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Sample records for learning reflects visuo-motor

  1. Changes in corticospinal drive to spinal motoneurones following visuo-motor skill learning in humans

    DEFF Research Database (Denmark)

    Perez, Monica A.; Jensen, Jesper Lundbye; Nielsen, Jens Bo

    2006-01-01

    learning. Here we investigated the effect of visuo-motor skill training involving the ankle muscles on the coupling between electroencephalographic (EEG) activity recorded from the motor cortex (Cz) and electromyographic (EMG) activity recorded from the left tibialis anterior (TA) muscle in 11 volunteers...... between cortex and muscle as part of the motor learning process....

  2. Sleep benefits consolidation of visuo-motor adaptation learning in older adults.

    Science.gov (United States)

    Mantua, Janna; Baran, Bengi; Spencer, Rebecca M C

    2016-02-01

    Sleep is beneficial for performance across a range of memory tasks in young adults, but whether memories are similarly consolidated in older adults is less clear. Performance benefits have been observed following sleep in older adults for declarative learning tasks, but this benefit may be reduced for non-declarative, motor skill learning tasks. To date, studies of sleep-dependent consolidation of motor learning in older adults are limited to motor sequence tasks. To examine whether reduced sleep-dependent consolidation in older adults is generalizable to other forms of motor skill learning, we examined performance changes over intervals of sleep and wake in young (n = 62) and older adults (n = 61) using a mirror-tracing task, which assesses visuo-motor adaptation learning. Participants learned the task either in the morning or in evening, and performance was assessed following a 12-h interval containing overnight sleep or daytime wake. Contrary to our prediction, both young adults and older adults exhibited sleep-dependent gains in visuo-motor adaptation. There was a correlation between performance improvement over sleep and percent of the night in non-REM stage 2 sleep. These results indicate that motor skill consolidation remains intact with increasing age although this relationship may be limited to specific forms of motor skill learning.

  3. Age-related variations of visuo-motor adaptation beyond explicit knowledge

    Directory of Open Access Journals (Sweden)

    Herbert eHeuer

    2014-07-01

    Full Text Available Visuo-motor adaptation suffers at older working age. The age-related decline of behavioural adjustments is accompanied by reduced explicit knowledge of the visuo-motor transformation. It disappears when explicit knowledge is kept constant across the age range, except for particularly high levels of explicit knowledge. According to these findings, at older adult age both the acquisition of explicit knowledge and its application for strategic corrections become poorer. Recently it has been posited that visuo-motor adaptation can involve model-free reinforcement mechanisms of learning in addition to model-based mechanisms. We tested whether age-related declines of reinforcement learning can also contribute to the age-related changes of visuo-motor adaptation. Therefore we enhanced the contribution of reinforcement learning to visuo-motor adaptation by way of introducing salient markers of success and failure during practice. With such modified practice conditions, there were residual age-related variations of behavioural adjustments at all levels of explicit knowledge, even when explicit knowledge was absent. The residual age-related variations were observed for practiced target directions only, but not for new target directions. These findings are consistent with an age-related decline of model-free reinforcement learning as a third factor in the age-related decline of visuo-motor adaptation. Under practice conditions, which spur model-free reward-based learning, this factor adds to the decrements of the acquisition of explicit knowledge and its use for strategic corrections.

  4. Learning piano melodies in visuo-motor or audio-motor training conditions and the neural correlates of their cross-modal transfer

    NARCIS (Netherlands)

    Engel, Annerose; Bangert, Marc; Horbank, David; Hijmans, Brenda S.; Wilkens, Katharina; Keller, Peter E.; Keysers, Christian

    2012-01-01

    To investigate the cross-modal transfer of movement patterns necessary to perform melodies on the piano, 22 non-musicians learned to play short sequences on a piano keyboard by 1) merely listening and replaying (vision of own fingers occluded) or 2) merely observing silent finger movements and

  5. A new neural net approach to robot 3D perception and visuo-motor coordination

    Science.gov (United States)

    Lee, Sukhan

    1992-01-01

    A novel neural network approach to robot hand-eye coordination is presented. The approach provides a true sense of visual error servoing, redundant arm configuration control for collision avoidance, and invariant visuo-motor learning under gazing control. A 3-D perception network is introduced to represent the robot internal 3-D metric space in which visual error servoing and arm configuration control are performed. The arm kinematic network performs the bidirectional association between 3-D space arm configurations and joint angles, and enforces the legitimate arm configurations. The arm kinematic net is structured by a radial-based competitive and cooperative network with hierarchical self-organizing learning. The main goal of the present work is to demonstrate that the neural net representation of the robot 3-D perception net serves as an important intermediate functional block connecting robot eyes and arms.

  6. Implementation of self-organizing neural networks for visuo-motor control of an industrial robot.

    Science.gov (United States)

    Walter, J A; Schulten, K I

    1993-01-01

    The implementation of two neural network algorithms for visuo-motor control of an industrial robot (Puma 562) is reported. The first algorithm uses a vector quantization technique, the ;neural-gas' network, together with an error correction scheme based on a Widrow-Hoff-type learning rule. The second algorithm employs an extended self-organizing feature map algorithm. Based on visual information provided by two cameras, the robot learns to position its end effector without an external teacher. Within only 3000 training steps, the robot-camera system is capable of reducing the positioning error of the robot's end effector to approximately 0.1% of the linear dimension of the work space. By employing adaptive feedback the robot succeeds in compensating not only slow calibration drifts, but also sudden changes in its geometry. Hardware aspects of the robot-camera system are discussed.

  7. The impact of augmented information on visuo-motor adaptation in younger and older adults.

    Directory of Open Access Journals (Sweden)

    Mathias Hegele

    Full Text Available BACKGROUND: Adjustment to a visuo-motor rotation is known to be affected by ageing. According to previous studies, the age-related differences primarily pertain to the use of strategic corrections and the generation of explicit knowledge on which strategic corrections are based, whereas the acquisition of an (implicit internal model of the novel visuo-motor transformation is unaffected. The present study aimed to assess the impact of augmented information on the age-related variation of visuo-motor adjustments. METHODOLOGY/PRINCIPAL FINDINGS: Participants performed aiming movements controlling a cursor on a computer screen. Visual feedback of direction of cursor motion was rotated 75 degrees relative to the direction of hand motion. Participants had to adjust to this rotation in the presence and absence of an additional hand-movement target that explicitly depicted the input-output relations of the visuo-motor transformation. An extensive set of tests was employed in order to disentangle the contributions of different processes to visuo-motor adjustment. Results show that the augmented information failed to affect the age-related variations of explicit knowledge, adaptive shifts, and aftereffects in a substantial way, whereas it clearly affected initial direction errors during practice and proprioceptive realignment. CONCLUSIONS: Contrary to expectations, older participants apparently made no use of the augmented information, whereas younger participants used the additional movement target to reduce initial direction errors early during practice. However, after a first block of trials errors increased, indicating a neglect of the augmented information, and only slowly declined thereafter. A hypothetical dual-task account of these findings is discussed. The use of the augmented information also led to a selective impairment of proprioceptive realignment in the younger group. The mere finding of proprioceptive realignment in adaptation to a visuo-motor

  8. Visuo-motor coordination ability predicts performance with brain-computer interfaces controlled by modulation of sensorimotor rhythms (SMR

    Directory of Open Access Journals (Sweden)

    Eva Maria Hammer

    2014-08-01

    Full Text Available Modulation of sensorimotor rhythms (SMR was suggested as a control signal for brain-computer interfaces (BCI. Yet, there is a population of users estimated between 10 to 50% not able to achieve reliable control and only about 20% of users achieve high (80-100% performance. Predicting performance prior to BCI use would facilitate selection of the most feasible system for an individual, thus constitute a practical benefit for the user, and increase our knowledge about the correlates of BCI control. In a recent study, we predicted SMR-BCI performance from psychological variables that were assessed prior to the BCI sessions and BCI control was supported with machine-learning techniques. We described two significant psychological predictors, namely the visuo-motor coordination ability and the ability to concentrate on the task. The purpose of the current study was to replicate these results thereby validating these predictors within a neurofeedback based SMR-BCI that involved no machine learning. Thirty-three healthy BCI novices participated in a calibration session and three further neurofeedback training sessions. Two variables were related with mean SMR-BCI performance: (1 A measure for the accuracy of fine motor skills, i.e. a trade for a person’s visuo-motor control ability and (2 subject’s attentional impulsivity. In a linear regression they accounted for almost 20% in variance of SMR-BCI performance, but predictor (1 failed significance. Nevertheless, on the basis of our prior regression model for sensorimotor control ability we could predict current SMR-BCI performance with an average prediction error of M = 12.07%. In more than 50% of the participants, the prediction error was smaller than 10%. Hence, psychological variables played a moderate role in predicting SMR-BCI performance in a neurofeedback approach that involved no machine learning. Future studies are needed to further consolidate (or reject the present predictors.

  9. Deficits in Visuo-Motor Temporal Integration Impacts Manual Dexterity in Probable Developmental Coordination Disorder.

    Science.gov (United States)

    Nobusako, Satoshi; Sakai, Ayami; Tsujimoto, Taeko; Shuto, Takashi; Nishi, Yuki; Asano, Daiki; Furukawa, Emi; Zama, Takuro; Osumi, Michihiro; Shimada, Sotaro; Morioka, Shu; Nakai, Akio

    2018-01-01

    The neurological basis of developmental coordination disorder (DCD) is thought to be deficits in the internal model and mirror-neuron system (MNS) in the parietal lobe and cerebellum. However, it is not clear if the visuo-motor temporal integration in the internal model and automatic-imitation function in the MNS differs between children with DCD and those with typical development (TD). The current study aimed to investigate these differences. Using the manual dexterity test of the Movement Assessment Battery for Children (second edition), the participants were either assigned to the probable DCD (pDCD) group or TD group. The former was comprised of 29 children with clumsy manual dexterity, while the latter consisted of 42 children with normal manual dexterity. Visuo-motor temporal integration ability and automatic-imitation function were measured using the delayed visual feedback detection task and motor interference task, respectively. Further, the current study investigated whether autism-spectrum disorder (ASD) traits, attention-deficit hyperactivity disorder (ADHD) traits, and depressive symptoms differed among the two groups, since these symptoms are frequent comorbidities of DCD. In addition, correlation and multiple regression analyses were performed to extract factors affecting clumsy manual dexterity. In the results, the delay-detection threshold (DDT) and steepness of the delay-detection probability curve, which indicated visuo-motor temporal integration ability, were significantly prolonged and decreased, respectively, in children with pDCD. The interference effect, which indicated automatic-imitation function, was also significantly reduced in this group. These results highlighted that children with clumsy manual dexterity have deficits in visuo-motor temporal integration and automatic-imitation function. There was a significant correlation between manual dexterity, and measures of visuo-motor temporal integration, and ASD traits and ADHD traits and

  10. Presynaptic control of group Ia afferents in relation to acquisition of a visuo-motor skill in healthy humans

    DEFF Research Database (Denmark)

    Perez, Monica A.; Lungholt, Bjarke K.S.; Nielsen, Jens Bo

    2005-01-01

    Sensory information continuously converges on the spinal cord during a variety of motor behaviours. Here, we examined presynaptic control of group Ia afferents in relation to acquisition of a novel motor skill. We tested whether repetition of two motor tasks with different degrees of difficulty......, a novel visuo-motor task involving the ankle muscles, and a control task involving simple voluntary ankle movements, would induce changes in the size of the soleus H-reflex. The slope of the H-reflex recruitment curve and the H-max/M-max ratio were depressed after repetition of the visuo-motor skill task...... of the monosynaptic Ia facilitation of the soleus H-reflex evoked by femoral nerve stimulation. The D1 inhibition was increased and the femoral nerve facilitation was decreased following the visuo-motor skill task, suggesting an increase in presynaptic inhibition of Ia afferents. No changes were observed...

  11. Towards mastery of complex visuo-motor transformations

    Directory of Open Access Journals (Sweden)

    Herbert eHeuer

    2013-02-01

    Full Text Available In this paper we review and integrate a set of findings on learning the transformation of a sliding first-order lever, a type of tool with a prominent role in minimal access surgery. Its kinematic transformation is characterized by the so-called fulcrum effect, the inversion of the movement direction of the tip of the lever relative to that of the hand for rotations. A second characteristic is gain anisotropy, which results in curved paths of the tip of the lever for straight paths of the hand and vice versa. An internal model of the kinematic transformation is acquired during practice, the accuracy of which can be assessed in visual open-loop test trials. The accuracy of the acquired internal model is enhanced when visual closed-loop control during practice is impeded, and the accuracy of the internal model is reduced when closed-loop control during practice is facilitated. The internal model consists of a rapidly acquired line-symmetric approximation to the transformation of the sliding lever and a slowly acquired fine tuning. The fine tuning is local, that is, it is specific for the region of the workspace encountered during practice. The internal model is transferred to other regions of the workspace, but not adjusted to the fine tuning appropriate for these regions. Whereas the symmetry approximation is most likely explicit, the fine tuning seems to be represented implicitly. Findings on the straightness of the paths of the tip of the lever and the hand suggest that the internal model of the transformation is confined to initial and final positions of aimed movements, whereas their path is not strictly controlled, but affected by the dynamic transformation of the tool. Only when visual closed-loop control is possible, the path of the effective part of the tool is straightened. These characteristics of the internal model of the sliding first-order lever and its acquisition may be partly specific to sufficiently complex extrinsic

  12. To lead and to lag - forward and backward recalibration of perceived visuo-motor simultaneity

    Directory of Open Access Journals (Sweden)

    Marieke eRohde

    2013-01-01

    Full Text Available Studies on human recalibration of perceived visuo-motor simultaneity so far have been limited to the study of recalibration to movement-lead temporal discrepancies (visual lags. We studied adaptation to both vision-lead and movement-lead discrepancies, to test for differences between these conditions, as a leading visual stimulus violates the underlying cause-effect structure. To this end, we manipulated the temporal relationship between a motor action (button press and a visual event (flashed disk in a training phase. Participants were tested in a temporal order judgment task and perceived simultaneity (PSS was compared before and after recalibration. A PHANToM© force-feedback device that tracks the finger position in real time was used to display a virtual button. We predicted the timing of full compression of the button from early movement onset in order to time visual stimuli even before the movement event of the full button press. The results show that recalibration of perceived visuo-motor simultaneity is evident in both directions and does not differ in magnitude between the conditions. The strength of recalibration decreases with perceptual accuracy, suggesting the possibility that some participants recalibrate less because they detect the discrepancy. We conclude that the mechanisms of temporal recalibration work in both direction and there is no evidence that they are asymmetrical around the point of actual simultaneity, despite the underlying asymmetry in the cause-effect relation.

  13. The robot hand illusion: inducing proprioceptive drift through visuo-motor congruency.

    Science.gov (United States)

    Romano, Daniele; Caffa, Elisa; Hernandez-Arieta, Alejandro; Brugger, Peter; Maravita, Angelo

    2015-04-01

    The representation of one's own body sets the border of the self, but also shapes the space where we interact with external objects. Under particular conditions, such as in the rubber hand illusion external objects can be incorporated in one's own body representation, following congruent visuo-tactile stroking of one's own and a fake hand. This procedure induces an illusory sense of ownership for the fake hand and a shift of proprioceptive localization of the own hand towards the fake hand. Here we investigated whether pure visuo-motor, instead of visuo-tactile, congruency between one's own hand and a detached myoelectric-controlled robotic hand can induce similar embodiment effects. We found a shift of proprioceptive hand localization toward the robot hand, only following synchronized real hand/robot hand movements. Notably, no modulation was found of the sense of ownership following either synchronous or asynchronous-movement training. Our findings suggest that visuo-motor synchrony can drive the localization of one's own body parts in space, even when somatosensory input is kept constant and the experience of body ownership is maintained. Copyright © 2014 Elsevier Ltd. All rights reserved.

  14. Reflective Learning

    African Journals Online (AJOL)

    dell

    The main intent of this study was to identify the impact of using learning log as a learning strategy on the academic performance of university students. Second year psychology students were included as subjects of this study. In the beginning of the study, the students were divided into two: experimental group (N = 60) and ...

  15. Reflective Learning

    African Journals Online (AJOL)

    dell

    The experimental group students used learning log on a weekly basis while the control group did not. ... The term “memory” in psychology usually denotes an interest in the retention ... activities that contribute to information being remembered.

  16. The Build-Up Course of Visuo-Motor and Audio-Motor Temporal Recalibration

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    Yoshimori Sugano

    2011-10-01

    Full Text Available The sensorimotor timing is recalibrated after a brief exposure to a delayed feedback of voluntary actions (temporal recalibration effect: TRE (Heron et al., 2009; Stetson et al., 2006; Sugano et al., 2010. We introduce a new paradigm, namely ‘synchronous tapping’ (ST which allows us to investigate how the TRE builds up during adaptation. In each experimental trial, participants were repeatedly exposed to a constant lag (∼150 ms between their voluntary action (pressing a mouse and a feedback stimulus (a visual flash / an auditory click 10 times. Immediately after that, they performed a ST task with the same stimulus as a pace signal (7 flashes / clicks. A subjective ‘no-delay condition’ (∼50 ms served as control. The TRE manifested itself as a change in the tap-stimulus asynchrony that compensated the exposed lag (eg, after lag adaptation, the tap preceded the stimulus more than in control and built up quickly (∼3–6 trials, ∼23–45 sec in both the visuo- and audio-motor domain. The audio-motor TRE was bigger and built-up faster than the visuo-motor one. To conclude, the TRE is comparable between visuo- and audio-motor domain, though they are slightly different in size and build-up rate.

  17. Brain-computer interface analysis of a dynamic visuo-motor task.

    Science.gov (United States)

    Logar, Vito; Belič, Aleš

    2011-01-01

    The area of brain-computer interfaces (BCIs) represents one of the more interesting fields in neurophysiological research, since it investigates the development of the machines that perform different transformations of the brain's "thoughts" to certain pre-defined actions. Experimental studies have reported some successful implementations of BCIs; however, much of the field still remains unexplored. According to some recent reports the phase coding of informational content is an important mechanism in the brain's function and cognition, and has the potential to explain various mechanisms of the brain's data transfer, but it has yet to be scrutinized in the context of brain-computer interface. Therefore, if the mechanism of phase coding is plausible, one should be able to extract the phase-coded content, carried by brain signals, using appropriate signal-processing methods. In our previous studies we have shown that by using a phase-demodulation-based signal-processing approach it is possible to decode some relevant information on the current motor action in the brain from electroencephalographic (EEG) data. In this paper the authors would like to present a continuation of their previous work on the brain-information-decoding analysis of visuo-motor (VM) tasks. The present study shows that EEG data measured during more complex, dynamic visuo-motor (dVM) tasks carries enough information about the currently performed motor action to be successfully extracted by using the appropriate signal-processing and identification methods. The aim of this paper is therefore to present a mathematical model, which by means of the EEG measurements as its inputs predicts the course of the wrist movements as applied by each subject during the task in simulated or real time (BCI analysis). However, several modifications to the existing methodology are needed to achieve optimal decoding results and a real-time, data-processing ability. The information extracted from the EEG could

  18. EEG Theta Dynamics within Frontal and Parietal Cortices for Error Processing during Reaching Movements in a Prism Adaptation Study Altering Visuo-Motor Predictive Planning.

    Science.gov (United States)

    Arrighi, Pieranna; Bonfiglio, Luca; Minichilli, Fabrizio; Cantore, Nicoletta; Carboncini, Maria Chiara; Piccotti, Emily; Rossi, Bruno; Andre, Paolo

    2016-01-01

    Modulation of frontal midline theta (fmθ) is observed during error commission, but little is known about the role of theta oscillations in correcting motor behaviours. We investigate EEG activity of healthy partipants executing a reaching task under variable degrees of prism-induced visuo-motor distortion and visual occlusion of the initial arm trajectory. This task introduces directional errors of different magnitudes. The discrepancy between predicted and actual movement directions (i.e. the error), at the time when visual feedback (hand appearance) became available, elicits a signal that triggers on-line movement correction. Analysis were performed on 25 EEG channels. For each participant, the median value of the angular error of all reaching trials was used to partition the EEG epochs into high- and low-error conditions. We computed event-related spectral perturbations (ERSP) time-locked either to visual feedback or to the onset of movement correction. ERSP time-locked to the onset of visual feedback showed that fmθ increased in the high- but not in the low-error condition with an approximate time lag of 200 ms. Moreover, when single epochs were sorted by the degree of motor error, fmθ started to increase when a certain level of error was exceeded and, then, scaled with error magnitude. When ERSP were time-locked to the onset of movement correction, the fmθ increase anticipated this event with an approximate time lead of 50 ms. During successive trials, an error reduction was observed which was associated with indices of adaptations (i.e., aftereffects) suggesting the need to explore if theta oscillations may facilitate learning. To our knowledge this is the first study where the EEG signal recorded during reaching movements was time-locked to the onset of the error visual feedback. This allowed us to conclude that theta oscillations putatively generated by anterior cingulate cortex activation are implicated in error processing in semi-naturalistic motor

  19. A conveyor belt task for assessing visuo-motor coordination in the marmoset (Callithrix jacchus): effects of diazepam, chlorpromazine, pentobarbital and d-amphetamine.

