Pierer, Karen; Kunz, Regina; Wilkie, Veronica; Wall, David; Mol, Ben Wj; Khan, Khalid S.

2010-01-01

Aim To evaluate the educational effectiveness of a clinically integrated e-learning course for teaching basic evidence-based medicine (EBM) among postgraduate medical trainees compared to a traditional lecture-based course of equivalent content. Methods We conducted a cluster randomized controlled

First-Year Mathematics and Its Application to Science: Evidence of Transfer of Learning to Physics and Engineering

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Nakakoji, Yoshitaka; Wilson, Rachel

2018-01-01

Transfer of mathematical learning to science is seen as critical to the development of education and industrial societies, yet it is rarely interrogated in applied research. We present here research looking for evidence of transfer from university mathematics learning in semester one to second semester sciences/engineering courses (n = 1125). A…

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.

Social learning and the replication process: an experimental investigation.

Science.gov (United States)

Derex, Maxime; Feron, Romain; Godelle, Bernard; Raymond, Michel

2015-06-07

Human cultural traits typically result from a gradual process that has been described as analogous to biological evolution. This observation has led pioneering scholars to draw inspiration from population genetics to develop a rigorous and successful theoretical framework of cultural evolution. Social learning, the mechanism allowing information to be transmitted between individuals, has thus been described as a simple replication mechanism. Although useful, the extent to which this idealization appropriately describes the actual social learning events has not been carefully assessed. Here, we used a specifically developed computer task to evaluate (i) the extent to which social learning leads to the replication of an observed behaviour and (ii) the consequences it has for fitness landscape exploration. Our results show that social learning does not lead to a dichotomous choice between disregarding and replicating social information. Rather, it appeared that individuals combine and transform information coming from multiple sources to produce new solutions. As a consequence, landscape exploration was promoted by the use of social information. These results invite us to rethink the way social learning is commonly modelled and could question the validity of predictions coming from models considering this process as replicative. © 2015 The Author(s) Published by the Royal Society. All rights reserved.

Analysis of Student Satisfaction in The Process of Teaching and Learning Using Importance Performance Analysis

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Sembiring, P.; Sembiring, S.; Tarigan, G.; Sembiring, OD

2017-12-01

This study aims to determine the level of student satisfaction in the learning process at the University of Sumatra Utara, Indonesia. The sample size of the study consisted 1204 students. Students’ response measured through questionnaires an adapted on a 5-point likert scale and interviews directly to the respondent. SERVQUAL method used to measure the quality of service with five dimensions of service characteristics, namely, physical evidence, reliability, responsiveness, assurance and concern. The result of Importance Performance Analysis reveals that six services attributes must be corrected by policy maker of University Sumatera Utara. The quality of service is still considered low by students.

Structural reliability analysis under evidence theory using the active learning kriging model

Science.gov (United States)

Yang, Xufeng; Liu, Yongshou; Ma, Panke

2017-11-01

Structural reliability analysis under evidence theory is investigated. It is rigorously proved that a surrogate model providing only correct sign prediction of the performance function can meet the accuracy requirement of evidence-theory-based reliability analysis. Accordingly, a method based on the active learning kriging model which only correctly predicts the sign of the performance function is proposed. Interval Monte Carlo simulation and a modified optimization method based on Karush-Kuhn-Tucker conditions are introduced to make the method more efficient in estimating the bounds of failure probability based on the kriging model. Four examples are investigated to demonstrate the efficiency and accuracy of the proposed method.

PROCESS-BASED LEARNING: TOWARDS THEORETICAL AND LECTURE-BASED COURSEWORK IN STUDIO STYLE

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Hatem Ezzat Nabih

2010-07-01

Full Text Available This article presents a process-based learning approach to design education where theoretical coursework is taught in studio-style. Lecture-based coursework is sometimes regarded as lacking in challenge and broadening the gap between theory and practice. Furthermore, lecture-based curricula tend to be detached from the studio and deny students from applying their theoretically gained knowledge. Following the belief that student motivation is increased by establishing a higher level of autonomy in the learning process, I argue for a design education that links theory with applied design work within the studio setting. By synthesizing principles of Constructivist Learning and Problem-Based Learning, PBL students are given greater autonomy by being actively involved in their education. Accordingly, I argue for a studio setting that incorporates learning in studio style by presenting three design applications involving students in investigation and experimentation in order to self-experience the design process.

Prior Knowledge and the Learning of Science. A Review of Ausubel's Theory of This Process

Science.gov (United States)

West, L. H. T.; Fensham, P. J.