    Science.gov (United States)

    D'Mello, G D; Duffy, E A; Miles, S S

    1985-01-01

    A conveyor belt task for assessing visuo-motor coordination in the marmoset is described. Animals are motivated by apple, a preferred food, under a state of minimal food deprivation. The apparatus used was designed to test animals within their home cages and not restrained in any way, thus avoiding possible confounding factors associated with restraint stress. Stable baseline levels of performance were reached by all animals in a median of 24 sessions. Performance was shown to be differentially sensitive to the effects of four psychoactive drugs. Moderate doses of diazepam, chlorpromazine and pentobarbital disrupted visuo-motor coordination in a dose-related manner. The possibility that disruption of performance observed at higher doses may have resulted from non-specific actions of these drugs such as decreases in feeding motivation were not supported by results from ancillary experiments. Changes in performance characteristic of high dose effects were similar in nature to changes observed when the degree of task difficulty was increased. Doses of d-amphetamine up to and including those reported to produce signs of stereotypy failed to influence performance. The potential of the conveyor belt task for measuring visuo-motor coordination in both primate and rodent species is discussed.

  20. The Reflective Learning Continuum: Reflecting on Reflection

    Science.gov (United States)

    Peltier, James W.; Hay, Amanda; Drago, William

    2005-01-01

    The importance of reflection to marketing educators is increasingly recognized. However, there is a lack of empirical research that considers reflection within the context of both the marketing and general business education literature. This article describes the use of an instrument that can be used to measure four identified levels of a…

  1. Alpha-gamma phase amplitude coupling subserves information transfer during perceptual sequence learning.

    Science.gov (United States)

    Tzvi, Elinor; Bauhaus, Leon J; Kessler, Till U; Liebrand, Matthias; Wöstmann, Malte; Krämer, Ulrike M

    2018-03-01

    Cross-frequency coupling is suggested to serve transfer of information between wide-spread neuronal assemblies and has been shown to underlie many cognitive functions including learning and memory. In previous work, we found that alpha (8-13 Hz) - gamma (30-48 Hz) phase amplitude coupling (αγPAC) is decreased during sequence learning in bilateral frontal cortex and right parietal cortex. We interpreted this to reflect decreased demands for visuo-motor mapping once the sequence has been encoded. In the present study, we put this hypothesis to the test by adding a "simple" condition to the standard serial reaction time task (SRTT) with minimal needs for visuo-motor mapping. The standard SRTT in our paradigm entailed a perceptual sequence allowing for implicit learning of a sequence of colors with randomly assigned motor responses. Sequence learning in this case was thus not associated with reduced demands for visuo-motor mapping. Analysis of oscillatory power revealed a learning-related alpha decrease pointing to a stronger recruitment of occipito-parietal areas when encoding the perceptual sequence. Replicating our previous findings but in contrast to our hypothesis, αγPAC was decreased in sequence compared to random trials over right frontal and parietal cortex. It also tended to be smaller compared to trials requiring a simple motor sequence. We additionally analyzed αγPAC in resting-state data of a separate cohort. PAC in electrodes over right parietal cortex was significantly stronger compared to sequence trials and tended to be higher compared to simple and random trials of the SRTT data. We suggest that αγPAC in right parietal cortex reflects a "default-mode" brain state, which gets perturbed to allow for encoding of visual regularities into memory. Copyright © 2018 Elsevier Inc. All rights reserved.

  2. EEG Theta Dynamics within Frontal and Parietal Cortices for Error Processing during Reaching Movements in a Prism Adaptation Study Altering Visuo-Motor Predictive Planning.

    Directory of Open Access Journals (Sweden)

    Pieranna Arrighi

    Full Text Available Modulation of frontal midline theta (fmθ is observed during error commission, but little is known about the role of theta oscillations in correcting motor behaviours. We investigate EEG activity of healthy partipants executing a reaching task under variable degrees of prism-induced visuo-motor distortion and visual occlusion of the initial arm trajectory. This task introduces directional errors of different magnitudes. The discrepancy between predicted and actual movement directions (i.e. the error, at the time when visual feedback (hand appearance became available, elicits a signal that triggers on-line movement correction. Analysis were performed on 25 EEG channels. For each participant, the median value of the angular error of all reaching trials was used to partition the EEG epochs into high- and low-error conditions. We computed event-related spectral perturbations (ERSP time-locked either to visual feedback or to the onset of movement correction. ERSP time-locked to the onset of visual feedback showed that fmθ increased in the high- but not in the low-error condition with an approximate time lag of 200 ms. Moreover, when single epochs were sorted by the degree of motor error, fmθ started to increase when a certain level of error was exceeded and, then, scaled with error magnitude. When ERSP were time-locked to the onset of movement correction, the fmθ increase anticipated this event with an approximate time lead of 50 ms. During successive trials, an error reduction was observed which was associated with indices of adaptations (i.e., aftereffects suggesting the need to explore if theta oscillations may facilitate learning. To our knowledge this is the first study where the EEG signal recorded during reaching movements was time-locked to the onset of the error visual feedback. This allowed us to conclude that theta oscillations putatively generated by anterior cingulate cortex activation are implicated in error processing in semi

  3. Students’ Learning through Reflective Journaling

    OpenAIRE

    Alvyda Liuolienė; Regina Metiūnienė

    2011-01-01

    The aim of the article is to get acquainted with the types of journals used in education to help students to learn. The paper presents some ways of fostering student’s learning through reflective journaling. It also describes the key aspects of a new method ARRIVE cycle in connection with teachers preparation to use reflective journals in a classroom. The article also presents self-assessment in reflective journaling and students’ need to self-evaluate their learning process. Reflective journ...

  4. Just do it: action-dependent learning allows sensory prediction.

    Directory of Open Access Journals (Sweden)

    Itai Novick

    Full Text Available Sensory-motor learning is commonly considered as a mapping process, whereby sensory information is transformed into the motor commands that drive actions. However, this directional mapping, from inputs to outputs, is part of a loop; sensory stimuli cause actions and vice versa. Here, we explore whether actions affect the understanding of the sensory input that they cause. Using a visuo-motor task in humans, we demonstrate two types of learning-related behavioral effects. Stimulus-dependent effects reflect stimulus-response learning, while action-dependent effects reflect a distinct learning component, allowing the brain to predict the forthcoming sensory outcome of actions. Together, the stimulus-dependent and the action-dependent learning components allow the brain to construct a complete internal representation of the sensory-motor loop.

  5. Students’ Learning through Reflective Journaling

    Directory of Open Access Journals (Sweden)

    Alvyda Liuolienė

    2011-04-01

    Full Text Available The aim of the article is to get acquainted with the types of journals used in education to help students to learn. The paper presents some ways of fostering student’s learning through reflective journaling. It also describes the key aspects of a new method ARRIVE cycle in connection with teachers preparation to use reflective journals in a classroom. The article also presents self-assessment in reflective journaling and students’ need to self-evaluate their learning process. Reflective journaling as central to students’ self-evaluation is described as a means of fostering metacognition.

  6. Hyperactive external awareness against hypoactive internal awareness in disorders of consciousness using resting-state functional MRI: highlighting the involvement of visuo-motor modulation.

    Science.gov (United States)

    He, Jiang-Hong; Yang, Yi; Zhang, Yi; Qiu, Si-You; Zhou, Zhen-Yu; Dang, Yuan-Yuan; Dai, Yi-Wu; Liu, Yi-Jun; Xu, Ru-Xiang

    2014-08-01

    Resting-state functional MRI (fMRI) has emerged as a valuable tool to characterize the complex states encompassing disorders of consciousness (DOC). Awareness appears to comprise two coexistent, anticorrelated components named the external and internal awareness networks. The present study hypothesizes that DOC interrupts the balance between the internal and external awareness networks. To gain more understanding of this phenomenon, the present study analyzed resting-state fMRI data from 12 patients with DOC versus 12 healthy age-matched controls. The data were explored using independent component analysis and amplitude of low-frequency fluctuation (ALFF) analysis. The results indicated that DOC deactivated midline areas associated with internal awareness. In addition, external awareness was strengthened in DOC because of increased activation in the insula, lingual gyrus, paracentral and supplementary motor area. The activity patterns suggested strengthened external awareness against weakened internal awareness in DOC. In particular, increased activity found in the insula, lingual gyrus, paracentral and supplementary motor area of patients with DOC implied possible involvement of augmented visuo-motor modulation in these patients. DOC is probably related to hyperactive external awareness opposing hypoactive internal awareness. This unique pattern of brain activity may potentially be a prognostic marker for DOC. Copyright © 2014 John Wiley & Sons, Ltd.

  7. A novel semi-immersive virtual reality visuo-motor task activates ventrolateral prefrontal cortex: a functional near-infrared spectroscopy study

    Science.gov (United States)

    Basso Moro, Sara; Carrieri, Marika; Avola, Danilo; Brigadoi, Sabrina; Lancia, Stefania; Petracca, Andrea; Spezialetti, Matteo; Ferrari, Marco; Placidi, Giuseppe; Quaresima, Valentina

    2016-06-01

    Objective. In the last few years, the interest in applying virtual reality systems for neurorehabilitation is increasing. Their compatibility with neuroimaging techniques, such as functional near-infrared spectroscopy (fNIRS), allows for the investigation of brain reorganization with multimodal stimulation and real-time control of the changes occurring in brain activity. The present study was aimed at testing a novel semi-immersive visuo-motor task (VMT), which has the features of being adopted in the field of neurorehabilitation of the upper limb motor function. Approach. A virtual environment was simulated through a three-dimensional hand-sensing device (the LEAP Motion Controller), and the concomitant VMT-related prefrontal cortex (PFC) response was monitored non-invasively by fNIRS. Upon the VMT, performed at three different levels of difficulty, it was hypothesized that the PFC would be activated with an expected greater level of activation in the ventrolateral PFC (VLPFC), given its involvement in the motor action planning and in the allocation of the attentional resources to generate goals from current contexts. Twenty-one subjects were asked to move their right hand/forearm with the purpose of guiding a virtual sphere over a virtual path. A twenty-channel fNIRS system was employed for measuring changes in PFC oxygenated-deoxygenated hemoglobin (O2Hb/HHb, respectively). Main results. A VLPFC O2Hb increase and a concomitant HHb decrease were observed during the VMT performance, without any difference in relation to the task difficulty. Significance. The present study has revealed a particular involvement of the VLPFC in the execution of the novel proposed semi-immersive VMT adoptable in the neurorehabilitation field.

  8. Reflection amplifiers in self-regulated learning

    NARCIS (Netherlands)

    Verpoorten, Dominique

    2012-01-01

    Verpoorten, D. (2012). Reflection amplifiers in self-regulated learning. Doctoral thesis. November, 9, 2012, Heerlen, The Netherlands: Open Universiteit (CELSTEC). Datawyse / Universitaire Pers Maastricht.

  9. Assessing Reflection: Understanding Skill Development through Reflective Learning Journals

    Science.gov (United States)

    Cathro, Virginia; O'Kane, Paula; Gilbertson, Deb

    2017-01-01

    Purpose: The purpose of this paper is to suggest ways in which business educators can interact successfully with reflective learning journals (RLJs). Specifically, the research was interested in how students used RLJs and how educators assessed these RLJs. Design/methodology/approach: In total, 31 RLJs, submitted as part of an international…

  10. Assessing reflective thinking and approaches to learning.

    Science.gov (United States)

    Dunn, Louise; Musolino, Gina M

    2011-01-01

    Facilitation of reflective practice is critical for the ongoing demands of health care practitioners. Reflective thinking concepts, grounded in the work of Dewey and Schön, emphasize critical reflection to promote transformation in beliefs and learning necessary for reflective practice. The Reflective Thinking Questionnaire (QRT) and Revised Study Process Questionnaire (RSPQ-2F) assess skill aspects of professional reasoning, with promise for measuring changes over time. The purpose of this study was to examine the reliability and responsiveness and the model validity of reflective thinking and approaches to learning measures for U.S. health professions students enrolled in entry-level occupational (MOT) and physical therapy (DPT) programs. This measurement study addressed reliability and responsiveness of two measures, the QRT and RSPQ-2F, for graduate health professionals. A convenience sample of 125 MOT and DPT students participated in the two-measure, test-retest investigation, with electronic data collection. Outcomes support the stability of the four-scale QRT (ICC 0.63 to 0.82) and the two-scale RSPQ-2F (ICC 0.91 and 0.87). Descriptive data supporting responsiveness are presented. With noted limitations, the results support the use of the QRT and RSPQ-2F measures to assess changes in reflective thinking and approaches to learning. Measurement of these learning outcomes furthers our understanding and knowledge about instructional strategies, development of professional reasoning, and fostering of self-directed learning within MOT and DPT programs.

  11. Teachers' Reflective Practice in Lifelong Learning Programs

    DEFF Research Database (Denmark)

    Jensen, Annie Aarup; Thomassen, Anja Overgaard

    2018-01-01

    This chapter explores teachers' reflective practice in lifelong learning programs based on a qualitative study of five teachers representing three part-time Master's programs. The theoretical framework for analysis of the interview data is Ellström's (1996) model for categorizing levels of action......, knowledge and learning, activity theory (Engeström, 1987) and expansive learning (Engeström & Sannino, 2010). The results show a divergence between what the teachers perceive as the Master students' learning goals and the teachers' goals and objectives. This is highlighted through the teachers' experience...

  12. Community Engagement as Authentic Learning with Reflection

    Science.gov (United States)

    Power, Anne

    2010-01-01

    Authentic learning in teacher education is deeply connected with students' future professional practice. This paper describes coaching and mentoring strands of a unit in the preparation of pre-service teachers and critically evaluates reflections made in terms of Professional Teacher Standards. (Contains 1 table.)

  13. Reflection-Based Learning for Professional Ethical Formation.

    Science.gov (United States)

    Branch, William T; George, Maura

    2017-04-01

    One way practitioners learn ethics is by reflecting on experience. They may reflect in the moment (reflection-in-action) or afterwards (reflection-on-action). We illustrate how a teaching clinician may transform relationships with patients and teach person-centered care through reflective learning. We discuss reflective learning pedagogies and present two case examples of our preferred method, guided group reflection using narratives. This method fosters moral development alongside professional identity formation in students and advanced learners. Our method for reflective learning addresses and enables processing of the most pressing ethical issues that learners encounter in practice. © 2017 American Medical Association. All Rights Reserved.

  14. Towards a Theory of the Ecology of Reflection: Reflective Practice for Experiential Learning in Higher Education

    Science.gov (United States)

    Harvey, Marina; Coulson, Debra; McMaugh, Anne

    2016-01-01

    Reflective practice is widely adopted across the field of experience-based learning subjects in higher education, including practicums, work-integrated learning, internships, service learning and community participation. This adoption of reflective practice implies that it supports student learning through experience. When reviewing the evidence…

  15. Embedding reflection and learning into agile software development

    DEFF Research Database (Denmark)

    Babb, Jeffry; Hoda, Rashina; Nørbjerg, Jacob

    2014-01-01

    The theoretical underpinnings of agile methods emphasize regular reflection as a means to sustainable development pace and continuous learning, but in practice, high iteration pressure can diminish reflection opportunities. The Reflective Agile Learning Model (REALM) combines insights and results...... from studies of agile development practices in India, New Zealand, and the US with Schön’s theory of reflective practice to embed reflection in everyday agile practices....

  16. Blogging for Reflection: The Use of Online Journals to Engage Students in Reflective Learning

    Science.gov (United States)

    Muncy, James A.

    2014-01-01

    Reflective learning has long been studied in many disciplines. A primary way that reflective learning has been taught is through journaling. With the advent of e-learning, journaling has moved to the Web in the form of blogs. The current paper reviews the current state of journaling and blogging research with specific recommendations for marketing…

  17. Fostering appropriate reflective learning in an undergraduate radiography course

    International Nuclear Information System (INIS)

    Hamilton, John; Druva, Ruth

    2010-01-01

    Reflective learning is an important feature of many radiography courses. Writing tasks are used both to promote and monitor student reflective learning. However, students may not always fully understand the rationale behind this form of learning, nor have clear expectations about the writing required. This paper reports on an intervention to address issues identified in student reflective writing tasks based on clinical experiences. Lecturers noted a lack of depth in student observations and tendency to express criticism in a judgemental and self-righteous tone. In response to this, a workshop was developed to prepare students for reflective learning and to develop their awareness and skills in the reflective writing process. Potential areas of difficulty in reflective learning are considered in this article, as well as how to promote a critical perspective while also encouraging students to maintain a positive regard for the patients, practitioners and institutions that enable them to learn on clinical placement.

  18. Fostering appropriate reflective learning in an undergraduate radiography course

    Energy Technology Data Exchange (ETDEWEB)

    Hamilton, John, E-mail: john.hamilton@med.monash.edu.a [Faculty of Medicine, Nursing and Health Sciences, Monash University, Melbourne (Australia); Druva, Ruth [Department of Medical Imaging and Radiation Sciences, School of Biomedical Sciences, Faculty of Medicine, Nursing and Health Sciences, Monash University, Melbourne (Australia)

    2010-11-15

    Reflective learning is an important feature of many radiography courses. Writing tasks are used both to promote and monitor student reflective learning. However, students may not always fully understand the rationale behind this form of learning, nor have clear expectations about the writing required. This paper reports on an intervention to address issues identified in student reflective writing tasks based on clinical experiences. Lecturers noted a lack of depth in student observations and tendency to express criticism in a judgemental and self-righteous tone. In response to this, a workshop was developed to prepare students for reflective learning and to develop their awareness and skills in the reflective writing process. Potential areas of difficulty in reflective learning are considered in this article, as well as how to promote a critical perspective while also encouraging students to maintain a positive regard for the patients, practitioners and institutions that enable them to learn on clinical placement.

  19. The Clinical Learning Spiral: A Model to Develop Reflective Practitioners.

    Science.gov (United States)

    Stockhausen, Lynette

    1994-01-01

    The Clinical Learning Spiral incorporates reflective processes into undergraduate nursing education. It entails successive cycles of four phases: preparative (briefing, planning), constructive (practice development), reflective (debriefing), and reconstructive (planning for change and commitment to action). (SK)

  20. Teaching and Learning Reflection in MPA Programs: Towards a Strategy

    Science.gov (United States)

    van der Meer, F. B.; Marks, P.

    2013-01-01

    Reflection is an essential ingredient of academic education in Public Administration, both for an academic and a professional career. Making a distinction between reflectivity and reflexivity we identify 30 foci of reflection. The main question of the article is how these forms of reflection can be taught and learned in PA programs, especially in…

  1. Reflection on Cuboid Net with Mathematical Learning Quality

    Science.gov (United States)

    Sari, Atikah; Suryadi, Didi; Syaodih, Ernawulan

    2017-09-01

    This research aims to formulate an alternative to the reflection in mathematics learning activities related to the activities of the professionalism of teachers motivated by a desire to improve the quality of learning. This study is a qualitative study using the Didactical Design research. This study was conducted in one of the elementary schools. The data collection techniques are triangulation with the research subject is teacher 5th grade. The results of this study indicate that through deep reflection, teachers can design learning design in accordance with the conditions of the class. Also revealed that teachers have difficulty in choosing methods of learning and contextual learning media. Based on the implementation of activities of reflection and make the learning design based on the results of reflection can be concluded that the quality of learning in the class will develop.

  2. Analyzing Service-Learning Reflections through Fink's Taxonomy

    Science.gov (United States)

    Barnes, Meghan E.; Caprino, Kathryn

    2016-01-01

    Reflection is an increasingly essential component of experience-based learning in higher education to encourage students to draw connections between theoretical and practical knowledge and experiences. This qualitative study examines the reflections of undergraduate students in a service-learning course for secondary English teacher candidates.…

  3. John Dewey's Pragmatism: Implications for Reflection in Service-Learning

    Science.gov (United States)

    Maddux, Harry Clark; Donnett, Deborah

    2015-01-01

    This essay examines the relationship of philosophical pragmatism to the practice of reflection in service-learning. Service-learning theory and practice often elides over or ignores entirely the principles of inquiry as developed by Dewey. The exercise of reflective thought requires that educators create a situation of discomfort for learners, and…

  4. Practicing What We Preach: Teacher Reflection Groups on Cooperative Learning

    Science.gov (United States)

    Farrell, Thomas S. C.; Jacobs, George M.

    2016-01-01

    This article discusses the use of teacher reflection groups to aid teachers in their efforts to facilitate cooperative learning among their students. It is argued that these teacher reflection groups function best when they are organized with reference to eight cooperative learning principles. Furthermore, it is suggested that these reflective…

  5. Guiding Moral Behavior through a Reflective Learning Practice

    Science.gov (United States)

    Hedberg, Patricia R.

    2017-01-01

    Reflective learning practice embedded across the business curriculum is a powerful way to equip students with intentionally formed moral habits of the mind and heart. This article explores why and how to apply reflective learning to the teaching of business ethics. To act with integrity in complicated work organizations, students need skills and…

  6. Leading for Learning: Reflective Management in EFL Schools

    Science.gov (United States)

    Goker, Suleyman Davut

    2006-01-01

    Around the world there are many schools where native speakers of other languages study English as a foreign language (EFL). In this article, I introduce a school-based reflective management model (SBRM) for such EFL schools. The model centers on creating a learning community where all changes involve reflective learning and growth for students,…

  7. Reflections on learning online - the hype and the reality ...

    African Journals Online (AJOL)

    Reflections on learning online- the hype and the reality This article describes a UCT academic's experiences of a twelve week course on networked teaching and learning run entirely online through a British university. She reflects on her experiences of isolation, the difficulties to do with lack of a sense of audience and the ...

  8. Learning by observation: insights from Williams syndrome.

    Science.gov (United States)

    Foti, Francesca; Menghini, Deny; Mandolesi, Laura; Federico, Francesca; Vicari, Stefano; Petrosini, Laura

    2013-01-01

    Observing another person performing a complex action accelerates the observer's acquisition of the same action and limits the time-consuming process of learning by trial and error. Observational learning makes an interesting and potentially important topic in the developmental domain, especially when disorders are considered. The implications of studies aimed at clarifying whether and how this form of learning is spared by pathology are manifold. We focused on a specific population with learning and intellectual disabilities, the individuals with Williams syndrome. The performance of twenty-eight individuals with Williams syndrome was compared with that of mental age- and gender-matched thirty-two typically developing children on tasks of learning of a visuo-motor sequence by observation or by trial and error. Regardless of the learning modality, acquiring the correct sequence involved three main phases: a detection phase, in which participants discovered the correct sequence and learned how to perform the task; an exercise phase, in which they reproduced the sequence until performance was error-free; an automatization phase, in which by repeating the error-free sequence they became accurate and speedy. Participants with Williams syndrome beneficiated of observational training (in which they observed an actor detecting the visuo-motor sequence) in the detection phase, while they performed worse than typically developing children in the exercise and automatization phases. Thus, by exploiting competencies learned by observation, individuals with Williams syndrome detected the visuo-motor sequence, putting into action the appropriate procedural strategies. Conversely, their impaired performances in the exercise phases appeared linked to impaired spatial working memory, while their deficits in automatization phases to deficits in processes increasing efficiency and speed of the response. Overall, observational experience was advantageous for acquiring competencies

  9. Learning by observation: insights from Williams syndrome.

    Directory of Open Access Journals (Sweden)

    Francesca Foti

    Full Text Available Observing another person performing a complex action accelerates the observer's acquisition of the same action and limits the time-consuming process of learning by trial and error. Observational learning makes an interesting and potentially important topic in the developmental domain, especially when disorders are considered. The implications of studies aimed at clarifying whether and how this form of learning is spared by pathology are manifold. We focused on a specific population with learning and intellectual disabilities, the individuals with Williams syndrome. The performance of twenty-eight individuals with Williams syndrome was compared with that of mental age- and gender-matched thirty-two typically developing children on tasks of learning of a visuo-motor sequence by observation or by trial and error. Regardless of the learning modality, acquiring the correct sequence involved three main phases: a detection phase, in which participants discovered the correct sequence and learned how to perform the task; an exercise phase, in which they reproduced the sequence until performance was error-free; an automatization phase, in which by repeating the error-free sequence they became accurate and speedy. Participants with Williams syndrome beneficiated of observational training (in which they observed an actor detecting the visuo-motor sequence in the detection phase, while they performed worse than typically developing children in the exercise and automatization phases. Thus, by exploiting competencies learned by observation, individuals with Williams syndrome detected the visuo-motor sequence, putting into action the appropriate procedural strategies. Conversely, their impaired performances in the exercise phases appeared linked to impaired spatial working memory, while their deficits in automatization phases to deficits in processes increasing efficiency and speed of the response. Overall, observational experience was advantageous for

  10. Personal Coaching: Reflection on a Model for Effective Learning

    Science.gov (United States)

    Griffiths, Kerryn

    2015-01-01

    The article "Personal Coaching: A Model for Effective Learning" (Griffiths, 2006) appeared in the "Journal of Learning Design" Volume 1, Issue 2 in 2006. Almost ten years on, Kerryn Griffiths reflects upon her original article. Specifically, Griffiths looks back at the combined coaching-learning model she suggested in her…

  11. Investigating the Efficiency of Scenario Based Learning and Reflective Learning Approaches in Teacher Education

    Science.gov (United States)

    Hursen, Cigdem; Fasli, Funda Gezer

    2017-01-01

    The main purpose of this research is to investigate the efficiency of scenario based learning and reflective learning approaches in teacher education. The impact of applications of scenario based learning and reflective learning on prospective teachers' academic achievement and views regarding application and professional self-competence…

  12. INTO THE DEEP REFLECTION ON LEARNING TEACHING PRACTICE

    Directory of Open Access Journals (Sweden)

    Cecilia Ortega-Díaz

    2015-07-01

    Full Text Available One of the key priorities in the course of initial training for mainstream schools is the reflection of teaching practice, which is why it is necessary to learn how to analyze this process, for it is part of the deep learning approach; recognizing that reflection is central for innovation processes in professional practice. The research presented part of a qualitative study on the phenomenology depth interviews with students of fifth semester of the degree in early childhood education in a regular school in the State of Mexico apply. The results show that learning from reflection of teaching practice leans shallow focus.

  13. Critical reflection and dialogical learning design

    DEFF Research Database (Denmark)

    Nørgård, Rikke Toft; Mathiesen, Kim Haagen; Nedergaard, Mathias Helbo

    2016-01-01

    Distance education and e-learning has been around for some time now. The ubiquitous development of the internet (Sharples, 2007) has however made way for the emergence of new educational formats such as the much talked-about Massive Open Online Courses (MOOCs). Within MOOCs users have access...... to educational literature and tasks at all times, which allow users to fit the course into their own pace, place and Personal Learning Environment (Attwell 2007). Today MOOCs has spread across the globe, and in Denmark we now see institutions such as Aarhus University developing a new course with roots...... in the MOOC format, however without the ‘Massive’ part (Aarhus University, 2016). Over a 5 week period we conducted a netnographic (Kozinet, 2015) mixed methods research of the MOOC Blended Learning Essentials (https://www.futurelearn.com/courses/blended-learning-gettingstarted/2). Contrary to the acclaimed...

  14. Learning design: reflections upon the current landscape

    Directory of Open Access Journals (Sweden)

    Brock Craft

    2012-08-01

    Full Text Available The mounting wealth of open and readily available information and the accelerated evolution of social, mobile and creative technologies call for a re-conceptualisation of the role of educators: from providers of knowledge to designers of learning. This call is reverberated by the rising trend of research in learning design (LD. Addressing this, the Art and Science of Learning Design workshop brought together leading voices in the field, and provided a forum for discussing its key issues. It focused on three major themes: (1 practices, methods and methodologies, (2 tools and resources and (3 theoretical frameworks. This paper proposes a definition of LD, reviews the main contributions from the workshop, and suggests some challenges for future research.

  15. Reflections on Empowerment Evaluation: Learning from Experience.

    Science.gov (United States)

    Fetterman, David M.

    1999-01-01

    Reflects on empowerment evaluation, the use of evaluation to foster improvement and self-determination. Empowerment evaluation uses quantitative and qualitative methods, and usually focuses on program evaluation. Discusses the growth in empowerment evaluation as a result of interest in participatory evaluation. (SLD)

  16. Composing with New Technology: Teacher Reflections on Learning Digital Video

    Science.gov (United States)

    Bruce, David L.; Chiu, Ming Ming

    2015-01-01

    This study explores teachers' reflections on their learning to compose with new technologies in the context of teacher education and/or teacher professional development. English language arts (ELA) teachers (n = 240) in 15 courses learned to use digital video (DV), completed at least one DV group project, and responded to open-ended survey…

  17. Connections between Learning and Teaching: EFL Teachers' Reflective Practice

    Science.gov (United States)

    Nguyen, Chinh Duc

    2017-01-01

    This study explores six Vietnamese, English as a Foreign Language (EFL) teachers' reflections on their experiences of English language learning during the early 1980s to the late 1990s. Data collected in narrative interviews with the participating teachers revealed a wide range of issues that arose during their EFL learning, central to which was…

  18. Professional Learning in Mathematical Reasoning: Reflections of a Primary Teacher

    Science.gov (United States)

    Herbert, Sandra; Widjaja, Wanty; Bragg, Leicha A.; Loong, Esther; Vale, Colleen

    2016-01-01

    Reasoning is an important aspect in the understanding and learning of mathematics. This paper reports on a case study presenting one Australian primary teacher's reflections regarding the role played by a professional learning program in her developing understanding of mathematical reasoning. Examination of the transcripts of two interviews…

  19. Synchronous E-Learning: Reflections and Design Considerations

    Science.gov (United States)

    Tabak, Filiz; Rampal, Rohit

    2014-01-01

    This paper is a personal reflection on the design, development, and delivery of online synchronous conferencing as a pedagogical tool complementing traditional, face-to-face content delivery and learning. The purpose of the paper is to demonstrate how instructors can combine collaborative and virtual learning principles in course design. In…

  20. Multilingualism as a learning scaffolding element: Reflection on first ...

    African Journals Online (AJOL)

    This reflective paper reports on the approach taken and the lesson learnt in introducing multilingualism as a Writing-To-Learn (WTL) strategy for active learning, especially for large classes. WTL strategies are well entrenched in social and humanities courses as opposed to 'technical' courses such as Information and ...

  1. The Learning Leader: Reflecting, Modeling, and Sharing

    Science.gov (United States)

    Jacobs, Jacqueline E.; O'Gorman, Kevin L.

    2012-01-01

    With this book, principals, principals-in-training, and other school leaders get practical, easy-to-implement strategies for professional growth, strengthening relationships with faculty and staff, and making the necessary changes to improve K-12 learning environments. Grounded in specific, real-world examples and personal experiences, "The…

  2. Reflections and challenges in Networked Learning

    DEFF Research Database (Denmark)

    Bonderup Dohn, Nina; Sime, Julie-Ann; Cranmer, Susan

    2018-01-01

    with a short presentation of each of the chapters. This leads us to identify broader themes which point out significant perspectives and challenges for future research and practice. Among these are social justice, criticality, mobility, new forms of openness and learning in the public arena (all leading themes...

  3. Reflective portfolios support learning, personal growth and ...

    African Journals Online (AJOL)

    Conclusion. Portfolios are an under-utilised assessment and self-development tool in postgraduate training. They allow students to self-assess their attainment of personal learning needs, professional growth and competency achievement and provide faculty with useful feedback on curriculum content, educational activities ...

  4. Supporting Fieldwork Learning by Visual Documentation and Reflection

    DEFF Research Database (Denmark)

    Saltofte, Margit

    2017-01-01

    Photos can be used as a supplements to written fieldnotes and as a sources for mediating reflection during fieldwork and analysis. As part of a field diary, photos can support the recall of experiences and a reflective distance to the events. Photography, as visual representation, can also lead...... to reflection on learning and knowledge production in the process of learning how to conduct fieldwork. Pictures can open the way for abstractions and hidden knowledge, which might otherwise be difficult to formulate in words. However, writing and written field notes cannot be fully replaced by photos...... the role played by photos in their learning process. For students, photography is an everyday documentation form that can support their memory of field experience and serve as a vehicle for the analysis of data. The article discusses how photos and visual representations support fieldwork learning...

  5. See, reflect, learn more: qualitative analysis of breaking bad news reflective narratives.

    Science.gov (United States)

    Karnieli-Miller, Orit; Palombo, Michal; Meitar, Dafna

    2018-05-01

    Breaking bad news (BBN) is a challenge that requires multiple professional competencies. BBN teaching often includes didactic and group role-playing sessions. Both are useful and important, but exclude another critical component of students' learning: day-to-day role-model observation in the clinics. Given the importance of observation and the potential benefit of reflective writing in teaching, we have incorporated reflective writing into our BBN course. The aim of this study was to enhance our understanding of the learning potential in reflective writing about BBN encounters and the ability to identify components that inhibit this learning. This was a systematic qualitative immersion/crystallization analysis of 166 randomly selected BBN narratives written by 83 senior medical students. We analysed the narratives in an iterative consensus-building process to identify the issues discussed, the lessons learned and the enhanced understanding of BBN. Having previously been unaware of, not invited to or having avoided BBN encounters, the mandatory assignment led students to search for or ask their mentors to join them in BBN encounters. Observation and reflective writing enhanced students' awareness that 'bad news' is relative and subjective, while shedding light on patients', families', physicians' and their own experiences and needs, revealing the importance of the different components of the BBN protocol. We identified diversity among the narratives and the extent of students' learning. Narrative writing provided students with an opportunity for a deliberative learning process. This led to deeper understanding of BBN encounters, of how to apply the newly taught protocol, or of the need for it. This process connected the formal and informal or hidden curricula. To maximise learning through reflective writing, students should be encouraged to write in detail about a recent observed encounter, analyse it according to the protocol, address different participants

  6. Reflective Practice as a Fuel for Organizational Learning

    Directory of Open Access Journals (Sweden)

    Kati Tikkamäki

    2013-07-01

    Full Text Available Learning theories and their interpretations in management research recognize the role of reflection as a central element in the learning process. There also exists a broad consensus that organizational learning (OL happens at three intertwined levels of the individual, the group and the organization. This tri-level analysis has been most influentially presented by Crossan, Lane and White (1999, as a premise for their 4I framework of OL. Though the 4I framework builds strongly on existing literature on OL, it does not address the role of reflection as a factor operating between the inputs and outcomes in 4I sub-processes. Though a large body of research exists regarding the notion of reflection and its importance in terms of OL, this has not been discussed in the specific context of the 4I framework. This article contributes to the development of the 4I model by discussing how reflective practice—on three levels and within 4I sub-processes—fuels the OL process. The argumentation is based on an extensive literature review in three dimensions of learning, illustrated with an empirical inquiry into three business organizations and their reflective practice. In addition, the aim is to increase the understanding of reflection as not only an individual or group process, but as an organized practice, enabled by the tools of management control.

  7. Using children's picture books for reflective learning in nurse education.

    Science.gov (United States)

    Crawley, Josephine; Ditzel, Liz; Walton, Sue

    2012-08-01

    One way in which nursing students may build their practice is through reflective learning from stories. Stories in children's literature offer a special source of narratives that enable students to build empathy and to examine and reconstruct their personal concepts around human experience. Illustrated storybooks written for children are a particularly attractive teaching resource, as they tend to be short, interesting, colourful and easy to read. Yet, little has been written about using such books as a reflective learning tool for nursing students. In this article we describe how we use two children's books and McDrury and Alterio's (2002) 'Reflective Learning through Storytelling' model to educate first year nursing students about loss, grief and death.

  8. Reflective learning in community-based dental education.

    Science.gov (United States)

    Deogade, Suryakant C; Naitam, Dinesh

    2016-01-01

    Community-based dental education (CBDE) is the implementation of dental education in a specific social context, which shifts a substantial part of dental clinical education from dental teaching institutional clinics to mainly public health settings. Dental students gain additional value from CBDE when they are guided through a reflective process of learning. We propose some key elements to the existing CBDE program that support meaningful personal learning experiences. Dental rotations of 'externships' in community-based clinical settings (CBCS) are year-long community-based placements and have proven to be strong learning environments where students develop good communication skills and better clinical reasoning and management skills. We look at the characteristics of CBDE and how the social and personal context provided in communities enhances dental education. Meaningfulness is created by the authentic context, which develops over a period of time. Structured reflection assignments and methods are suggested as key elements in the existing CBDE program. Strategies to enrich community-based learning experiences for dental students include: Photographic documentation; written narratives; critical incident reports; and mentored post-experiential small group discussions. A directed process of reflection is suggested as a way to increase the impact of the community learning experiences. We suggest key elements to the existing CBDE module so that the context-rich environment of CBDE allows for meaningful relations and experiences for dental students and enhanced learning.

  9. Reflecting Team as an Evaluation/learning Instrument for Self-reflection of Teachers

    Directory of Open Access Journals (Sweden)

    Michling Malgorzata D.

    2017-12-01

    Full Text Available The Reflecting Team (RT is a method derived from systemic therapy in the 1980s by the social psychiatrist Tom Andersen. It is increasingly being used in training and evaluation contexts. The aim of the method is to create a space for the development of diverse perspectives and appropriate ideas and solutions in which the integrity of the students/customers/clients is preserved and the acceptance of proposals is facilitated. To this end, the systems involved (advice seekers, consultants, and observers enter a common process of alternately directed and non-directed communication. The RT is not only suitable to address communication problems in group work and other educational situations, but it can also help to consider the traditional teaching and learning processes in a reflective way. Reflecting teams can also significantly improve the feedback and quality of teaching and learning. The article deals with the use of RT in the context of the collective exchange of teaching staff with their students. It uses a problem as an evaluation form and learning instrument to reflect on their pedagogical approach and, at the same time, their relationship with students during the lessons. This is to present the RT method for collegial exchange (Process Flow: Advice-seeker, teacher, Interviewer, RT and their need for teacher reflection as well as the experience of self-efficacy (empowerment and self-sufficiency.

  10. E-learning and learning-E: reflections on training

    Directory of Open Access Journals (Sweden)

    Chiara Panciroli

    2008-07-01

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

  11. A reflection on using play to facilitate learning

    Directory of Open Access Journals (Sweden)

    Margaret Martin

    2016-05-01

    Full Text Available Background: At the South Eastern Sydney Local Health District Nursing and Midwifery Practice and Workforce Unit, we use the framework of CARE (a compound acronym of Capacity, cApability, collaboRation and culturE to inform all aspects of work. The principles of practice development (Manley et al., 2008 also inform our work, a major focus of which is the use of coaching, action learning sets and active learning techniques. The use of questions and questioning is key to these. These techniques are part of our person-centred approach to professional development and learning. This article describes my reflections, using Gibbs’ model (1988, on the development of a questioning tool aimed at enhancing learning through play. The tool is an origami ‘chatterbox’, which was originally developed as part of a ‘poster’ presentation at the 2014 International Practice Development Conference in Toronto. Aims and objectives: This article aims to share a critical reflection on developing and using the chatterbox and to describe how this experience led to deeper reflections on the role of play in adult learning. Conclusions and implications for practice: The chatterbox has provided a simple and effective tool for introducing, practising and reinforcing the use of enabling questions. Its development allowed the categorisation of enabling questions. Personal reflections undertaken as part of the development of the tool inspired me to explore the literature about the role of play in adult learning. It has implications for supporting the learning of people who are interested in using enabling questions, by increasing their skill and confidence.

  12. Measuring Effects of Reflection on Learning – A Physiological Study

    NARCIS (Netherlands)

    Qi, Wen; Verpoorten, Dominique; Westera, Wim

    2014-01-01

    As an economical and feasible intervention, reflection demands learners using critical thinking to examine presented information, questioning its validity, and drawing conclusions based on the resulting ideas during a learning process. The aim of this study is to gain insight into the effects

  13. Using reflective learning journals to improve students learning and awareness

    DEFF Research Database (Denmark)

    Jensen, Lars Peter

    2008-01-01

    students are working in teams together and given special help to develop team and project work skills. When Danish and foreign students are grouped in mixed teams on the 2nd semester, still the Danish students are experts in project work and they are not familiar with taking in less skilled newcomers...... examples from the learning journals, proving that the students reach the learning goals of the course being able to discuss a more professional approach to their team work and they plan how to help foreigners entering their team.......This paper addresses the problem of mixing Danish engineering students having 3 years of experience with project work in teams (PBL setting at Aalborg University), with foreign students starting on Master Engineering educations with close to zero PBL experience. The first semester the foreign...

  14. Web-based Collaborative learning in secondary education: Teachers’ reflection

    Directory of Open Access Journals (Sweden)

    Hsi-Chi Hsiao

    2010-06-01

    Full Text Available This article is based on the researchers’ reflections after twice participating in a Web-based Collaborative Learning Program Contest. The contests were held by Asia-Pacific Economic Cooperation (APEC Cyber Academy (ACA. In collaborative learning, teachers are expected to provide participants with scaffolding assistance. The ACA is designed to provide student-centered activities for enhancing skills in information and communication technologies. Students are expected to find data, prepare presentations, and report their topics in English to communicate with other teams from other countries. During these processes, the researcher tried to apply theoretical models such as computerized instruction and topic based learning. The results of this study show the various benefits of Web-based Collaborative Learning for students and teachers. This study also includes several recommendations for primary and secondary schools.

  15. The use of blogging in tertiary healthcare educational settings to enhance reflective learning in nursing leadership.

    Science.gov (United States)

    Levine, Theodora C

    2014-01-01

    Web 2.0 technologies such as blogs are increasingly used in academic settings; however, they are not widely used in hospital settings. This project explored the effectiveness of using a blog to enhance reflective learning in a nurse manager leadership development course of a tertiary care hospital setting. Differences in reflective learning between the blog group and traditional learning group were measured post training using a Reflective Learning and Interaction Questionnaire. Although the groups did not differ significantly on any reflective learning dimension (p educators contemplating to incorporate blogs into their learning strategies to enhance reflective learning.