1974-01-01

Examines Ausubel's theory of learning as a model of the role concerning the influence of prior knowledge on how learning occurs. Research evidence for Ausubel's theory is presented and discussed. Implications of Ausubel's theory for teaching are summarized. (PEB)

Experiential Learning as a Constraint-Led Process: An Ecological Dynamics Perspective

Science.gov (United States)

Brymer, Eric; Davids, Keith

2014-01-01

In this paper we present key ideas for an ecological dynamics approach to learning that reveal the importance of learner-environment interactions to frame outdoor experiential learning. We propose that ecological dynamics provides a useful framework for understanding the interacting constraints of the learning process and for designing learning…

Effects of Using Online Tools in Improving Regulation of the Teaching-Learning Process

Science.gov (United States)

de la Fuente, Jesus; Cano, Francisco; Justicia, Fernando; Pichardo, Maria del Carmen; Garcia-Berben, Ana Belen; Martinez-Vicente, Jose Manuel; Sander, Paul

2007-01-01

Introduction: The current panorama of Higher Education reveals a need to improve teaching and learning processes taking place there. The rise of the information society transforms how we organize learning and transmit knowledge. On this account, teaching-learning processes must be enhanced, the role of teachers and students must be evaluated, and…

Educating Through Exploration: Emerging Evidence for Improved Learning Outcomes Using a New Theory of Digital Learning Design

Science.gov (United States)

Anbar, Ariel; Center for Education Through eXploration

2018-01-01

Advances in scientific visualization and public access to data have transformed science outreach and communication, but have yet to realize their potential impacts in the realm of education. Computer-based learning is a clear bridge between visualization and education that benefits students through adaptative personalization and enhanced access. Building this bridge requires close partnerships among scientists, technologists, and educators.The Infiniscope project fosters such partnerships to produce exploration-driven online learning experiences that teach basic science concepts using a combination of authentic space science narratives, data, and images, and a personalized guided inquiry approach. Infiniscope includes a web portal to host these digital learning experiences, as well as a teaching network of educators using and modifying these experiences. Infiniscope experiences are built around a new theory of digital learning design that we call “education through exploration” (ETX) developed during the creation of successful online, interactive science courses offered at ASU and other institutions. ETX builds on the research-based practices of active learning and guided inquiry to provide a set of design principles that aim to develop higher order thinking skills in addition to understanding of content. It is employed in these experiences by asking students to solve problems and actively discover relationships, supported by an intelligent tutoring system which provides immediate, personalized feedback and scaffolds scientific thinking and methods. The project is led by ASU’s School of Earth and Space Exploration working with learning designers in the Center for Education Through eXploration, with support from NASA’s Science Mission Directorate as part of the NASA Exploration Connection program.We will present an overview of ETX design, the Infinscope project, and emerging evidence of effectiveness.

Acquiring skill at medical image inspection: learning localized in early visual processes

Science.gov (United States)

Sowden, Paul T.; Davies, Ian R. L.; Roling, Penny; Watt, Simon J.

1997-04-01

Acquisition of the skill of medical image inspection could be due to changes in visual search processes, 'low-level' sensory learning, and higher level 'conceptual learning.' Here, we report two studies that investigate the extent to which learning in medical image inspection involves low- level learning. Early in the visual processing pathway cells are selective for direction of luminance contrast. We exploit this in the present studies by using transfer across direction of contrast as a 'marker' to indicate the level of processing at which learning occurs. In both studies twelve observers trained for four days at detecting features in x- ray images (experiment one equals discs in the Nijmegen phantom, experiment two equals micro-calcification clusters in digitized mammograms). Half the observers examined negative luminance contrast versions of the images and the remainder examined positive contrast versions. On the fifth day, observers swapped to inspect their respective opposite contrast images. In both experiments leaning occurred across sessions. In experiment one, learning did not transfer across direction of luminance contrast, while in experiment two there was only partial transfer. These findings are consistent with the contention that some of the leaning was localized early in the visual processing pathway. The implications of these results for current medical image inspection training schedules are discussed.

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.

Study on process evaluation model of students' learning in practical course

Science.gov (United States)

Huang, Jie; Liang, Pei; Shen, Wei-min; Ye, Youxiang

2017-08-01

In practical course teaching based on project object method, the traditional evaluation methods include class attendance, assignments and exams fails to give incentives to undergraduate students to learn innovatively and autonomously. In this paper, the element such as creative innovation, teamwork, document and reporting were put into process evaluation methods, and a process evaluation model was set up. Educational practice shows that the evaluation model makes process evaluation of students' learning more comprehensive, accurate, and fairly.