  16. Special Issue on: Awareness and Reflection in Technology Enhanced Learning. Vol.9, (2-3)

    OpenAIRE

    Kravcik, Milos; Mikroyannidis, Alexander; Pammer, Viktoria; Prilla, Michael; Ullmann, Thomas

    2017-01-01

    Awareness and reflection play a crucial role in the learning process, helping the involved actors to succeed in self-regulated learning and to optimise their learning experience. Whether in traditional education, workplace training or lifelong learning, appropriate feedback together with proper assessment of previous practices can bring benefits for all the participants and cultivate their reflective skills, which are essential for effective learning.

  17. Determinants of Self-Reflective Learning and Its Consequences in Online Master Degree Programs

    Science.gov (United States)

    Neumann, Yoram; Neumann, Edith; Lewis, Shelia

    2017-01-01

    Based on recent studies of self-reflective learning and its effects on various learning outcomes, this study examined the concept of self-reflective learning in the context of the Robust Learning Model (RLM), which is a learning model designed for improving the educational effectiveness of online degree programs. Two models were introduced to…

  18. Student's Reflections on Their Learning and Note-Taking Activities in a Blended Learning Course

    Science.gov (United States)

    Nakayama, Minoru; Mutsuura, Kouichi; Yamamoto, Hiroh

    2016-01-01

    Student's emotional aspects are often discussed in order to promote better learning activity in blended learning courses. To observe these factors, course participant's self-efficacy and reflections upon their studies were surveyed, in addition to the surveying of the metrics of student's characteristics during a Bachelor level credit course.…

  19. Teaching-learning of psychology: reflections from interbehavioral scientific matrix

    Directory of Open Access Journals (Sweden)

    Winter Edgar Reyna Cruz

    2017-12-01

    Full Text Available In previous works it has been pointed out that the exercise of Psychology is not limited to a single type of practice; On the contrary, psychologists perform philosophical, theoretical, technological, professional and transdisciplinary practices. Derived from the above in the present work, it is argued that teaching-learning Psychology demands that the aforementioned practices be taught-learn, to a greater or lesser extent. Based on this, (a the specific characteristics of each practice are described roughly; (b there is an aroused presentation of the main interbehavioral theoretical contributions regarding the teaching-learning of Psychology, the didactic interaction and the teacher's performance, which have focused on the learning of the practice of scientific investigation and its teaching; and, derived from the previous points, (c some reflections are presented regarding the teaching practice of psychology, as well as the learning of it, taking into account the different practices that are carried out in this discipline and not only with respect to the research practice. In the final comments, the benefits of the distinction of psychological practices in the training of apprentices of the discipline are indicated

  20. Are students' impressions of improved learning through active learning methods reflected by improved test scores?

    Science.gov (United States)

    Everly, Marcee C

    2013-02-01

    To report the transformation from lecture to more active learning methods in a maternity nursing course and to evaluate whether student perception of improved learning through active-learning methods is supported by improved test scores. The process of transforming a course into an active-learning model of teaching is described. A voluntary mid-semester survey for student acceptance of the new teaching method was conducted. Course examination results, from both a standardized exam and a cumulative final exam, among students who received lecture in the classroom and students who had active learning activities in the classroom were compared. Active learning activities were very acceptable to students. The majority of students reported learning more from having active-learning activities in the classroom rather than lecture-only and this belief was supported by improved test scores. Students who had active learning activities in the classroom scored significantly higher on a standardized assessment test than students who received lecture only. The findings support the use of student reflection to evaluate the effectiveness of active-learning methods and help validate the use of student reflection of improved learning in other research projects. Copyright © 2011 Elsevier Ltd. All rights reserved.

  1. Effects of Elicited Reflections combined with Tutor or Peer Feedback on Self-Regulated Learning and Learning Outcomes

    NARCIS (Netherlands)

    Van den Boom, Gerard; Paas, Fred; Van Merriënboer, Jeroen

    2009-01-01

    Van den Boom, G., Paas, F., & Van Merriënboer, J. J. G. (2007). Effects of elicited reflections combined with tutor or peer feedback on self-regulated learning and learning outcomes. Learning and Instruction, 17, 532-548.

  2. Methods of Reflection about Service Learning: Guided vs. Free, Dialogic vs. Expressive, and Public vs. Private

    Science.gov (United States)

    Sturgill, Amanda; Motley, Phillip

    2014-01-01

    Reflection is a key component of service learning, but research shows that in order to maximize learning, the reflection must be of high quality. This paper compares the affordances of three different models of written reflection in engendering students' higher-order thought processes. Student reflections were compared across axes of guided versus…

  3. Mobile and Online Learning Journal: Effects on Apprentices' Reflection in Vocational Education and Training

    Science.gov (United States)

    Mauroux, Laetitia; Könings, Karen D.; Zufferey, Jessica Dehler; Gurtner, Jean-Luc

    2014-01-01

    While learning journals (LJs) have been shown to support self-regulated learning strategies, reflection and learning outcomes in academic contexts, few studies have investigated their relevance in vocational education. A mobile and online learning journal (MOLJ) was developed to support reflection on workplace experiences. However, acceptance of…

  4. Sleep and memory consolidation: motor performance and proactive interference effects in sequence learning.

    Science.gov (United States)

    Borragán, Guillermo; Urbain, Charline; Schmitz, Rémy; Mary, Alison; Peigneux, Philippe

    2015-04-01

    That post-training sleep supports the consolidation of sequential motor skills remains debated. Performance improvement and sensitivity to proactive interference are both putative measures of long-term memory consolidation. We tested sleep-dependent memory consolidation for visuo-motor sequence learning using a proactive interference paradigm. Thirty-three young adults were trained on sequence A on Day 1, then had Regular Sleep (RS) or were Sleep Deprived (SD) on the night after learning. After two recovery nights, they were tested on the same sequence A, then had to learn a novel, potentially competing sequence B. We hypothesized that proactive interference effects on sequence B due to the prior learning of sequence A would be higher in the RS condition, considering that proactive interference is an indirect marker of the robustness of sequence A, which should be better consolidated over post-training sleep. Results highlighted sleep-dependent improvement for sequence A, with faster RTs overnight for RS participants only. Moreover, the beneficial impact of sleep was specific to the consolidation of motor but not sequential skills. Proactive interference effects on learning a new material at Day 4 were similar between RS and SD participants. These results suggest that post-training sleep contributes to optimizing motor but not sequential components of performance in visuo-motor sequence learning. Copyright © 2015 Elsevier Inc. All rights reserved.

  5. Techniques to Promote Reflective Practice and Empowered Learning.

    Science.gov (United States)

    Nguyen-Truong, Connie Kim Yen; Davis, Andra; Spencer, Cassius; Rasmor, Melody; Dekker, Lida

    2018-02-01

    Health care environments are fraught with fast-paced critical demands and ethical dilemmas requiring decisive nursing actions. Nurse educators must prepare nursing students to practice skills, behaviors, and attitudes needed to meet the challenges of health care demands. Evidence-based, innovative, multimodal techniques with novice and seasoned nurses were incorporated into a baccalaureate (BSN) completion program (RN to-BSN) to deepen learning, complex skill building, reflective practice, teamwork, and compassion toward the experiences of others. Principles of popular education for engaged teaching-learning were applied. Nursing students experience equitable access to content through co-constructing knowledge with four creative techniques. Four creative techniques include poem reading aloud to facilitate connectedness; mindfulness to cultivate self-awareness; string figure activities to demonstrate indigenous knowledge and teamwork; and cartooning difficult subject matter. Nursing school curricula can promote a milieu for developing organizational skills to manage simultaneous priorities, practice reflectively, and develop empathy and the authenticity that effective nursing requires. [J Nurs Educ. 2018;57(2):115-120.]. Copyright 2018, SLACK Incorporated.

  6. The Use of a Reflective Learning Journal in an Introductory Statistics Course

    Science.gov (United States)

    Denton, Ashley Waggoner

    2018-01-01

    Reflective learning entails a thoughtful learning process through which one not only learns a particular piece of knowledge or skill, but better understands "how" one learned it--knowledge that can then be transferred well beyond the scope of the specific learning experience. This type of thinking empowers learners by making them more…

  7. Learning to Become a Learning Professional: Reflections on One Year of Teaching

    Science.gov (United States)

    Attard, Karl; Armour, Kathleen M.

    2005-01-01

    This research aims to study the ways in which a teacher learns through and about professional practice. Data presented here is drawn from one year of teaching and focuses on pedagogical practices, critical reflection upon those practices and the impact of the implementation of a new physical education syllabus in Maltese secondary schools. The…

  8. Facial attractiveness judgements reflect learning of parental age characteristics.

    Science.gov (United States)

    Perrett, David I; Penton-Voak, Ian S; Little, Anthony C; Tiddeman, Bernard P; Burt, D Michael; Schmidt, Natalie; Oxley, Roz; Kinloch, Nicholas; Barrett, Louise

    2002-05-07

    Mate preferences are shaped by infant experience of parental characteristics in a wide variety of species. Similar processes in humans may lead to physical similarity between parents and mates, yet this possibility has received little attention. The age of parents is one salient physical characteristic that offspring may attend to. The current study used computer-graphic faces to examine how preferences for age in faces were influenced by parental age. We found that women born to 'old' parents (over 30) were less impressed by youth, and more attracted to age cues in male faces than women with 'young' parents (under 30). For men, preferences for female faces were influenced by their mother's age and not their father's age, but only for long-term relationships. These data indicate that judgements of facial attractiveness in humans reflect the learning of parental characteristics.

  9. E-learning for medical education: reflections of learners on patients.

    Science.gov (United States)

    Walsh, Kieran

    2018-01-01

    There is a growing research interest in how healthcare professionals learn online. This paper reports an analysis of reflections that relate to patients from users of an e-learning resource, BMJ Learning. Healthcare professionals who use BMJ Learning are encouraged to reflect on their learning. Over one year, all of the learners' reflections that related to patients were captured by the programme's software and were analysed using thematic analysis. A number of key themes emerged from this analysis: many learners reflected on patients in the context of their disease; many learners reflected on how they had put their learning into action or planned to put their learning into action for the benefit of patients; many learners reflected on how they would pass on what they had learned to patients; learners greatly appreciated patients contributing to the learning. Learners predominantly reflect about patients in the context of their disease. The reflections demonstrate that learners are keen to put their learning into action for the benefit of their patients. Learners' reflections show a keen interest in the patient-centredness of the learning resources.

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

    Science.gov (United States)

    Berglund, Mia; Sjögren, Reet; Ekebergh, Margaretha

    2012-03-01

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

  11. A Reflective Journey through Theory and Research in Mathematical Learning and Development

    Science.gov (United States)

    Belbase, Shashidhar

    2010-01-01

    This paper is an attempt to reflect on class sessions during the fall 2010 in a course "Theory and Research in Mathematical Learning and Development". This reflection as a learning journey portrays discussions based on foundational perspectives (FP), historical highlights (HH), and guiding questions (GQ) related to mathematics learning and…

  12. The Effects of Reflective Activities on Skill Adaptation in a Work-Related Instrumental Learning Setting

    Science.gov (United States)

    Roessger, Kevin M.

    2014-01-01

    In work-related instrumental learning contexts, the role of reflective activities is unclear. Kolb's experiential learning theory and Mezirow's transformative learning theory predict skill adaptation as an outcome. This prediction was tested by manipulating reflective activities and assessing participants' response and error rates during novel…

  13. Learning by Thinking during Play: The Power of Reflection to Aid Performance

    Science.gov (United States)

    Salmon, Angela K.

    2016-01-01

    Coupled with reflection, play leads to the development of thinking dispositions and promotes deep learning and understanding. The twenty-first century world demands that children learn how to learn by becoming reflective, self-regulating inquirers capable of metacognition (thinking about thinking). This manuscript aims to analyse how young minds…

  14. Fostering Self-Reflection and Meaningful Learning: Earth Science Professional Development for Middle School Science Teachers

    Science.gov (United States)

    Monet, Julie A.; Etkina, Eugenia

    2008-10-01

    This paper describes the analysis of teachers’ journal reflections during an inquiry-based professional development program. As a part of their learning experience, participants reflected on what they learned and how they learned. Progress of subject matter and pedagogical content knowledge was assessed though surveys and pre- and posttests. We found that teachers have difficulties reflecting on their learning and posing meaningful questions. The teachers who could describe how they reasoned from evidence to understand a concept had the highest learning gains. In contrast those teachers who seldom or never described learning a concept by reasoning from evidence showed the smallest learning gains. This analysis suggests that learning to reflect on one’s learning should be an integral part of teachers’ professional development experiences.

  15. Professional Learning in Human Resource Management: Problematising the Teaching of Reflective Practice

    Science.gov (United States)

    Griggs, V.; Holden, R.; Rae, J.; Lawless, A.

    2015-01-01

    Reflection and reflective practice are much discussed aspects of professional education. This paper conveys our efforts to problematise teaching reflective practice in human resources (HR) education. The research, on which the paper is based, engages with stakeholders involved in the professional learning and education of reflective practice in…

  16. Personal Competencies/Personalized Learning: Reflection on Instruction. A Peer-to-Peer Learning and Observation Tool

    Science.gov (United States)

    Twyman, Janet; Redding, Sam

    2015-01-01

    This publication and its companion, "Personal Competencies/Personalized Learning: Lesson Plan Reflection Guide," were created in response to a request for further development of the practical application of personalized learning concepts by teachers. Personalized learning varies the time, place, and pace of learning for each student, and…

  17. Perceptions of the use of reflective learning journals in online graduate nursing education.

    Science.gov (United States)

    Langley, Malinda E; Brown, Sylvia T

    2010-01-01

    The purpose of this study was to examine the perceptions of graduate nursing students and a small sample of faculty regarding learning outcomes associated with reflective learning journals (RLJ) in online education. Reflective journaling is used extensively in nursing curricula, yet few studies have explored perceptions of learning outcomes with online students, specifically those preparing to become nurse educators.An electronic survey was developed utilizing items associated with four learning outcomes of reflective journaling: professional development, personal growth, empowerment, and facilitation of the learning process. Positive outcomes such as the connection between theory and practice, recognition of strengths and weaknesses, and integration of new ideas and concepts were identified. Obstacles included the amount of time needed for reflection and grading, and the development of trust between students and faculty. The results of this study indicate that graduate students and faculty perceive positive learning outcomes with the use of reflective journals in online education.

  18. Service Learning in Undergraduate Nursing Education: Strategies to Facilitate Meaningful Reflection.

    Science.gov (United States)

    Schmidt, Nola A; Brown, Janet M

    2016-01-01

    Service learning is recognized as a valuable pedagogy involving experiential learning, reflection, and reciprocal learning. Students develop critical thinking and social awareness by using the crucial activity of reflecting upon their experiential learning with community partners. The purpose of this paper is to demystify the process of reflection by identifying best practices to enhance reflection and offering suggestions for grading. By understanding "the what" and "the how" of reflection, educators can implement service learning experiences designed to include the essential component of reflection. Strategies for facilitating meaningful reflection are described including descriptions of what students should reflect upon and how to initiate reflection through writing, reading, doing, and telling. Grading rubrics are suggested to facilitate evaluation of student reflection. When properly implemented, service learning encourages students to be good citizens of the world. By using best practices associated with reflection, students can be challenged to think critically about the world and how their service can achieve community goals. Copyright © 2016. Published by Elsevier Inc.

  19. Methodological Reflections: Designing and Understanding Computer-Supported Collaborative Learning

    Science.gov (United States)

    Hamalainen, Raija

    2012-01-01

    Learning involves more than just a small group of participants, which makes designing and managing collaborative learning processes in higher education a challenging task. As a result, emerging concerns in current research have pointed increasingly to teacher orchestrated learning processes in naturalistic learning settings. In line with this…

  20. Reflections from Graduate Adult Learners about Service Learning

    Science.gov (United States)

    Alston, Geleana Drew; Clegg, T. E.; Clodfelter, Roy J., Jr.; Drye, Kimberly C.; Farrer, J. V.; Gould, Derek; Mohsin, Nidhal M.; Rankin, Tomiko N.; Ray, Sherri L.

    2016-01-01

    Adult education is grounded in responding to the needs of others, and the field places emphasis on adult learning theories such as transformative learning and experiential learning. Service learning is an educational approach that balances formal instruction and direction with the opportunity for adult learners to serve in the community as a…

  1. Service-Learning in Undergraduate Nursing Education: Where is the Reflection?

    Science.gov (United States)

    Brown, Janet M; Schmidt, Nola A

    2016-01-01

    Service-Learning is recognized as a valuable pedagogy that involves experiential learning, reflection, and reciprocal learning. Reflection is a critical component because it assists students to develop critical thinking and social awareness as they reflect upon their experiential learning with community partners. Although there is a proliferation of literature about service-learning, upon closer examination, it is apparent that some authors do not place emphasis on reflection when reporting on service-learning projects. This begs the question, "Where is the reflection?" The purpose of this article is to provide an overview and describe misrepresentations and exemplars of service-learning. After providing an overview of service-learning, examples of how service-learning is misrepresented in the literature are discussed. Exemplars of service-learning are also cited. Calling attention to how service-learning is reported in the literature will increase awareness about the need to critically evaluate articles for evidence of reflection. Copyright © 2016 Elsevier Inc. All rights reserved.

  2. Learning pathways during clinical placement of physiotherapy students: a Malaysian experience of using learning contracts and reflective diaries

    Directory of Open Access Journals (Sweden)

    Ayiesah Ramli

    2013-07-01

    Full Text Available Purpose: Learning contracts and reflective diaries are educational tools that have been recently introduced to physiotherapy students from Malaysia during clinical education. It is unclear how students perceive the experience of using a learning contract and reflective diary. This study explores the learning pathways of the students after using a learning contract and a reflective diary for the first time in their clinical placement. Methods: A total of 26 final-year physiotherapy students completed a learning contract and a reflective diary during clinical placements. Two researchers explored the data qualitatively by the thematic content analysis method using NVivo. Results: A total of four and six main learning themes were identified from the data of the students through a learning contract and reflective diary. Conclusion: These learning themes reflected the views of the students about what they have considered to be important learning pathways during their clinical placements. They give valuable insights into the experiences and opinions of students during their clinical education process, which should be useful for enhancing teaching and learning methods in physiotherapy education.

  3. The usefulness of a tool to assess reflection in a service-learning ...

    African Journals Online (AJOL)

    The students have to reflect in a structured manner on the service-learning experience to understand and appreciate not only the module and discipline, but also their sense of personal value and social responsibility. By providing structured opportunities for reflection, deeper learning can be facilitated, which enhances ...

  4. Reflective Learning in a Chinese MBA Programme: Scale Assessment and Future Recommendations

    Science.gov (United States)

    Xiao, Qian; Zhu, Pinghui; Hsu, Maxwell K.; Zhuang, Weiling; Peltier, James

    2016-01-01

    The purpose of this study was twofold: (1) to use Chinese MBA students to validate the expanded reflective learning continuum and address the concerns raised in this regard in business education; (2) to determine whether the continuum concept holds true in a non-western culture and whether the reflective learning continuum remains a powerful force…

  5. Recognizing Our Cultural Biases as Counsellor Supervisors: A Reflective Learning Approach

    Science.gov (United States)

    Brinson, Jesse A.

    2004-01-01

    This article encourages supervisors, in general, and counsellor supervisors, in particular, to engage in reflective learning as a way to identify their cultural biases. Awareness of counsellor bias has been addressed by ethical standards outlined for professional helpers. This article presents reflective learning as a potentially useful strategy…

  6. Developing critical reflection for professional practice through problem-based learning.

    Science.gov (United States)

    Williams, B

    2001-04-01

    To explore the influence of current learning traditions in nursing on the development of reflection and critical reflection as professional practice skills and to offer suggestions for nursing education that will specifically facilitate the development of critical reflection. ORGANIZATIONAL CONSTRUCTS: Mezirow's transformative learning theory, Barrows conceptualization of problem-based learning (PBL). Integrative literature review of published literature related to nursing, health science education and professional education from 1983-2000. Professional education scholars concur that specialized knowledge is clearly essential for professional practice, however, they also suggest that self-consciousness (reflection) and continual self-critique (critical reflection) are crucial to continued competence. While strategies to facilitate reflection have been outlined in the literature, specific strategies to facilitate the development of critical reflection and implications for nursing education are much less clear. Advocates of reflective and critically reflective practice suggest that the development of these abilities should be inextricably linked to professional development and can be developed through active repeated guided practice. In health care, PBL based on constructivism, has been identified as one way to facilitate the development of these skills. Nursing learners exposed to PBL develop the ability to be reflective and critically reflective in their learning and acquire the knowledge and skill within the discipline of nursing by encountering key professional practice situations as the stimulus and focus of their classroom learning. The learners' ability to be both reflective and critically reflective in their learning is developed by critical questioning of the faculty tutor during situational analysis, learning need determination, application of knowledge, critique of resources and personal problem-solving processes, and summarization of what was learned.

  7. How assessment and reflection relate to more effective learning in adaptive management

    Directory of Open Access Journals (Sweden)

    Harry Biggs

    2011-05-01

    Two other studies in the Kruger National Park, which have examined learning specifically, are also discussed. One of them suggests that in a complex environment, learning necessarily has a dual nature, with each component of seven contrasting pairs of the aspects of learning in partial tension with the other. We use these dualities to further probe assessment, reflection, inter-relatedness and learning in the cases presented. Each contrasting aspect of a ‘learning duality’ turns out to emphasise either assessment or reflection, which reinforces the idea that both are needed to facilitate sufficient learning for successful adaptive management. We hope this analysis can act as a springboard for further study, practice and reflection on these important and often underrated components of adaptive management. Conservation implications: The better understanding of assessment and reflection as being largely separate but complementary actions will assist adaptive management practitioners to give explicit attention to both, and to relate them better to each other.

  8. Appreciated but Constrained: Reflective Practice of Student Teachers in Learning Communities in a Confucian Heritage Culture

    Science.gov (United States)

    Zhan, Ying; Wan, Zhi Hong

    2016-01-01

    This study aimed to understand the reflective practice of 23 Chinese student teachers in learning communities (LCs) during their practicum in a Confucian heritage culture. The reflective levels of the student teachers and the factors that mediated the effects of LCs on their reflective practice were explored using journals and post-journal…

  9. Analyzing Reflections in Service Learning to Promote Personal Growth and Community Self-Efficacy

    Science.gov (United States)

    Sanders, Martha J.; Van Oss, Tracy; McGeary, Signian

    2016-01-01

    The use of structured reflections for promoting personal understanding and community self-efficacy was examined in 65 occupational therapy college students in a service learning course. Students in the experimental group wrote structured reflections throughout the semester while students in the control groups used non-structured reflections.…

  10. Reflections on e-Learning Readiness in Albanian Education

    Directory of Open Access Journals (Sweden)

    Ezmolda Barolli

    2009-01-01

    Full Text Available Nowadays e-Learning has been identified to be the future of learning worldwide since the very powerful platform of the Internet has accelerated the speed of communication. Adoption of e-learning has become the latest trend across universities all over the world. Albania is part of a global shift from material resources to knowledge and intellectual resources as the basis for economic growth. Educators across Albania are aware that students must have an education that enables the students to participate successfully in and contribute to the knowledge economy. E-Learning readiness is an initial part of e- Learning development. In order to benefit from e-learning, higher education institutions in Albania should conduct considerable up-front analysis to assess their readiness. In this paper we are trying to examine the status of e-Learning readiness in Albania, analyzing and discussing several components and criteria based on literature.

  11. Mobile Apps for Reflection in Learning: A Design Research in K-12 Education

    Science.gov (United States)

    Leinonen, Teemu; Keune, Anna; Veermans, Marjaana; Toikkanen, Tarmo

    2016-01-01

    This study takes a design-based research approach to explore how applications designed for mobile devices could support reflection in learning in K-12 education. Use of mobile devices is increasing in schools. Most of the educational apps support single-person use of interactive learning materials, simulations and learning games. Apps designed to…

  12. Reflection on the Use of Blended Learning at a Korean University

    Science.gov (United States)

    Klemsen, Katie Mae; Seong, Myeong Hee

    2012-01-01

    The purpose of this study was to examine students' satisfaction and investigate the potential of improved learning outcomes in smart and blended learning environments. This paper reflects on the experience of the delivery of a program at H University in Seoul, Korea using smart and blended learning. The goal was to apply the findings to current…

  13. A Service-Learning Project Using Crowdfunding Strategy: Students' Experience and Reflection

    Science.gov (United States)

    Mat-jizat, Jessnor Elmy; Khalid, Khalizul

    2016-01-01

    The aim of this study was to explore students' experience and reflection in doing a Service Learning project as part of their course work. The Service Learning project allows the students to practice their knowledge of raising capital through crowdfunding, and at the same time situates them in an environment where they could learn from the…

  14. Leveraging Faculty Reflective Practice to Understand Active Learning Spaces: Flashbacks and Re-Captures

    Science.gov (United States)

    Ramsay, Crystal M.; Guo, Xiuyan; Pursel, Barton K.

    2017-01-01

    Although learning spaces research is not new, research approaches that target the specific teaching and learning experiences of faculty and students who occupy active learning classrooms (ALCs) is nascent. We report on two novels data collection approaches: Flashbacks and Re-Captures. Both leverage faculty reflective practice and provide windows…

  15. Encouraging Student Reflection and Articulation Using a Learning Companion: A Commentary

    Science.gov (United States)

    Goodman, Bradley; Linton, Frank; Gaimari, Robert

    2016-01-01

    Our 1998 paper "Encouraging Student Reflection and Articulation using a Learning Companion" (Goodman et al. 1998) was a stepping stone in the progression of learning companions for intelligent tutoring systems (ITS). A simulated learning companion, acting as a peer in an intelligent tutoring environment ensures the availability of a…

  16. Systemic Family Therapy Using the Reflecting Team: The Experiences of Adults with Learning Disabilities

    Science.gov (United States)

    Anslow, Katharine

    2014-01-01

    This research aimed to illuminate the experiences of adults with learning disabilities of the reflecting team, in the context of their systemic family therapy. Five adults with learning disabilities were recruited from one community learning disability team. A qualitative design using interpretative phenomenological analysis (IPA) was appropriate…

  17. Appreciative Inquiry: Guided Reflection to Generate Change in Service-Learning Courses

    Science.gov (United States)

    Lahman, Mary

    2012-01-01

    Service-learning scholars contend that engaging students in systematic reflection during community service promotes one, if not all, of the following student outcomes: (1) academic learning; (2) personal growth; and (3) civic engagement. For communication instructors in particular, Applegate and Morreale (1999) proposed that service-learning both…

  18. Visuo-motor coordination and internal models for object interception.

    Science.gov (United States)

    Zago, Myrka; McIntyre, Joseph; Senot, Patrice; Lacquaniti, Francesco

    2009-02-01

    Intercepting and avoiding collisions with moving objects are fundamental skills in daily life. Anticipatory behavior is required because of significant delays in transforming sensory information about target and body motion into a timed motor response. The ability to predict the kinematics and kinetics of interception or avoidance hundreds of milliseconds before the event may depend on several different sources of information and on different strategies of sensory-motor coordination. What are exactly the sources of spatio-temporal information and what are the control strategies remain controversial issues. Indeed, these topics have been the battlefield of contrasting views on how the brain interprets visual information to guide movement. Here we attempt a synthetic overview of the vast literature on interception. We discuss in detail the behavioral and neurophysiological aspects of interception of targets falling under gravity, as this topic has received special attention in recent years. We show that visual cues alone are insufficient to predict the time and place of interception or avoidance, and they need to be supplemented by prior knowledge (or internal models) about several features of the dynamic interaction with the moving object.

  19. Reflective Awareness in Mathematics Teachers' Learning and Teaching

    Science.gov (United States)

    Chapman, Olive

    2015-01-01

    The nature of mathematics teachers' knowledge specific to teaching mathematics [MTK] is of ongoing concern in mathematics education research. This article contributes to our under-standing of this knowledge with particular focus on reflective awareness. It discusses MTK based on ways it has been used in research. It highlights reflective awareness…

  20. Using a critical reflection process to create an effective learning community in the workplace.

    Science.gov (United States)

    Walker, Rachel; Cooke, Marie; Henderson, Amanda; Creedy, Debra K

    2013-05-01

    Learning circles are an enabling process to critically examine and reflect on practices with the purpose of promoting individual and organizational growth and change. The authors adapted and developed a learning circle strategy to facilitate open discourse between registered nurses, clinical leaders, clinical facilitators and students, to critically reflect on practice experiences to promote a positive learning environment. This paper reports on an analysis of field notes taken during a critical reflection process used to create an effective learning community in the workplace. A total of 19 learning circles were conducted during in-service periods (that is, the time allocated for professional education between morning and afternoon shifts) over a 3 month period with 56 nurses, 33 students and 1 university-employed clinical supervisor. Participation rates ranged from 3 to 12 individuals per discussion. Ten themes emerged from content analysis of the clinical learning issues identified through the four-step model of critical reflection used in learning circle discussions. The four-step model of critical reflection allowed participants to reflect on clinical learning issues, and raise them in a safe environment that enabled topics to be challenged and explored in a shared and cooperative manner. Copyright © 2012 Elsevier Ltd. All rights reserved.

  1. 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...

  2. Reflection of Learning Theories in Iranian ELT Textbooks

    Science.gov (United States)

    Neghad, Hossein Hashem

    2014-01-01

    This study was undertaken to evaluate Iranian ELT English textbooks (Senior High school and Pre-University) in the light of three learning theories i.e., behaviourism, cognitivism, and constructivism. Each of these learning theories embedding an array of instructional strategies and techniques acted as evaluation checklist. That is, Iranian ELT…

  3. Active Learning and Reflection in Product Development Engineering Education

    Science.gov (United States)

    Shekar, Aruna

    2007-01-01

    Traditional engineering courses at tertiary level have been traditionally theory-based, supported by laboratory work, but there is now a world-wide trend towards project-based learning. In product development education, project-based learning is essential in order to integrate the disciplines of design, marketing and manufacturing towards the…

  4. Reflections from the Field: Creating an Elementary Living Learning Makerspace

    Science.gov (United States)

    Shively, Kathryn L.

    2017-01-01

    This article features the creation of a makerspace in the elementary education (ELED) living and learning community (LLC) residence hall. This space was created based on the growing body of literature demonstrating the rise of makerspaces across learning environments as well as the need to expose pre-service teachers (PSTs) to early field…

  5. Teachers' Reflections on Cooperative Learning: Issues of Implementation

    Science.gov (United States)

    Gillies, Robyn M.; Boyle, Michael

    2010-01-01

    Cooperative learning (CL) is a well documented pedagogical practice that promotes academic achievement and socialization, yet many teachers struggle with implementing it in their classes. This study reports on the perceptions of 10, middle-year teachers who implemented cooperative learning in a unit of work across two school terms. Data from the…

  6. Connecting and Reflecting: Transformative Learning in Academic Libraries

    Science.gov (United States)

    Hooper, Michaela D. Willi; Scharf, Emily

    2017-01-01

    This literature review is intended to examine transformative learning within the context of academic libraries and its applications for librarians. Although the main audience is academic librarians who facilitate student learning, it may also be of interest to other practitioners and researchers who are interested in applying transformative…

  7. Learning-related human brain activations reflecting individual finances.

    Science.gov (United States)

    Tobler, Philippe N; Fletcher, Paul C; Bullmore, Edward T; Schultz, Wolfram

    2007-04-05

    A basic tenet of microeconomics suggests that the subjective value of financial gains decreases with increasing assets of individuals ("marginal utility"). Using concepts from learning theory and microeconomics, we assessed the capacity of financial rewards to elicit behavioral and neuronal changes during reward-predictive learning in participants with different financial backgrounds. Behavioral learning speed during both acquisition and extinction correlated negatively with the assets of the participants, irrespective of education and age. Correspondingly, response changes in midbrain and striatum measured with functional magnetic resonance imaging were slower during both acquisition and extinction with increasing assets and income of the participants. By contrast, asymptotic magnitudes of behavioral and neuronal responses after learning were unrelated to personal finances. The inverse relationship of behavioral and neuronal learning speed with personal finances is compatible with the general concept of decreasing marginal utility with increasing wealth.

  8. Nursing student voices: reflections on an international service learning experience.

    Science.gov (United States)

    Main, E Eve; Garrett-Wright, Dawn; Kerby, Molly

    2013-01-01

    For the past decade participation in service and experiential learning in higher education has increased. The purpose of this study was to explore the lived experience of BSN and MSN students participating in a multidisciplinary service-learning course in a rural, underserved village in Belize. Researchers analyzed student journals utilizing qualitative data analysis techniques. There were eight consistent themes found in the student journals. The findings indicate that international service learning opportunities increase students' awareness of their place in a global society and the potential contribution they can make in society. For the past decade, service and experiential learning in higher education, including nursing education, has become increasingly important. Simply put, service and experiential learning combine community service activities with a student's academic study for the sole purpose of enriching the academic experience. As faculty, we feel the goal of baccalaureate and graduate nursing education is to produce an educated professional who will become a responsible citizen.

  9. Reflections

    Indian Academy of Sciences (India)

    making computer programs 'human like' by building in learning and ... discussed the problems of control and communication in the living organism and the machine. ... To be effective in warding off disastrous consequences, our understanding.

  10. Reflection as a Learning Tool in Graduate Medical Education: A Systematic Review.

    Science.gov (United States)

    Winkel, Abigail Ford; Yingling, Sandra; Jones, Aubrie-Ann; Nicholson, Joey

    2017-08-01

    Graduate medical education programs employ reflection to advance a range of outcomes for physicians in training. However, the most effective applications of this tool have not been fully explored. A systematic review of the literature examined interventions reporting the use of reflection in graduate medical education. The authors searched Medline/PubMed, Embase, Cochrane CENTRAL, and ERIC for studies of reflection as a teaching tool to develop medical trainees' capacities. Key words and subject headings included reflection , narrative , residents/GME , and education / teaching / learning . No language or date limits were applied. The search yielded 1308 citations between inception for each database and June 15, 2015. A total of 16 studies, encompassing 477 residents and fellows, met eligibility criteria. Study quality was assessed using the Critical Appraisal Skills Programme Qualitative Checklist. The authors conducted a thematic analysis of the 16 articles. Outcomes studied encompassed the impact of reflection on empathy, comfort with learning in complex situations, and engagement in the learning process. Reflection increased learning of complex subjects and deepened professional values. It appears to be an effective tool for improving attitudes and comfort when exploring difficult material. Limitations include that most studies had small samples, used volunteers, and did not measure behavioral outcomes. Critical reflection is a tool that can amplify learning in residents and fellows. Added research is needed to understand how reflection can influence growth in professional capacities and patient-level outcomes in ways that can be measured.

  11. A Practice-Based Approach to Student Reflection in the Workplace during a Work-Integrated Learning Placement

    Science.gov (United States)

    Sykes, Christopher; Dean, Bonnie Amelia

    2013-01-01

    In the Work-Integrated Learning (WIL) curriculum, reflection on workplace activities is widely used to support student learning. Recent critiques have demonstrated the limitations of current approaches to support students' reflective learning of workplace practices. By employing a practice-based approach, we seek to refocus WIL reflection on…

  12. College physics students' epistemological self-reflection and its relationship to conceptual learning

    Science.gov (United States)

    May, David B.; Etkina, Eugenia

    2002-12-01

    Students should develop self-reflection skills and appropriate views about knowledge and learning, both for their own sake and because these skills and views may be related to improvements in conceptual understanding. We explored the latter issue in the context of an introductory physics course for first-year engineering honors students. As part of the course, students submitted weekly reports, in which they reflected on how they learned specific physics content. The reports by 12 students were analyzed for the quality of reflection and some of the epistemological beliefs they exhibited. Students' conceptual learning gains were measured with standard survey instruments. We found that students with high conceptual gains tend to show reflection on learning that is more articulate and epistemologically sophisticated than students with lower conceptual gains. Some implications for instruction are suggested.

  13. Understanding the impact of eating disorders: using the reflecting team as a learning strategy for students.

    Science.gov (United States)

    Stringfellow, Alicia; Evans, Nicola; Evans, Anne-Marie

    2018-02-08

    This article outlines how the application of a reflecting team from systemic family therapy practice was used as a learning strategy for a postgraduate programme for healthcare students. The programme was designed to increase the students' skills, knowledge and awareness of the needs of people with eating disorders, and their families. There were some benefits to this learning strategy. Students reported that the use of a reflecting team enabled them to gain a deep understanding of the emotional impact of eating disorders on individuals and their carers. However, as this method of learning was new to the students, they needed some initial instruction on the approach. During the programme of study, it became evident that the health professionals were deeply affected by the experiences of people with eating disorders. This would suggest that possibly it was the presence of the sufferers themselves as part of the reflecting team that provided the pivotal learning opportunity, rather than the reflecting team per se.

  14. Learning Behavior Analysis of a Ubiquitous Situated Reflective Learning System with Application to Life Science and Technology Teaching

    Science.gov (United States)

    Hwang, Wu-Yuin; Chen, Hong-Ren; Chen, Nian-Shing; Lin, Li-Kai; Chen, Jin-Wen

    2018-01-01

    Education research has shown that reflective study can efficiently enhance learning, and the acquisition of knowledge and skills from real-life situations has become a focus of interest for scholars. The knowledge-learning model based on verbal instruction, used in traditional classrooms, does not make use of real-life situations that encourage…

  15. Reflections

    Indian Academy of Sciences (India)

    not only in linguistics hut also in allied fields, splitting social scientists into t\\VO groups, Chomskyan and others. ... views on language, IlO\\\\"knoVv'Il as 'Standard Theory', generated a ... For the human mind, learning is a kind of reminiscence.

  16. Learning Strategy in Class Management: A Reflection from Manado Case

    Science.gov (United States)

    Suardi Wekke, Ismail; Yandra, Alexander; Hamuddin, Budianto

    2017-12-01

    This article is a research conducted with qualitative approach with various case studies underlining a strategy that becomes the basis for classroom management. The article discusses and links to the learning revolution that becomes today’s demands, including a discussion that analyses the condition of learners. The article based its data preliminary study conducted in Manado in the province of North Sulawesi in Indonesia. This region has its own characteristics with the encounter of Muslims and the Protestant community for century. Due to its uniqueness 3 Moslem schools and 3 Protestant schools in Manado were selected to study. Data collection was conducted for a year, from May 2016 to April 2017. The study employ four stages research steps: identification, data collection, data validity checking, and directed discussion. The stages include observation and in-depth interviews and conducting focus group discussions. Two important thought about the essence of learning strategy and learning revolution in class were shared briefly within this article.

  17. Blended Delivery and Online Assessment: Scaffolding Student Reflections in Work-Integrated Learning

    Science.gov (United States)

    Larkin, Ingrid; Beatson, Amanda

    2014-01-01

    This paper documents a teaching innovation addressing the challenges of embedding and assessing reflective practice in work-integrated learning, specifically marketing internships. We identify four issues relating to this problem: lack of knowledge or skill for reflection, limitations of physical journals, facilitation of different forms of…

  18. Learning Vicariously: Students' Reflections of the Leadership Lessons Portrayed in "The Office"

    Science.gov (United States)

    Wimmer, Gaea; Meyers, Courtney; Porter, Haley; Shaw, Martin

    2012-01-01

    Leadership educators are encouraged to identify and apply new ways to teach leadership. This paper provides the qualitative results of post-secondary students' reflections of learning leadership concepts after watching several episodes of the television show, "The Office." Students used reflective journaling to record their reactions and…

  19. Encouraging Reflective Practice in Conservatoire Students: A Pathway to Autonomous Learning?

    Science.gov (United States)

    Carey, Gemma; Harrison, Scott; Dwyer, Rachael

    2017-01-01

    This paper reports on first-year conservatoire students' reflections on their one-to-one performance learning through a reflective journal. One-to-one lessons have been a central part of the education of performing musicians, although their place in the twenty-first-century conservatoire is not beyond challenge. Recent research has indicated that…

  20. Using Reflective Learning to Improve the Impact of Continuing Education in the Context of Work Rehabilitation

    Science.gov (United States)

    Vachon, Brigitte; Durand, Marie-Jose; LeBlanc, Jeannette

    2010-01-01

    Reflective learning has been described as a promising approach for ameliorating the impact of continuing education (CE) programs. However, there are still very few studies that have investigated how occupational therapists use reflection to improve the integration of CE program content in their decision-making processes. The study objectives were…

  1. The Evaluation of Students' Written Reflection on the Learning of General Chemistry Lab Experiment

    Science.gov (United States)

    Han, Ng Sook; Li, Ho Ket; Sin, Lee Choy; Sin, Keng Pei

    2014-01-01

    Reflective writing is often used to increase understanding and analytical ability. The lack of empirical evidence on the effect of reflective writing interventions on the learning of general chemistry lab experiment supports the examination of this concept. The central goal of this exploratory study was to evaluate the students' written…

  2. Using Online Learning Platforms to Enhance Students' Reflective and Critical Thinking

    Science.gov (United States)

    Lennon, Sean M.