Procedural learning is impaired in dyslexia: Evidence from a meta-analysis of serial reaction time studies☆

Science.gov (United States)

Lum, Jarrad A.G.; Ullman, Michael T.; Conti-Ramsden, Gina

2013-01-01

A number of studies have investigated procedural learning in dyslexia using serial reaction time (SRT) tasks. Overall, the results have been mixed, with evidence of both impaired and intact learning reported. We undertook a systematic search of studies that examined procedural learning using SRT tasks, and synthesized the data using meta-analysis. A total of 14 studies were identified, representing data from 314 individuals with dyslexia and 317 typically developing control participants. The results indicate that, on average, individuals with dyslexia have worse procedural learning abilities than controls, as indexed by sequence learning on the SRT task. The average weighted standardized mean difference (the effect size) was found to be 0.449 (CI95: .204, .693), and was significant (p dyslexia. PMID:23920029

How task characteristics and social support relate to managerial learning: empirical evidence from Dutch home care.

Science.gov (United States)

Ouweneel, A P Else; Taris, Toon W; Van Zolingen, Simone J; Schreurs, Paul J G

2009-01-01

Researchers have revealed that managers profit most from informal and on-the-job learning. Moreover, research has shown that task characteristics and social support affect informal learning. On the basis of these insights, the authors examined the effects of task characteristics (psychological job demands, job control) and social support from the supervisor and colleagues on informal on-the-job learning among 1588 managers in the Dutch home-care sector. A regression analysis revealed that high demands, high control, and high colleague and supervisor support were each associated with high levels of informal learning. The authors found no evidence for statistical interactions among the effects of these concepts. They concluded that to promote managers' informal workplace learning, employers should especially increase job control.

Representations in learning new faces: evidence from prosopagnosia.

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Polster, M R; Rapcsak, S Z

1996-05-01

We report the performance of a prosopagnosic patient on face learning tasks under different encoding instructions (i.e., levels of processing manipulations). R.J. performs at chance when given no encoding instructions or when given "shallow" encoding instruction to focus on facial features. By contrast, he performs relatively well with "deep" encoding instructions to rate faces in terms of personality traits or when provided with semantic and name information during the study phase. We propose that the improvement associated with deep encoding instructions may be related to the establishment of distinct visually derived and identity-specific semantic codes. The benefit associated with deep encoding in R.J., however, was found to be restricted to the specific view of the face presented at study and did not generalize to other views of the same face. These observations suggest that deep encoding instructions may enhance memory for concrete or pictorial representations of faces in patients with prosopagnosia, but that these patients cannot compensate for the inability to construct abstract structural codes that normally allow faces to be recognized from different orientations. We postulate further that R.J.'s poor performance on face learning tasks may be attributable to excessive reliance on a feature-based left hemisphere face processing system that operates primarily on view-specific representations.

A Process-Philosophical Understanding of Organizational Learning as "Wayfinding": Process, Practices and Sensitivity to Environmental Affordances

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Chia, Robert

2017-01-01

Purpose: This paper aims to articulate a practice-based, non-cognitivist approach to organizational learning. Design/methodology/approach: This paper explores the potential contribution of a process-based "practice turn" in social theory for understanding organizational learning. Findings: In complex, turbulent environments, robust…

[Learning Portfolio: A New Strategy in Health Education].

Science.gov (United States)

Cheng, Yi-Chuan; Chen, Ching-Ju; Chang, Yu-Shan; Huang, Li-Chi

2015-12-01

Health education is the teaching by healthcare professionals of healthcare-related knowledge and skills to students in order that these students learn to help patients self-manage their disease and maintain health. This article introduces a new strategy in health education known as the learning portfolio and presents the theoretical basis and function of the learning portfolio and the current application of this approach in academic and health education. The learning portfolio is a learner-centric approach that collects evidence related to an individual's learning process systematically. This approach helps educators understand learner needs and conditions, while allowing the learner to observe his / her learning process in a manner that promotes self-reflection, continual inspection, and behavioral modification throughout the learning process. The results enhance the motivation of learners and strengthen their care confidence in accomplishing learning tasks.

Application of Fragment Ion Information as Further Evidence in Probabilistic Compound Screening Using Bayesian Statistics and Machine Learning: A Leap Toward Automation.