    2010-01-01

    A working paper on how to use common E-Learning platforms to incorporate critical thinking and reflection into traditional and hybrid formatted curriculums. Definitions and conceptual framework of both constructs are discussed and their benefits towards cognitions and reflection are highlighted. Best practices, including examples of previous…

  3. Development of a student rating scale to evaluate teachers' competencies for facilitating reflective learning

    NARCIS (Netherlands)

    Schaub-de Jong, Mirabelle A.; Schonrock-Adema, Johanna; Dekker, Hanke; Verkerk, Marian; Cohen-Schotanus, Janke

    Context Teaching students in reflection calls for specific teacher competencies. We developed and validated a rating scale focusing on Student perceptions of their Teachers' competencies to Encourage Reflective Learning in small Groups (STERLinG). Methods We applied an iterative procedure to reduce

  4. Reflections versus Extended Quizzes: Which Is Better for Student Learning and Self-Regulation?

    Science.gov (United States)

    Clinton, Virginia

    2018-01-01

    Both quizzes and reflections have been found to benefit student learning, but have been typically compared to passive or superficial controls. The purpose of this quasi-experiment is to test the relative effectiveness of brief quizzes followed by reflections compared to longer quizzes. Participants (N = 218) were introductory psychology students…

  5. Journaling: A quasi-experimental study of student nurses’ reflective learning ability

    Directory of Open Access Journals (Sweden)

    LP Fakude

    2003-09-01

    Full Text Available The use of journaling or journal writing in clinical education is one of the strategies used to develop critical thinking. Reflective journal writing, as it is commonly known, can nurture many qualities of a critical thinker and promote thoughtful nursing practice. Using a quasi-experimental design in this study, reflective journaling was introduced to a sample of first year Bridging Course student nurses at a Private Nursing Education Institution, to assess its effectiveness in reflective learning.

  6. Critically Reflective Pedagogical Model: a Pragmatic Blueprint for Enhancing Learning and Teaching in Construction Disciplines

    OpenAIRE

    Kamardeen, Imriyas

    2015-01-01

    University lecturers who aspire to provide an improved learning experience for their students continually, and be recognised for high quality teaching should embrace a critically reflective practice. Nonetheless, developing as a reflective lecturer is challenging, although there are pedagogical literatures as general guidelines. This study introduces a new pedagogical model of critically reflective practice to simplify the efforts for lecturers and to shorten their journey to becoming effecti...

  7. Reflections on Ways Forward for Addressing Ethical Concerns in Mobile Learning Research

    Science.gov (United States)

    Wishart, Jocelyn

    2016-01-01

    This paper reflects on a decade of discussions about the range of ethical issues arising in mobile learning research. Research into the educational potential of mobile, handheld technologies to enhance teaching and learning has been regularly frustrated by lecturers' and teachers' concerns about how their students might use such devices. At other…

  8. Enhancing the Pronunciation of English Suprasegmental Features through Reflective Learning Method

    Science.gov (United States)

    Suwartono

    2014-01-01

    Suprasegmental features are of paramount importance in spoken English. Yet, these pronunciation features are marginalised in EFL/ESL teaching-learning. This article reported a study that was aimed at improving the students' mastery of English suprasegmental features through the use of reflective learning method. The study adopted Kemmis and…

  9. Social Learning, Natural Resource Management, and Participatory Activities: A reflection on construct development and testing

    NARCIS (Netherlands)

    Rodela, R.

    2014-01-01

    This analysis reflects on the use of multidimensional constructs for the study of social learning in natural resource management. Insight from deliberative democracy and adult learning literature are used to ground the identified four dimensions (the moral dimension the cognitive dimension, the

  10. Students' Reflections on Industry Placement: Comparing Four Undergraduate Work-Integrated Learning Streams

    Science.gov (United States)

    Hughes, Karen; Mylonas, Aliisa; Benckendorff, Pierre

    2013-01-01

    This paper compares four work-integrated learning (WIL) streams embedded in a professional Development course for tourism, hospitality and event management students. Leximancer was used to analyze key themes emerging from reflective portfolios completed by the 137 students in the course. Results highlight that student learning outcomes and…

  11. Making Sense of Undergraduate Students' Reflections as They Learn through Writing an Action Research Proposal

    Science.gov (United States)

    Maoto, S.

    2011-01-01

    This article explores learning opportunities offered by students' written reflections as they learn through writing an action research proposal. From tapping into students' reported struggles, I analysed data using three stages of qualitative data analysis: data reduction, data display, and conclusion drawing (Miles and Huberman 1994). It emerged…

  12. Proceedings of the 2nd Workshop on Awareness and Reflection in Technology-Enhanced Learning

    NARCIS (Netherlands)

    Moore, Adam; Pammer, Viktoria; Pannese, Lucia; Prilla, Michael; Rajagopal, Kamakshi; Reinhardt, Wolfgang; Ullman, Thomas; Voigt, Christian

    2013-01-01

    Moore, A., Pammer, V., Pannese, L., Prilla, M., Rajagopal, K., Reinhardt, W., Ullman, Th. D., & Voigt, Ch. (Eds.) (2012). Proceedings of the 2nd Workshop on Awareness and Reflection in Technology Enhanced Learning. In conjunction with the 7th European Conference on Technology Enhanced Learning: 21st

  13. "Knowing Is Not Enough; We Must Apply": Reflections on a Failed Action Learning Application

    Science.gov (United States)

    Reese, Simon

    2015-01-01

    This paper reflects upon a sub-optimal action learning application with a strategic business re-design project. The objective of the project was to improve the long-term business performance of a subsidiary business and build the strategic plan. Action learning was introduced to aid the group in expanding their view of the real problems…

  14. Reflective Processes: A Qualitative Study Exploring Early Learning Student Teacher Mentoring Experiences in Student Teaching Practicums

    Science.gov (United States)

    Barnes, Michelle M.

    2013-01-01

    This doctoral thesis explored mentoring in early learning teacher preparation programs. This study explored the reflective processes embedded in the work between student teachers and their mentors during early learning student teacher experiences at Washington State community and technical colleges. Schon's (1987a) concepts of…

  15. Enabling Pupils with Learning Difficulties to Reflect on Their Own Thinking.

    Science.gov (United States)

    Powell, Stuart D.; Makin, Michael

    1994-01-01

    Reports on a study of the impact of metacognition among 10 middle school-aged British students with learning difficulties. Finds that student awareness and subsequent control over thought processes were enhanced through self-reporting and self-appraisal. Examines this kind of reflection on enhanced learning capabilities and self-esteem. (CFR)

  16. Bringing the Real World in: Reflection on Building a Virtual Learning Environment

    Science.gov (United States)

    Mundkur, Anuradha; Ellickson, Cara

    2012-01-01

    We reflect on translating participatory and experiential learning methodologies into an online teaching environment through a Virtual Learning Environment (VLE) that simulates the "real-world" contexts of international development in order to develop an applied critical understanding of gender analysis and gender mainstreaming. Rather than being…

  17. Looking Backward to Look Forward: Reflections of Past Presidents of the Council for Learning Disabilities

    Science.gov (United States)

    Poch, Apryl L.

    2018-01-01

    Anniversaries offer a time for reflection, celebration, validation, and sometimes, simply a candid conversation on the current state of a field. In the field of learning disabilities, anniversaries offer a time to consider how far the field has come and just how far is left to go to understand what a learning disability is. Definitional…

  18. Problematizing Service-Learning: Critical Reflections for Development and Action

    Science.gov (United States)

    Stewart, Trae, Ed.; Webster, Nicole, Ed.

    2010-01-01

    Interest in and research on civic engagement and service-learning have increased exponentially. In this rapid growth, efforts have been made to institutionalize pedagogies of engagement across both K-12 and higher education. As a result, increased positive attention has been complemented equally by well-founded critiques complicating experiential…

  19. Juvenile Delinquent Girls Reflect Learning in Schools and Offer Suggestions

    Science.gov (United States)

    Sanger, Dixie; Stremlau, Aliza; Ritzman, Mitzi; Snow, Pamela

    2010-01-01

    Qualitative methods were used to conduct interviews of 41 female juvenile delinquents residing in a correctional facility to understand how participants would have improved learning in their former school if they had been the teachers. A total of 27 of 41 participants provided 70 comments that resulted in 93 meaning units/codes that emerged into 4…

  20. Reflections

    Directory of Open Access Journals (Sweden)

    Joanne Embree

    2001-01-01

    Full Text Available Ideally, editorials are written one to two months before publication in the Journal. It was my turn to write this one. I had planned to write the first draft the evening after my clinic on Tuesday, September 11. It didn't get done that night or during the next week. Somehow, the topic that I had originally chosen just didn't seem that important anymore as I, along my friends and colleagues, reflected on the changes that the events of that day were likely to have on our lives.

  1. An analysis of medical students’ reflective essays in problem-based learning

    Directory of Open Access Journals (Sweden)

    Jihyun Si

    2018-03-01

    Full Text Available Purpose This study aimed to explore students’ learning experience in problem-based learning (PBL particularly in terms of what they learned and how they learned in one Korean medical school by analyzing their reflective essays with qualitative research methods. Methods This study included 44 first-year medical students. They took three consecutive PBL courses and wrote reflective essays 3 times anonymously on the last day of each course. Their reflective essays were analyzed using an inductive content analysis method. Results The coding process yielded 16 sub-categories and these categories were grouped into six categories according to the distinctive characteristics of PBL learning experience: integrated knowledge base, clinical problem solving, collaboration, intrinsic motivation, self-directed learning, and professional attitude. Among these categories, integrated knowledge base (34.68% and professional attitude (2.31% were the categories mentioned most and least frequently. Conclusion The findings of this study provide an overall understanding of the learning experience of Korean medical students during PBL in terms of what they learned and how they learned with rich descriptive commentaries from their perspectives as well as several thoughtful insights to help develop instructional strategies to enhance the effectiveness of PBL.

  2. Learning and teaching entrepreneurship: Dilemmas, reflections and strategies

    DEFF Research Database (Denmark)

    Blenker, Per; Dreisler, Poul; Færgemann, Helle Meibom

    2006-01-01

    The question as to whether entrepreneurship could be learned - and whether it should be taught as part of University Studies in general, more particularly as part of business studies, has been discussed for a number of years. The most widespread answer today seems to be positive; yes......, entrepreneurship can be learned and should be taught. A major problem is that the traditional forms of teaching at universities and business schools have shown themselves quite inappropriate for enhancing the motivation and competencies of students towards innovation and entrepreneurship. This phenomenon has...... the secure context of the university auditorium or in small firms - or perhaps somewhere in between academia and practice. A fourth dilemma is whether students should work individually or collectively and a fifth is the question of how the substance of what is taught is formulated; whether entrepreneurship...

  3. UNIVERSITY TEACHING-LEARNING PROCESS: REFLECTIONS THROUGHOUT THE AGENCY THEORY

    Directory of Open Access Journals (Sweden)

    Víctor Jacques Parraguez

    2011-04-01

    Full Text Available This work analyses some reasons that might explain the insufficient academic level which is perceived in universities of developing countries. The discussion element is the teacher-student relationship which is studied under the perspective of the agency theory. It is concluded that in absence of efficient monitoring mechanisms of the teacher and student’s behavior might proliferate gaps of due diligence which attempts against the quality of the teaching-learning process.

  4. Evolution and natural selection: learning by playing and reflecting

    Directory of Open Access Journals (Sweden)

    David Herrero

    2014-01-01

    Full Text Available Scientific literacy is more than the simple reproduction of traditional school science knowledge and requires a set of skills, among them identifying scientific issues, explaining phenomena scientifically and using scientific evidence. Several studies have indicated that playing computer games in the classroom can support the development of students’ conceptual understanding about scientific phenomena and theories. Our paper presents a research study where the role of the video game Spore as a learning tool was analysed in a Biology class. An ethnographical perspective served as the framework for the organization and development of a workshop comprised of five sessions with 22 4th grade students, and their Biology teacher. The results show that this video game could become an interesting learning tool to improve students’ understanding of evolution and natural selection. The students could combine their previous knowledge with the academic knowledge obtained though the simulation presented by the video game. To sum up, an attempt has been made to give some empirical guidance about effective approaches to the utilisation of games in classrooms, additionally paying attention to a number of concerns related to the effectiveness of video games as learning tools.

  5. Learning effects of thematic peer-review: a qualitative analysis of reflective journals on spiritual care.

    Science.gov (United States)

    van Leeuwen, René; Tiesinga, Lucas J; Jochemsen, Henk; Post, Doeke

    2009-05-01

    This study describes the learning effects of thematic peer-review discussion groups (Hendriksen, 2000. Begeleid intervisie model, Collegiale advisering en probleemoplossing, Nelissen, Baarn.) on developing nursing students' competence in providing spiritual care. It also discusses the factors that might influence the learning process. The method of peer-review is a form of reflective learning based on the theory of experiential learning (Kolb, 1984. Experiential learning, Experience as the source of learning development. Englewoods Cliffs, New Jersey, Prentice Hill). It was part of an educational programme on spiritual care in nursing for third-year undergraduate nursing students from two nursing schools in the Netherlands. Reflective journals (n=203) kept by students throughout the peer-review process were analysed qualitatively The analysis shows that students reflect on spirituality in the context of personal experiences in nursing practice. In addition, they discuss the nursing process and organizational aspects of spiritual care. The results show that the first two phases in the experiential learning cycle appear prominently; these are 'inclusion of actual experience' and 'reflecting on this experience'. The phases of 'abstraction of experience' and 'experimenting with new behaviour' are less evident. We will discuss possible explanations for these findings according to factors related to education, the students and the tutors and make recommendations for follow-up research.

  6. Pedagogical Reflections on a Blendede Learning Enviroment in Ghanaian Universities

    DEFF Research Database (Denmark)

    Gyamfi, Samuel Adu

    Large enrolment of students in most African universities and its attendant problems have led to falling level of the quality of the university graduate in the area of Communication Skills, a skill that most employers value most in a university graduate seeking an employment.  Using formative...... experiment (Reinking & Watkins, 2000), this thesis explored the use of a blended learning environment named ABLECAT, to improve the students’ knowledge and skills in the course.  The result was the development of a local theory through the use of ‘motivate, explore, apply and review/assess’ design...

  7. Reponsive and Open Learning Environments (ROLE: Requirements, Evaluation and Reflection

    Directory of Open Access Journals (Sweden)

    Effie Lai-Chong Law

    2013-02-01

    Full Text Available Coordinating requirements engineering (RE and evaluation studies across heterogeneous technology-enhanced learning (TEL environments is deemed challenging, because each of them is situated in a specific organizational, technical and socio-cultural context. We have dealt with such challenges in the project of ROLE (http://www.role-project.eu/ in which five test-beds are involved in deploying and evaluating Personal Learning Environments (PLEs. They include Higher Education Institutions (HEIs and global enterprises in and beyond Europe, representing a range of values and assumptions. While the diversity provides fertile grounds for validating our research ideas, it poses many challenges for conducting comparison studies. In the paper, we first provide an overview of the ROLE project, focusing on its missions and aims. Next we present a Web2.0-inspired RE approach called Social Requirements Engineering (SRE. Then we depict our initial attempts to evaluate the ROLE framework and report some preliminary findings. One major outcome is that the technology adoption process must work on the basis of existing LMS, extending them with the ROLE functionality rather than embracing LMS functionality in ROLE.

  8. The evaluation of reflective learning from the nursing student's point of view: A mixed method approach.

    Science.gov (United States)

    Fernández-Peña, Rosario; Fuentes-Pumarola, Concepció; Malagón-Aguilera, M Carme; Bonmatí-Tomàs, Anna; Bosch-Farré, Cristina; Ballester-Ferrando, David

    2016-09-01

    Adapting university programmes to European Higher Education Area criteria has required substantial changes in curricula and teaching methodologies. Reflective learning (RL) has attracted growing interest and occupies an important place in the scientific literature on theoretical and methodological aspects of university instruction. However, fewer studies have focused on evaluating the RL methodology from the point of view of nursing students. To assess nursing students' perceptions of the usefulness and challenges of RL methodology. Mixed method design, using a cross-sectional questionnaire and focus group discussion. The research was conducted via self-reported reflective learning questionnaire complemented by focus group discussion. Students provided a positive overall evaluation of RL, highlighting the method's capacity to help them better understand themselves, engage in self-reflection about the learning process, optimize their strengths and discover additional training needs, along with searching for continuous improvement. Nonetheless, RL does not help them as much to plan their learning or identify areas of weakness or needed improvement in knowledge, skills and attitudes. Among the difficulties or challenges, students reported low motivation and lack of familiarity with this type of learning, along with concerns about the privacy of their reflective journals and about the grading criteria. In general, students evaluated RL positively. The results suggest areas of needed improvement related to unfamiliarity with the methodology, ethical aspects of developing a reflective journal and the need for clear evaluation criteria. Copyright © 2016 Elsevier Ltd. All rights reserved.

  9. Advanced Parkinson’s disease effect on goal-directed and habitual processes involved in visuomotor associative learning

    Directory of Open Access Journals (Sweden)

    Fadila eHadj-Bouziane

    2013-01-01

    Full Text Available The present behavioral study readdresses the question of habit learning in Parkinson's disease. Patients were early onset, non-demented, dopa-responsive, candidates for surgical treatment, similar to those we found earlier as suffering greater dopamine depletion in the putamen than in the caudate nucleus. The task was the same conditional associative learning task as that used previously in monkeys and healthy humans to unveil the striatum involvement in habit learning. Sixteen patients and 20 age- and education-matched healthy control subjects learned sets of 3 visuo-motor associations between complex patterns and joystick displacements during two testing sessions separated by a few hours. We distinguished errors preceding versus following the first correct response to compare patients' performance during the earliest phase of learning dominated by goal-directed actions with that observed later on, when responses start to become habitual. The disease significantly retarded both learning phases, especially in patients under sixty years of age. However, only the late phase deficit was disease severity-dependent and persisted on the second testing session. These findings provide the first corroboration in Parkinson patients of two ideas well-established in the animal literature. The first is the idea that associating visual stimuli to motor acts is a form of habit learning that engages the striatum. It is confirmed here by the global impairment in visuo-motor learning induced by Parkinson's disease. The second idea is that goal-directed behaviors are predominantly caudate-dependent whereas habitual responses are primarily putamen-dependent. At the advanced Parkinson's disease stages tested here, dopamine depletion is greater in the putamen than in the caudate nucleus. Accordingly, the late phase of learning corresponding to the emergence of habitual responses was more vulnerable to the disease than the early phase dominated by goal

  10. Exploring PCK ability of prospective science teachers in reflective learning on heat and transfer

    Science.gov (United States)

    Nurmatin, S.; Rustaman, N. Y.

    2016-02-01

    Learning can be planned by the person him/herself when he or she tries to reflect his/her learning. A study involving prospective science teachers in junior secondary schools was carried out to analyze their ability on Pedagogical Content Knowledge (PCK) in reflective learning after teaching practice. The study was focused especially in creating Pedagogical and Professional Repertoires (PaP-eRs) as part of resource-folios. PaP-eRs as a narrative writing in the learning activities are created by prospective science teachers after lesson plan implementation. Making the narrative writing is intended that prospective science teachers can reflect their learning in teaching. Research subjects are six prospective science teachers who are implementing "Program Pengalaman Lapangan" (PPL) in two junior secondary schools in Bandung, West Java, Indonesia. All of them were assigned by supervisor teachers to teach VII grade students on certain topic "heat and its transfer". Instruments used as a means of collecting data in this study is PaP-eRs. Collected PaP-eRs were then analyzed using PaP-eRs analysis format as instruments for analysis. The result of analyzing PaP-eRs indicates that learning activities, which narrated, involve initial activities, core activities and final activities. However, any activity, which is narrated just superficial as its big line so the narration cannot be, used as reflective learning. It indicates that PCK ability of prospective science teachers in creating narrative writing (PaP-eRs) for reflective learning is still low.

  11. Reflection about the students’ demotivation to learn and the affective, reflective and technical dimensions in teaching work

    Directory of Open Access Journals (Sweden)

    Bettina Steren Santos

    2009-09-01

    Full Text Available The discussion about the importance of affectivity to the learning process is imperative. The article aims to discuss the relation between emotion and cognition emphasizing the importance of a positive link between teachers and students to initiate the concernment for learning. It highlights the complexity of the motivational process in view of the contribution given by affective-emotional, cognitive, social and unconscious aspects in human motivation. The present research was based on a qualitative approach of exploratory type, characterizing it as a bibliographic survey. The work was based in Jesus (2004 and Huertas (2001 references in what relates to the study of school motivation, because our work proposal in the field of education shows epistemological compatibility with the beliefs of the above referred authors. The purpose was to search for bibliographic support to understand how the affective aspects contribute with the motivation to learn. We emphasize that analyzing how the concern or the indifference in learning takes place requires from the researcher a study about the interpersonal between students and teachers and, ultimately between knowledge and teaching didactics. We highlight: the relevance of the “reflection on and for the pedagogical action”; the influence of the historic and social moment in which we are living – full of instabilities and uncertainties – the necessity the educator should demonstrate in continuously study in search to update and analyze the daily practice and, join to a theoretical positioning about the educational approaches. We can conclude that the positive relations between students and teachers provide better global development of the individual, both for students and for teachers, because the possibility of a well-being influences learning activities and leads us to understand the invalidity of the dualist paradigm that separated affection and cognition.

  12. Investigating the Impact of Formal Reflective Activities on Skill Adaptation in a Work-Related Instrumental Learning Setting

    Science.gov (United States)

    Roessger, Kevin M.