Science.gov (United States)

Woldegebriel, Michael; Zomer, Paul; Mol, Hans G J; Vivó-Truyols, Gabriel

2016-08-02

In this work, we introduce an automated, efficient, and elegant model to combine all pieces of evidence (e.g., expected retention times, peak shapes, isotope distributions, fragment-to-parent ratio) obtained from liquid chromatography-tandem mass spectrometry (LC-MS/MS/MS) data for screening purposes. Combining all these pieces of evidence requires a careful assessment of the uncertainties in the analytical system as well as all possible outcomes. To-date, the majority of the existing algorithms are highly dependent on user input parameters. Additionally, the screening process is tackled as a deterministic problem. In this work we present a Bayesian framework to deal with the combination of all these pieces of evidence. Contrary to conventional algorithms, the information is treated in a probabilistic way, and a final probability assessment of the presence/absence of a compound feature is computed. Additionally, all the necessary parameters except the chromatographic band broadening for the method are learned from the data in training and learning phase of the algorithm, avoiding the introduction of a large number of user-defined parameters. The proposed method was validated with a large data set and has shown improved sensitivity and specificity in comparison to a threshold-based commercial software package.

Rapid response learning of brand logo priming: Evidence that brand priming is not dominated by rapid response learning.

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Boehm, Stephan G; Smith, Ciaran; Muench, Niklas; Noble, Kirsty; Atherton, Catherine

2017-08-31

Repetition priming increases the accuracy and speed of responses to repeatedly processed stimuli. Repetition priming can result from two complementary sources: rapid response learning and facilitation within perceptual and conceptual networks. In conceptual classification tasks, rapid response learning dominates priming of object recognition, but it does not dominate priming of person recognition. This suggests that the relative engagement of network facilitation and rapid response learning depends on the stimulus domain. Here, we addressed the importance of the stimulus domain for rapid response learning by investigating priming in another domain, brands. In three experiments, participants performed conceptual decisions for brand logos. Strong priming was present, but it was not dominated by rapid response learning. These findings add further support to the importance of the stimulus domain for the relative importance of network facilitation and rapid response learning, and they indicate that brand priming is more similar to person recognition priming than object recognition priming, perhaps because priming of both brands and persons requires individuation.

Memory Processes in Learning Disability Subtypes of Children Born Preterm

OpenAIRE

McCoy, Thomasin E.; Conrad, Amy L.; Richman, Lynn C.; Nopoulos, Peg C.; Bell, Edward F.

2012-01-01

The purpose of this study was to evaluate immediate auditory and visual memory processes in learning disability subtypes of 40 children born preterm. Three subgroups of children were examined: (a) primary language disability group (n = 13), (b) perceptual-motor disability group (n = 14), and (c) no learning disability diagnosis group without identified language or perceptual-motor learning disability (n = 13). Between-group comparisons indicate no significant differences in immediate auditory...

Learning by strategies and learning by drill--evidence from an fMRI study.

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Delazer, M; Ischebeck, A; Domahs, F; Zamarian, L; Koppelstaetter, F; Siedentopf, C M; Kaufmann, L; Benke, T; Felber, S

2005-04-15

The present fMRI study investigates, first, whether learning new arithmetic operations is reflected by changing cerebral activation patterns, and second, whether different learning methods lead to differential modifications of brain activation. In a controlled design, subjects were trained over a week on two new complex arithmetic operations, one operation trained by the application of back-up strategies, i.e., a sequence of arithmetic operations, the other by drill, i.e., by learning the association between the operands and the result. In the following fMRI session, new untrained items, items trained by strategy and items trained by drill, were assessed using an event-related design. Untrained items as compared to trained showed large bilateral parietal activations, with the focus of activation along the right intraparietal sulcus. Further foci of activation were found in both inferior frontal gyri. The reverse contrast, trained vs. untrained, showed a more focused activation pattern with activation in both angular gyri. As suggested by the specific activation patterns, newly acquired expertise was implemented in previously existing networks of arithmetic processing and memory. Comparisons between drill and strategy conditions suggest that successful retrieval was associated with different brain activation patterns reflecting the underlying learning methods. While the drill condition more strongly activated medial parietal regions extending to the left angular gyrus, the strategy condition was associated to the activation of the precuneus which may be accounted for by visual imagery in memory retrieval.

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

Science.gov (United States)

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

2016-01-01

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. PMID:28596704

Statistical learning problem of artificial neural network to control roofing process

Directory of Open Access Journals (Sweden)

Lapidus Azariy

2017-01-01

Full Text Available Now software developed on the basis of artificial neural networks (ANN has been actively implemented in construction companies to support decision-making in organization and management of construction processes. ANN learning is the main stage of its development. A key question for supervised learning is how many number of training examples we need to approximate the true relationship between network inputs and output with the desired accuracy. Also designing of ANN architecture is related to learning problem known as “curse of dimensionality”. This problem is important for the study of construction process management because of the difficulty to get training data from construction sites. In previous studies the authors have designed a 4-layer feedforward ANN with a unit model of 12-5-4-1 to approximate estimation and prediction of roofing process. This paper presented the statistical learning side of created ANN with simple-error-minimization algorithm. The sample size to efficient training and the confidence interval of network outputs defined. In conclusion the authors predicted successful ANN learning in a large construction business company within a short space of time.