    2013-01-01

    In work-related, instrumental learning contexts the role of reflective activities is unclear. Kolb's (1985) experiential learning theory and Mezirow's transformative learning theory (2000) predict skill-adaptation as a possible outcome. This prediction was experimentally explored by manipulating reflective activities and assessing participants'…

  13. Reflecting on the learning opportunities of presenting at a conference.

    Science.gov (United States)

    Joshua, Beverly

    2017-03-22

    Background Research productivity is a major indicator of higher educational institutions' (HEI) academic performance. The increasing focus on research productivity is resulting in an expectation that academics publish their research initiatives, ideas and developments in their scope of work or area of interest. It can influence academic status and compel nursing academics to undertake higher degrees, including PhDs or other doctoral studies. Aim To articulate a nurse academic's reflection on presenting her doctoral thesis at an international conference and to encourage students to embrace the dissemination of research. Discussion In HEIs, academic work and research compete with each other. For the academic who is also a doctoral student, attending research conferences for knowledge and dissemination can be challenging and emotionally labouring. Conclusion It is important that doctoral students from the nursing professions engage in research dissemination at local and international level. This can improve their confidence, appreciation of research in terms of methodologies, findings, interventions and presenting styles. It can also help to develop confidence in articulating their own research epistemology and ontology while networking. Implications for practice Attendance at conferences contributes to the development of the doctoral student's confidence, knowledge, research capability, ability to identify good research practice and to engage in peer review.

  14. Through the looking glass: how reflective learning influences the development of young faculty members.

    Science.gov (United States)

    Higgins, Stacy; Bernstein, Lisa; Manning, Kimberly; Schneider, Jason; Kho, Anna; Brownfield, Erica; Branch, William T

    2011-01-01

    Faculty development is needed that will influence clinical teachers to better enable them to transmit humanistic values to their learners and colleagues. We sought to understand the processes whereby reflective learning influenced professional growth in a convenience sample of young faculty members. We analyzed appreciative inquiry narratives written over 4 years using the constant comparative method to identify major underlying themes and develop hypotheses concerning how reflective learning influenced participants in the faculty development program. Six of the participants and the facilitator were participant observers in the qualitative analysis. Group support, validation, and cohesion led to adoption of common values that informed the professional development of the participants over 4 years of the study. Common values influenced the group members as they progressed in their careers. Faculty development programs that focus on humanism and reflective learning can facilitate the growth of young faculty members by influencing their values and attitudes at crucial phases of their careers.

  15. Critically Reflective Pedagogical Model: a Pragmatic Blueprint for Enhancing Learning and Teaching in Construction Disciplines

    Directory of Open Access Journals (Sweden)

    Imriyas Kamardeen

    2015-11-01

    Full Text Available University lecturers who aspire to provide an improved learning experience for their students continually, and be recognised for high quality teaching should embrace a critically reflective practice. Nonetheless, developing as a reflective lecturer is challenging, although there are pedagogical literatures as general guidelines. This study introduces a new pedagogical model of critically reflective practice to simplify the efforts for lecturers and to shorten their journey to becoming effective teachers. A two-phased action research strategy was adopted for the development and validation of the new model. The first phase operationalised the Brookfield’s four-lens framework to create a reflective teaching practice model, which was then validated with a case study in the second phase. The model offers a pragmatic blueprint for lecturers to build a career with sustained quality of teaching, which in turn translates into improved learning experiences for students.

  16. Reflections of health care professionals on e-learning resources for patient safety.

    Science.gov (United States)

    Walsh, Kieran

    2018-01-01

    There is a paucity of evidence on how health care professionals view e-learning as a means of education to achieve safer health care. To address this gap, the reflections of health care professionals who used the resources on BMJ Learning were captured and analyzed. Key themes emerged from the analysis. Health care professionals are keen to put their e-learning into action to achieve safer health care and to learn how to follow guidelines that will help them achieve safer health care. Learners wanted their learning to remain grounded in reality. Finally, many commented that it was difficult for their individual learning to have a real impact when the culture of the organization did not change.

  17. The integration of blended learning into an occupational therapy curriculum: a qualitative reflection.

    Science.gov (United States)

    Barnard-Ashton, Paula; Rothberg, Alan; McInerney, Patricia

    2017-08-17

    This paper presents a critical reflection of the integration of Blended Learning (BL) into an undergraduate occupational therapy curriculum which was delivered through Problem Based Learning (PBL). This is a qualitative reflection of a Participatory Action Research (PAR) study using Brookfield's model for critical reflection of an educator's practice. The model uses four 'lenses' through which to focus enquiry: Lens 1) our autobiography as a learner of practice; Lens 2) our learners' eyes; Lens 3) our colleagues' experiences; and Lens 4) the theoretical literature. Grounded theory analysis was applied to the data. The factors that contributed to successful integration of technology and e-Learning into an existing curriculum, the hurdles that were navigated along the way, and how these influenced decisions and innovation are explored. The core categories identified in the data were "drivers of change" and "outcomes of BL integration". Key situations and pivotal events are highlighted for their role in the process that led to the project maturing. Each lens reflects the successes and hurdles experienced during the study. Brookfield's model provides an objective method of reflection which showed that despite the hurdles, e-Learning was successfully integrated into the curriculum.

  18. The influence of technology on reflective learning in dental hygiene education.

    Science.gov (United States)

    Hanson, Kami; Alexander, Susan

    2010-06-01

    The role of reflection in the learning process is essential to drive a meaningful experience for the student. Educators have recognized this concept and continue to research the impact of reflection on learning. The purpose of this research project was to investigate the level of reflection that takes place when students use two different types of media for reflective journaling: hard copy vs. electronic. Journal data, both hard copy and electronic, were gathered from groups of university dental hygiene students. As part of regular course requirements, students were assigned to maintain a reflective journal regarding their clinical experiences. Written data were evaluated using a rubric and coding scheme to determine the levels of reflective thinking evidenced in student journals for both media. Researchers applied qualitative methods to analyze the textual content and/or discourse using a constant comparative, "counting and coding" approach. Results were analyzed and presented as comparisons of descriptive statistics between student group and with qualitative discourse. The evidence suggests that the electronic format of journaling influenced the students' ability to engage in reflective thinking and action, as well as develop higher levels of critical thinking skills.

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

    Science.gov (United States)

    Guthrie, Kathy L.; Jones, Tamara Bertrand

    2012-01-01

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

  20. Learning How to Write an Academic Text: The Effect of Instructional Method and Reflection on Text Quality

    Science.gov (United States)

    van der Loo, Janneke; Krahmer, Emiel; van Amelsvoort, Marije

    2016-01-01

    In this paper we present preliminary results on a study on the effect of instructional method (observational learning and learning by doing) and reflection (yes or no) on academic text quality and self-efficacy beliefs. 56 undergraduate students were assigned to either an observational learning or learning-by-doing condition, with or without…

  1. The Effect of Reflective Science Journal Writing on Students' Self-Regulated Learning Strategies

    Science.gov (United States)

    Al-Rawahi, Nawar M.; Al-Balushi, Sulaiman M.

    2015-01-01

    The current study investigates the effectiveness of grade-ten students' reflective science journal writing on their self-regulated learning strategies. We used a pre-post control group quasi-experimental design. The sample consisted of 62 tenth-grade students (15 years old) in Oman, comprising 32 students in the experimental group and 30 students…

  2. The Play Curricular Activity Reflection Discussion Model for Game-Based Learning

    Science.gov (United States)

    Foster, Aroutis; Shah, Mamta

    2015-01-01

    This article elucidates the process of game-based learning in classrooms through the use of the Play Curricular activity Reflection Discussion (PCaRD) model. A mixed-methods study was conducted at a high school to implement three games with the PCaRD model in a year-long elective course. Data sources included interviews and observations for…

  3. Tagclouds and Group Cognition: Effect of Tagging Support on Students' Reflective Learning in Team Blogs

    Science.gov (United States)

    Xie, Ying; Lin, Shu-Yuan

    2016-01-01

    We investigated the effects of supported tagging (a prompting mechanism for students to stop and think about their writing) for team blogging on undergraduate students' reflective learning and the relationship between tagclouds and group cognition. Thirty-nine students were randomly assigned to six groups and blogged for 5 weeks. Three groups were…

  4. Blogging as a method to stimulate entrepreneurial reflective practice learning in physiotherapy education

    DEFF Research Database (Denmark)

    Ringby, Betina

    2016-01-01

    The aim was to identify, create and test an easy and low cost method that stimulates physiotherapy students to become reflective practice learners. Thus blogging was selected as a tool for students to use in their learning process. Blogging is considered to be a useful tool to support students...

  5. Undergraduate Reflective Journaling in Work Integrated Learning: Is It Relevant to Professional Practice?

    Science.gov (United States)

    Edgar, Susan; Francis-Coad, Jacqueline; Connaughton, Joanne

    2013-01-01

    This paper presents the research findings from a study reviewing graduates' opinions on completing online reflective journaling tasks during work integrated learning as an undergraduate. The study was divided into two parts with an initial focus group conducted with six physiotherapy graduates seven months following graduation. Findings from the…

  6. Reflective Learning and Prospective Teachers' Conceptual Understanding, Critical Thinking, Problem Solving, and Mathematical Communication Skills

    Science.gov (United States)

    Junsay, Merle L.

    2016-01-01

    This is a quasi-experimental study that explored the effects of reflective learning on prospective teachers' conceptual understanding, critical thinking, problem solving, and mathematical communication skills and the relationship of these variables. It involved 60 prospective teachers from two basic mathematics classes of an institution of higher…

  7. Reflections on Leadership Characteristics Necessary To Develop and Sustain Learning School Communities.

    Science.gov (United States)

    Diggins, Patrick B.

    1997-01-01

    Reflects on what schools must do to become genuine learning organizations. Traditional organizational culture was typically inward looking, centralized, and insular. Bureaucratic systems make schools structurally ineffective. Mintzberg's varied government and normative-control models are less suitable for education than Alfred C. Crane's…

  8. Implementing Reflective Portfolios for Promoting Autonomous Learning among EFL College Students in Taiwan

    Science.gov (United States)

    Lo, Ya-Fen

    2010-01-01

    This article depicts challenges for students and teachers involved in developing a reflective portfolio to promote autonomous learning in Taiwan. One hundred and one students in a Taiwan university completed their individual portfolio projects. A pre-course questionnaire, post-course self-evaluation, and the instructor's field notes were the data…

  9. Wheelbarrows full of frogs: social learning in rural resource management : international research and reflections

    NARCIS (Netherlands)

    Leeuwis, C.; Pyburn, R.; Röling, N.G.

    2002-01-01

    Standing in contrast to technological interventions and economics, ‘social learning’ reflects the idea that the shared learning of interdependent stakeholders is a key mechanism for arriving at more desirable solutions to complex problems in rural environments. Degradation of natural resources,

  10. Using Reflection to Assess Students Ability to Learn and Develop Leadership Skills

    Science.gov (United States)

    Olsen, Heather M.; Burk, Brooke

    2014-01-01

    Leadership skill development has been identified as an important element of future leisure service professionals academic preparation. Thus, the purpose of this paper was to utilize in-depth course reflection and service-learning to assess whether undergraduate students enrolled in a leadership course were meeting the leadership objectives set…

  11. Applied Drama and the Higher Education Learning Spaces: A Reflective Analysis

    Science.gov (United States)

    Moyo, Cletus

    2015-01-01

    This paper explores Applied Drama as a teaching approach in Higher Education learning spaces. The exploration takes a reflective analysis approach by first examining the impact that Applied Drama has had on my career as a Lecturer/Educator/Teacher working in Higher Education environments. My engagement with Applied Drama practice and theory is…

  12. Stop and Think: Exploring Mobile Notifications to Foster Reflective Practice on Meta-Learning

    Science.gov (United States)

    Tabuenca, Bernardo; Kalz, Marco; Ternier, Stefaan; Specht, Marcus

    2015-01-01

    Nowadays, smartphone users are constantly receiving notifications from applications that provide feedback, as reminders, recommendations or announcements. Nevertheless, there is little research on the effects of mobile notifications to foster meta-learning. This paper explores the effectiveness of mobile notifications to foster reflection on…

  13. Other Teachers' Teaching: Understanding the Roles of Peer Group Collaboration in Teacher Reflection and Learning

    Science.gov (United States)

    Danielowich, Robert M.

    2012-01-01

    Although most innovative professional development encourages reflective dialogue among teachers, we still know very little about how such dialogue enables teacher learning. This study describes how teachers make sense of the conflicts among their intended goals and actual practices by responding to their peers' teaching. Four teachers in a large…

  14. Concept Mapping in the Humanities to Facilitate Reflection: Externalizing the Relationship between Public and Personal Learning

    Science.gov (United States)

    Kandiko, Camille; Hay, David; Weller, Saranne

    2013-01-01

    This article discusses how mapping techniques were used in university teaching in a humanities subject. The use of concept mapping was expanded as a pedagogical tool, with a focus on reflective learning processes. Data were collected through a longitudinal study of concept mapping in a university-level Classics course. This was used to explore how…

  15. Does Using E-Portfolios for Reflective Writing Enhance High School Students' Self-Regulated Learning?

    Science.gov (United States)

    Chang, Chi-Cheng; Liang, Chaoyun; Shu, Kuen-Ming; Tseng, Kuo-Hung; Lin, Chun-Yu

    2016-01-01

    The study aims to examine whether reflective writing using e-portfolios enhances high school students' self-regulated learning. Participants included two classes of eighth-graders majoring in Information Processing and taking a course called "Website Design" at a vocational high school in Taiwan. There were 41 students, with 18 males and…

  16. Learning from clinical placement experience: Analysing nursing students' final reflections in a digital storytelling activity.

    Science.gov (United States)

    Paliadelis, Penny; Wood, Pamela

    2016-09-01

    This paper reports on the learning potential of a reflective activity undertaken by final year nursing students, in which they were asked to recount two meaningful events that occurred during their clinical placements over the duration of their 3-year nursing degree program and reflect on how these events contributed to their learning to become beginning level Registered Nurses (RNs). This descriptive qualitative study gathered narratives from 92 students as individual postings in an online forum created within the University's learning management system. An analysis of the students' reflections are the focus of this paper particularly in relation to the value of reflecting on the identified events. Four themes emerged that clearly highlight the way in which these students interpreted and learned from both positive and negative clinical experiences, their strong desire to fit into their new role and their ability to re-imagine how they might respond to clinical events when they become Registered Nurses. The findings of this study may contribute to developing nursing curricula that better prepares final year students for the realities of practice. Copyright © 2016 Elsevier Ltd. All rights reserved.

  17. The Computer as a Tool for Learning through Reflection. Technical Report No. 376.

    Science.gov (United States)

    Collins, Allan; Brown, John Seely

    Because of its ability to record and represent process, the computer can provide a powerful, motivating, and as yet untapped tool for focusing the students' attention directly on their own thought processes and learning through reflection. Properly abstracted and structured, the computational medium can capture the processes by which a novice or…

  18. Ripples and Breaks: Reflecting on Learning Ecologies in Career and Technical Education

    Science.gov (United States)

    Jocson, Korina M.

    2016-01-01

    In this paper, the author reflects on a year-long ethnography to point out contextual factors situated in career and technical education (CTE) and specifically how a CTE teacher and a university researcher shaped learning opportunities to support students' interests in the arts, technology, and multimedia communications. The discussion arched by a…

  19. Reflection on the Teaching-Learning Process in the Initial Training of Teachers. Characterization of the Issues on Which Pre-Service Mathematics Teachers Reflect

    Science.gov (United States)

    Chamoso, J. M.; Caceres, M. J.; Azcarate, P.

    2012-01-01

    Our aim was to highlight the issues of the reflections of pre-service mathematics teachers in their learning portfolio about the teaching-learning process taking place in a university teacher-training classroom. Category systems were designed which, together with the analysis system used, could provide a method helpful to teacher educators,…

  20. ECLIPPx: an innovative model for reflective portfolios in life-long learning.

    Science.gov (United States)

    Cheung, C Ronny

    2011-03-01

    For healthcare professionals, the educational portfolio is the most widely used component of lifelong learning - a vital aspect of modern medical practice. When used effectively, portfolios provide evidence of continuous learning and promote reflective practice. But traditional portfolio models are in danger of becoming outmoded, in the face of changing expectations of healthcare provider competences today. Portfolios in health care have generally focused on competencies in clinical skills. However, many other domains of professional development, such as professionalism and leadership skills, are increasingly important for doctors and health care professionals, and must be addressed in amassing evidence for training and revalidation. There is a need for modern health care learning portfolios to reflect this sea change. A new model for categorising the health care portfolios of professionals is proposed. The ECLIPPx model is based on personal practice, and divides the evidence of ongoing professional learning into four categories: educational development; clinical practice; leadership, innovation and professionalism; and personal experience. The ECLIPPx model offers a new approach for personal reflection and longitudinal learning, one that gives flexibility to the user whilst simultaneously encompassing the many relatively new areas of competence and expertise that are now required of a modern doctor. © Blackwell Publishing Ltd 2011.

  1. Enhancing Decision-Making in STSE Education by Inducing Reflection and Self-Regulated Learning

    Science.gov (United States)

    Gresch, Helge; Hasselhorn, Marcus; Bögeholz, Susanne

    2017-02-01

    Thoughtful decision-making to resolve socioscientific issues is central to science, technology, society, and environment (STSE) education. One approach for attaining this goal involves fostering students' decision-making processes. Thus, the present study explores whether the application of decision-making strategies, combined with reflections on the decision-making processes of others, enhances decision-making competence. In addition, this study examines whether this process is supported by elements of self-regulated learning, i.e., self-reflection regarding one's own performance and the setting of goals for subsequent tasks. A computer-based training program which involves the resolution of socioscientific issues related to sustainable development was developed in two versions: with and without elements of self-regulated learning. Its effects on decision-making competence were analyzed using a pre test-post test follow-up control-group design ( N = 242 high school students). Decision-making competence was assessed using an open-ended questionnaire that focused on three facets: consideration of advantages and disadvantages, metadecision aspects, and reflection on the decision-making processes of others. The findings suggest that students in both training groups incorporated aspects of metadecision into their statements more often than students in the control group. Furthermore, both training groups were more successful in reflecting on the decision-making processes of others. The students who received additional training in self-regulated learning showed greater benefits in terms of metadecision aspects and reflection, and these effects remained significant two months later. Overall, our findings demonstrate that the application of decision-making strategies, combined with reflections on the decision-making process and elements of self-regulated learning, is a fruitful approach in STSE education.

  2. How are learning physics and student beliefs about learning physics connected? Measuring epistemological self-reflection in an introductory course and investigating its relationship to conceptual learning

    Science.gov (United States)

    May, David B.

    2002-11-01

    To explore students' epistemological beliefs in a variety of conceptual domains in physics, and in a specific and novel context of measurement, this Dissertation makes use of Weekly Reports, a class assignment in which students reflect in writing on what they learn each week and how they learn it. Reports were assigned to students in the introductory physics course for honors engineering majors at The Ohio State University in two successive years. The Weekly Reports of several students from the first year were analyzed for the kinds of epistemological beliefs exhibited therein, called epistemological self-reflection, and a coding scheme was developed for categorizing and quantifying this reflection. The connection between epistemological self-reflection and conceptual learning in physics seen in a pilot study was replicated in a larger study, in which the coded reflections from the Weekly Reports of thirty students were correlated with their conceptual learning gains. Although the total amount of epistemological self-reflection was not found to be related to conceptual gain, different kinds of epistemological self-reflection were. Describing learning physics concepts in terms of logical reasoning and making personal connections were positively correlated with gains; describing learning from authority figures or by observing phenomena without making inferences were negatively correlated. Linear regression equations were determined in order to quantify the effects on conceptual gain of specific ways of describing learning. In an experimental test of this model, the regression equations and the Weekly Report coding scheme developed from the first year's data were used to predict the conceptual gains of thirty students from the second year. The prediction was unsuccessful, possibly because these students were not given as much feedback on their reflections as were the first-year students. These results show that epistemological beliefs are important factors affecting

  3. Conceptualising Lifelong Learning: A Reflection on Lifelong Learning at Lund University (Sweden) and Middlesex University (UK)

    Science.gov (United States)

    Abukari, Abdulai

    2005-01-01

    Lifelong Learning has in recent years become a fundamental element of many educational policy strategies aimed at achieving the goal of socio-economic development. The role of universities in this is viewed by some as crucial and requires some attention. This article examines the concept of lifelong learning and suggests another way in which it…

  4. Reflections on Designing a MPA Service-Learning Component: Lessons Learned

    Science.gov (United States)

    Roman, Alexandru V.