Generalization bounds of ERM-based learning processes for continuous-time Markov chains.

Science.gov (United States)

Zhang, Chao; Tao, Dacheng

2012-12-01

Many existing results on statistical learning theory are based on the assumption that samples are independently and identically distributed (i.i.d.). However, the assumption of i.i.d. samples is not suitable for practical application to problems in which samples are time dependent. In this paper, we are mainly concerned with the empirical risk minimization (ERM) based learning process for time-dependent samples drawn from a continuous-time Markov chain. This learning process covers many kinds of practical applications, e.g., the prediction for a time series and the estimation of channel state information. Thus, it is significant to study its theoretical properties including the generalization bound, the asymptotic convergence, and the rate of convergence. It is noteworthy that, since samples are time dependent in this learning process, the concerns of this paper cannot (at least straightforwardly) be addressed by existing methods developed under the sample i.i.d. assumption. We first develop a deviation inequality for a sequence of time-dependent samples drawn from a continuous-time Markov chain and present a symmetrization inequality for such a sequence. By using the resultant deviation inequality and symmetrization inequality, we then obtain the generalization bounds of the ERM-based learning process for time-dependent samples drawn from a continuous-time Markov chain. Finally, based on the resultant generalization bounds, we analyze the asymptotic convergence and the rate of convergence of the learning process.

Examining the linguistic coding differences hypothesis to explain individual differences in foreign language learning.

Science.gov (United States)

Sparks, R L

1995-01-01

In this paper, it is suggested that foreign language learning problems result from difficulties with native language learning and hypothesized that difficulties with phonological processing may be the locus of foreign language learning difficulties for some poor foreign language learners. Evidence is described that supports these positions. It is argued that conceptualizing foreign language learning problems as alanguage problem allows researchers to more clearly specify deficits related to the learning of a foreign language. Research evidence which shows that good and poor foreign language learners exhibit significantly different levels of native language skill and phonological processing is summarized. Finally, potential challenges to my hypotheses as an explanation for foreign language learning problems are reviewed.

Actively Teaching Research Methods with a Process Oriented Guided Inquiry Learning Approach

Science.gov (United States)

Mullins, Mary H.

2017-01-01

Active learning approaches have shown to improve student learning outcomes and improve the experience of students in the classroom. This article compares a Process Oriented Guided Inquiry Learning style approach to a more traditional teaching method in an undergraduate research methods course. Moving from a more traditional learning environment to…

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

Science.gov (United States)

Tillson, Esther; van Wees, Sibylle Herzig; McGowan, Charlotte; Franklin, Hannah; Jones, Helena; Bogue, Patrick; Aliabadi, Shirin; Baraitser, Paula

2016-03-22

Capacity building partnerships between healthcare institutions have the potential to benefit both partners particularly in staff development. Previous research suggests that volunteering can contribute to professional development but there is little evidence on how learning is acquired, the barriers and facilitators to learning in this context or the process of translation of learning to the home environment. Volunteers from a healthcare partnership between the UK and Somaliland reported learning in communication, interdisciplinary working, teaching, management, leadership and service development. This learning came from observing familiar practices in unfamiliar environments; alternative solutions to familiar problems; learning about Somali culture; opportunities to assume higher levels of responsibility and new professional relationships. There was variability in the extent of translation to NHS practice. Time and support available for reflection and mentoring were important facilitators of this process. The professional development outcomes documented in this study came directly from the experience of volunteering. Experiential learning theory suggests that this requires a complex process of critical reflection and new knowledge generation, testing and translation for use in new contexts. This process benefits from identification of learning as an important element of volunteering and support for reflection and the translation translation of learning to UK contexts. We suggest that missed opportunities for volunteer learning will remain until the volunteering process is overtly framed as part of continuing professional development.

Learning-by-Exporting Versus Self-Selection: New Evidence for 19 Sub-Saharan African Countries

NARCIS (Netherlands)

Foster-McGregor, N.; Isaksson, A.; Kaulich, F.

2015-01-01

We examine learning-by-exporting effects of manufacturing and services firms in 19 sub-Saharan African countries. Comparing several outlier-robust estimators, our results provide evidence for positive effects in the manufacturing sector when using the MM estimator, but not in the services sector.