    2015-01-01

    This article provides the "lessons learned" from the experience of redesigning two sections (face-to-face and online) of a core master of public administration class as a service-learning course. The suggestions made here can be traced to the entire process of the project, from the "seed idea" through its conceptualization and…

  5. Learning With Reflection: Practices in an Osteopathic Surgery Clinical Clerkship Through an Online Module.

    Science.gov (United States)

    Lewis, Kadriye O; Farber, Susan; Chen, Haiqin; Peska, Don N

    2015-11-01

    The value of reflective practices has gained momentum in osteopathic medical education. However, the use of reflective pedagogies has not been explored in the larger context of medical course delivery and design, to the authors' knowledge. To determine the types of reflection demonstrated by osteopathic medical students on an online discussion board and to explore differences in discussion engagement caused by the use of a reflective learning self-assessment tool. Using a mixed-method approach, reflection processes in an osteopathic surgery clinical clerkship online module were investigated in third-year osteopathic medical students. Discussion board messages were captured and coded. Both manual coding techniques and automated interrogation using NVivo9 (a computer program) for qualitative data were applied. Correlations of scores across 4 case-based discussion tasks and scores for self-reflection were computed as quantitative data. Twenty-eight students were included. Four main types of reflection (ie, content, contextual, dialogic, and personal) along with corresponding differentiated subthemes for each type of case-based discussion board group message were identified. Group collaboration revealed insights about the reflection process itself and also about the evidence of collective efforts, group engagements, and intragroup support among students. Student preparation revealed that students' metacognition was triggered when they judged their own contributions to group work. Challenges in completing readings and meeting deadlines were related to the students' long work hours. Reflective practices are essential to the practice of osteopathic medicine and medical education. Curricula can promote the development of reflective skills by integrating these deliberate practices in educational activities.

  6. A professional experience learning community for secondary mathematics: developing pre-service teachers' reflective practice

    Science.gov (United States)

    Cavanagh, Michael; McMaster, Heather

    2015-12-01

    This paper reports on the reflective practice of a group of nine secondary mathematics pre-service teachers. The pre-service teachers participated in a year-long, school-based professional experience program which focussed on observing, co-teaching and reflecting on a series of problem-solving lessons in two junior secondary school mathematics classrooms. The study used a mixed methods approach to consider the impact of shared pedagogical conversations on pre-service teachers' written reflections. It also examined whether there were differences in the focus of reflections depending on whether the lesson was taught by an experienced mathematics teacher, or taught by a pair of their peers, or co-taught by themselves with a peer. Results suggest that after participants have observed lessons taught by an experienced teacher and reflected collaboratively on those lessons, they continue to reflect on lessons taught by their peers and on their own lessons when co-teaching, rather than just describe or evaluate them. However, their written reflections across all contexts continued to focus primarily on teacher actions and classroom management rather than on student learning.

  7. Designing Reflection and Symmetry Learning by Using Math Traditional Dance in Primary School

    Directory of Open Access Journals (Sweden)

    Yullys Helsa

    2011-01-01

    Full Text Available The innovation of education is an important point of Pendidikan Matematika Realistik Indonesia (PMRI, one of them through traditional dance as a context of national cultural. Dance that collaborated with concept of mathematics, it is called Math Traditional Dance. This research aims to produce learning line (specific the material of reflection and symmetry. The research method used is design research that consisted of preparing for the experiments, teaching experiments, and retrospective analysis. Data collected through observation, interviews, documentation and field notes. This research was conducted with 22 students in MIN 2 Palembang. From the try out that is obtained from the formal to the informal learning described in the learning process, so that support learning process of mirroring and symmetry for the students in grade four in elementary school.

  8. Analysis of Student Service-Learning Reflections for the Assessment of Transferable-Skills Development

    Science.gov (United States)

    Rizzo, D. M.; Dewoolkar, M.; Hayden, N.; Oka, L.; Pearce, A. R.

    2010-12-01

    The civil and environmental engineering (CEE) programs at the University of Vermont (UVM) incorporate systems thinking and a systems approach to sustainable engineering problem solving. A systems approach considers long-term social, environmental and economic factors within the context of the engineering problem solution and encompasses sustainable engineering solutions. Our goal is to prepare students to become leaders in their chosen field who can anticipate co-products associated with forecasted solutions. As a way of practicing the systems approach, we include service-learning projects in many of our undergraduate engineering courses, culminating with the senior capstone design course. We use a variety of formative and summative assessment methods to gage student understanding and attitudes including student surveys, focus groups, assessment of student projects, and student reflections. Student reflections from two courses -Modeling Environmental and Transportation Systems (31 juniors) and Senior Design Project (30 seniors) are compared. Of these, 25 students were common to both courses. The focus of the systems modeling service-learning project involved mentoring home-schooled children (11-14 yrs old) to solve problems of mobility, using the fun and inspiration of biomimicry. Students were required to invent innovative methods to move people or goods that improve associated constraints (i.e., minimize congestion, reduce pollution, increase safety), or reduce the need for transportation altogether. The capstone design project required a comprehensive engineering design involving two or more CEE sub-disciplines. Both service-learning projects were intended to enhance students’ academic learning experience, attain civic engagement and reinforce transferable skills (written and oral communication, teamwork, leadership and mentoring skills). The student course reflections were not guided; yet they provided valuable data to assess commonalities and differences in

  9. Learning from Primary Health Care Centers in Nepal: reflective writings on experiential learning of third year Nepalese medical students

    OpenAIRE

    Dhital, Rolina; Subedi, Madhusudan; Prasai, Neeti; Shrestha, Karun; Malla, Milan; Upadhyay, Shambhu

    2015-01-01

    Background Medical education can play important role in cultivating the willingness among the medical students to work in underprivileged areas after their graduation. Experiential learning through early exposure to primary health care centers could help students better understand the opportunities and challenges of such settings. However, the information on the real experiences and reflections of medical students on the rural primary health care settings from low-income countries like Nepal ...

  10. Enhancing student perspectives of humanism in medicine: reflections from the Kalaupapa service learning project.

    Science.gov (United States)

    Lee, Winona K; Harris, Chessa C D; Mortensen, Kawika A; Long, Linsey M; Sugimoto-Matsuda, Jeanelle

    2016-05-09

    Service learning is endorsed by the Liaison Committee on Medical Education (LCME) as an integral part of U.S. medical school curricula for future physicians. Service learning has been shown to help physicians in training rediscover the altruistic reasons for pursuing medicine and has the potential to enhance students' perspectives of humanism in medicine. The Kalaupapa service learning project is a unique collaboration between disadvantaged post-baccalaureate students with an underserved rural community. This study was conducted to determine whether the Kalaupapa service learning curricula enhanced student perspectives of humanism in medicine at an early stage of their medical training. Program participants between 2008 and 2014 (n = 41) completed written reflections following the conclusion of the service learning project. Four prompts guided student responses. Reflections were thematically analyzed. Once all essays were read, team members compared their findings to condense or expand themes and assess levels of agreement. Emerging themes of resilience and unity were prominent throughout the student reflections. Students expressed respect and empathy for the patients' struggles and strengths, as well as those of their peers. The experience also reinforced students' commitment to service, particularly to populations in rural and underserved communities. Students also gained a deeper understanding of the patient experience and also of themselves as future physicians. To identify and address underserved and rural patients' health care needs, training programs must prepare an altruistic health care workforce that embraces the humanistic element of medicine. The Kalaupapa service learning project is a potential curricular model that can be used to enhance students' awareness and perspectives of humanism in medicine.

  11. After Fukushima? On the educational and learning theoretical reflection of nuclear disasters. International perspectives

    International Nuclear Information System (INIS)

    Wigger, Lothar; Buenger, Carsten

    2017-01-01

    The book on the educational and learning theoretical reflection of nuclear disasters as a consequence of Fukushima includes contributions on the following issues: pedagogical approach: children write on Fukushima, description of the reality as pedagogical challenge; lessons learned on the nuclear technology - perspectives and limits of pedagogical evaluation: moral education - Japanese teaching materials, educational challenges at the universities with respect to nuclear technology and technology impact assessment; education and technology - questions concerning the pedagogical responsibility: considerations on the responsibility of scientists, on the discrepancy between technology and education, disempowerment of the public by structural corruption - nuclear disaster and post-democratic tendencies in Japan.

  12. Resting-state low-frequency fluctuations reflect individual differences in spoken language learning

    Science.gov (United States)

    Deng, Zhizhou; Chandrasekaran, Bharath; Wang, Suiping; Wong, Patrick C.M.

    2016-01-01

    A major challenge in language learning studies is to identify objective, pre-training predictors of success. Variation in the low-frequency fluctuations (LFFs) of spontaneous brain activity measured by resting-state functional magnetic resonance imaging (RS-fMRI) has been found to reflect individual differences in cognitive measures. In the present study, we aimed to investigate the extent to which initial spontaneous brain activity is related to individual differences in spoken language learning. We acquired RS-fMRI data and subsequently trained participants on a sound-to-word learning paradigm in which they learned to use foreign pitch patterns (from Mandarin Chinese) to signal word meaning. We performed amplitude of spontaneous low-frequency fluctuation (ALFF) analysis, graph theory-based analysis, and independent component analysis (ICA) to identify functional components of the LFFs in the resting-state. First, we examined the ALFF as a regional measure and showed that regional ALFFs in the left superior temporal gyrus were positively correlated with learning performance, whereas ALFFs in the default mode network (DMN) regions were negatively correlated with learning performance. Furthermore, the graph theory-based analysis indicated that the degree and local efficiency of the left superior temporal gyrus were positively correlated with learning performance. Finally, the default mode network and several task-positive resting-state networks (RSNs) were identified via the ICA. The “competition” (i.e., negative correlation) between the DMN and the dorsal attention network was negatively correlated with learning performance. Our results demonstrate that a) spontaneous brain activity can predict future language learning outcome without prior hypotheses (e.g., selection of regions of interest – ROIs) and b) both regional dynamics and network-level interactions in the resting brain can account for individual differences in future spoken language learning success

  13. Resting-state low-frequency fluctuations reflect individual differences in spoken language learning.

    Science.gov (United States)

    Deng, Zhizhou; Chandrasekaran, Bharath; Wang, Suiping; Wong, Patrick C M

    2016-03-01

    A major challenge in language learning studies is to identify objective, pre-training predictors of success. Variation in the low-frequency fluctuations (LFFs) of spontaneous brain activity measured by resting-state functional magnetic resonance imaging (RS-fMRI) has been found to reflect individual differences in cognitive measures. In the present study, we aimed to investigate the extent to which initial spontaneous brain activity is related to individual differences in spoken language learning. We acquired RS-fMRI data and subsequently trained participants on a sound-to-word learning paradigm in which they learned to use foreign pitch patterns (from Mandarin Chinese) to signal word meaning. We performed amplitude of spontaneous low-frequency fluctuation (ALFF) analysis, graph theory-based analysis, and independent component analysis (ICA) to identify functional components of the LFFs in the resting-state. First, we examined the ALFF as a regional measure and showed that regional ALFFs in the left superior temporal gyrus were positively correlated with learning performance, whereas ALFFs in the default mode network (DMN) regions were negatively correlated with learning performance. Furthermore, the graph theory-based analysis indicated that the degree and local efficiency of the left superior temporal gyrus were positively correlated with learning performance. Finally, the default mode network and several task-positive resting-state networks (RSNs) were identified via the ICA. The "competition" (i.e., negative correlation) between the DMN and the dorsal attention network was negatively correlated with learning performance. Our results demonstrate that a) spontaneous brain activity can predict future language learning outcome without prior hypotheses (e.g., selection of regions of interest--ROIs) and b) both regional dynamics and network-level interactions in the resting brain can account for individual differences in future spoken language learning success

  14. Tracking Reflective Practice-Based Learning by Medical Students during an Ambulatory Clerkship

    Science.gov (United States)

    Goldberg, Harry

    2007-01-01

    Objective To explore the use of web and palm digital assistant (PDA)-based patient logs to facilitate reflective learning in an ambulatory medicine clerkship. Design Thematic analysis of convenience sample of three successive rotations of medical students’ patient log entries. Setting Johns Hopkins University School of Medicine. Participants MS3 and MS4 students rotating through a required block ambulatory medicine clerkship. Interventions Students are required to enter patient encounters into a web-based log system during the clerkship. Patient-linked entries included an open text field entitled, “Learning Need.” Students were encouraged to use this field to enter goals for future study or teaching points related to the encounter. Measurement and Main Results The logs of 59 students were examined. These students entered 3,051 patient encounters, and 51 students entered 1,347 learning need entries (44.1% of encounters). The use of the “Learning Need” field was not correlated with MS year, gender or end-of-clerkship knowledge test performance. There were strong correlations between the use of diagnostic thinking comments and observations of therapeutic relationships (Pearson’s r=.42, p<0.001), and between diagnostic thinking and primary interpretation skills (Pearson’s r=.60, p<0.001), but not between diagnostic thinking and factual knowledge (Pearson’s r =.10, p=.46). CONCLUSIONS We found that when clerkship students were cued to reflect on each patient encounter with the electronic log system, student entries grouped into categories that suggested different levels of reflective thinking. Future efforts should explore the use of such entries to encourage and track habits of reflective practice in the clinical curriculum. PMID:17786523

  15. The use of Twitter to facilitate engagement and reflection in a constructionist learning environment.

    Science.gov (United States)

    Desselle, Shane P

    Determine students' self-reported use of Twitter in a health systems course and gauge their perceptions of its value and utility for self-guided supplementation of course material, and evaluate the quality of students' reflections from information they found on Twitter. Students in a health systems course create a Twitter account to remain abreast of current developments in pharmacy and health systems. They were afforded the autonomy to follow organizations/individuals they chose and write reflective mini-papers on selected tweets from their Twitter feed prior to each course session. A self-administered survey solicited students' favor toward various aspects of the Twitter reflection assignment. An examination of students' reflections as the course progressed was also undertaken. Approximately 2/3 of the students enrolled in the course responded to the survey. Student perceptions of the Twitter assignment were quite favorable, with highest favor related to facets regarding the construction of their own learning and continuation of engagement throughout the course. Responses to open-ended questions corroborated students' perceptions of their own learning, as did the content and quality of their reflections during progression of the course. The course design reinforced previous claims outside of pharmacy that Twitter can be a useful tool to reinforce or create new learning paradigms, but especially under the auspices of established theory, such as a constructivist environment employing constructionism pedagogy. A course like health systems in programs of academic pharmacy might especially benefit from use of Twitter and such course design. Copyright © 2017 Elsevier Inc. All rights reserved.

  16. [Procedural learning disorder: neuropsychological characteristics].

    Science.gov (United States)

    Crespo-Eguílaz, N; Narbona, J

    This research aims at neurocognitive delineation of the core features of procedural learning disorder (PLD), otherwise labeled as motor coordination disorder or non-verbal learning disorder. A sample of 209 correlative outpatients (73% males), aged 6-12 years, all of them having QI ranging from 81 to 120, was clustered into the following neurobehavioural groups: PLD (n = 16), PLD plus attention deficit hyperactivity disorder (ADHD) (n = 37), ADHD combined type (n = 47), ADHD predominantly inattentive type (n = 23), specific language impairment (n = 68), and semantic-pragmatic language impairment (n = 18). Two additional groups of patients were included for some comparisons: children with periventricular leukomalacia (PVL) without learning disability (n = 8) or associating PLD (n = 17). A set of behavioural scales and neurocognitive tests was used to evaluate verbal and non-verbal IQ, attention, impulsivity control, visuo-motor coordination, declarative memory, procedural memory and learning, formal and functional dimensions of language, peer relationships and academic achievement. Parametric analysis were used to test the differences and similarities of neurobehavioural variables between groups. Our results allow us to conclude that PLD implies a difficult acquisition of automatized motor, cognitive and communicative abilities required in school work and peer social relationships. PLD is different from autistic spectrum disorders. It is frequently associated to inattentive ADHD. Operational criteria for diagnosis of PLD are proposed, according to our results. A bilateral posterior parietal dysfunction is a plausible explanation of its physiopathology. Preserved general intelligence and formal linguistic abilities are the clues for intervention designs.

  17. Does Reflective Learning with Feedback Improve Dental Students' Self-Perceived Competence in Clinical Preparedness?

    Science.gov (United States)

    Ihm, Jung-Joon; Seo, Deog-Gyu

    2016-02-01

    The value of dental students' self-assessment is often debated. The aim of this study was to explore whether reflective learning with feedback enabled dental students to more accurately assess their self-perceived levels of preparedness on dental competencies. Over 16 weeks, all third- and fourth-year students at a dental school in the Republic of Korea took part in clinical rotations that incorporated reflective learning and feedback. Following this educational intervention, they were asked to assess their perceptions of their clinical competence. The results showed that the students reported feeling most confident about performing periodontal treatment (mean 7.1 on a ten-point scale) and least confident about providing orthodontic care (mean 5.6). The fourth-year students reported feeling more confident on all the competencies than the third-year students. Their self-perceived competence in periodontal treatment and oral medicine significantly predicted the instructors' clinical evaluations. This study offered insights into determining if structured reflective learning with effective feedback helps to increase dental students' self-perceived level of clinical preparedness.

  18. Learning Through Reflective Writing: A Teaching Strategy. A Review of: Sen, B. A. (2010. Reflective writing: A management skill. Library Management, 31(1/2, 79-93.

    Directory of Open Access Journals (Sweden)

    Kristen L. Young

    2010-12-01

    Full Text Available Objective – To explore student thought on both reflection and reflective writing as a process, and to analyze the writing by the application of clearly defined and identifiable outcomes.Design – Mixed method approach consisting of a qualitative analysis of 116 written reflections from master’s level students as well as a quantitative statistical analysis.Setting –The University of Sheffield masters-level librarianship program’s course INF6005, “Management for LIS.”Subjects – Of the 31 students registered the course during the 2007-2008 academic year, 22 (71%, allowed their reflections to be used for the purposes of research. Of these, 7 students identified themselves as male, and 15 were female. All students included were over 21 years of age and had previous library experience, with varying degrees of management experience in supervisory roles. Not all supervisory experience was gathered within the library domain.Methods –A total of 116 reflective journal entries were submitted by the participating students during the eight month period from October 2008 to May 2009. In order to identify themes, qualitative analysis was applied to the reflective writing responses. Descriptive statistics were also applied to test the hypothesis, illustrate the relationships between reflective writing and outcomes, and locate identifiable outcomes.Main Results – Practising reflection demonstrated benefits for individuals groups both in and outside of the workplace. On the whole, individuals gained the most from reflection and saw it in the most positive light when it was practised as a daily activity. Quantitatively, when students began to master the practice of reflection, they demonstrated an increase in their ability to learn and an overall improvement of self-development and critical thinking skills, and gained a defined awareness of personal mental function. When decision making became easier, students understood they had begun to master

  19. Reflections on the Use of Iterative, Agile and Collaborative Approaches for Blended Flipped Learning Development

    Directory of Open Access Journals (Sweden)

    Hazel Owen

    2015-04-01

    Full Text Available E-learning experiences are widely becoming common practice in many schools, tertiary institutions and other organisations. However despite this increased use of technology to enhance learning and the associated investment involved the result does not always equate to more engaged, knowledgeable and skilled learners. We have observed two key prevalences. The first is an ingrained, and often unquestioned, set of beliefs and expectations held by the majority of people who have experienced formal education, and who are involved in the development of eLearning and blended learning experiences. These beliefs tend to impact the overall design of what a blended type of learning experience might consist of. The second prevalence is for educational institutions to embark on large-scale eLearning developments, which by their scale can prove problematic. In part because it is a long time before the school or organisation sees any benefit and there is an up-front cost before any learning value is realised. In this paper we will be discussing our experiences of the implementation of a large-scale blended-learning project at Unitec, a tertiary institution in Aotearoa, New Zealand. Approaches taken to implement the development were iterative and based on a phased rollout, with each subsequent stage being informed by the ones before it. Our discussion draws on personal reflections associated with three different perspectives and a variety of roles during the three initial phases of the change making process. Our overall aim is to share our contextualised experiences, to add to the knowledge base on blended learning, and to provide some general, practical recommendations.

  20. Elementary school science teachers' reflection for nature of science: Workshop of NOS explicit and reflective on force and motion learning activity

    Science.gov (United States)

    Patho, Khanittha; Yuenyong, Chokchai; Chamrat, Suthida

    2018-01-01

    The nature of science has been part of Thailand's science education curriculum since 2008. However, teachers lack of understanding about the nature of science (NOS) and its teaching, particularly element school science teachers. In 2012, the Science Institute of Thailand MOE, started a project of Elementary Science Teacher Professional Development to enhance their thinking about the Nature of Science. The project aimed to enhance teachers' understanding of NOS, science teaching for explicit and reflective NOS, with the aim of extending their understanding of NOS to other teachers. This project selected 366 educational persons. The group was made up of a teacher and a teacher supervisor from 183 educational areas in 74 provinces all Thailand. The project provided a one week workshop and a year's follow up. The week-long workshop consisted of 11 activities of science teaching for explicit reflection on 8 aspects of NOS. Workshop of NOS explicit and reflective on force and motion learning activity is one of eight activities. This activity provided participants to learn force and motion and NOS from the traditional toy "Bang-Poh". The activity tried to enhance participants to explicit NOS for 5 aspects including empirical basis, subjectivity, creativity, observation and inference, and sociocultural embeddedness. The explicit NOS worksheet provided questions to ask participants to reflect their existing ideas about NOS. The paper examines elementary school science teachers' understanding of NOS from the force and motion learning activity which provided explicit reflection on 5 NOS aspects. An interpretive paradigm was used to analyse the teachers' reflections in a NOS worksheet. The findings indicated that majority of them could reflect about the empirical basis of science and creativity but few reflected on observation and inference, or sociocultural embeddedness. The paper will explain the teachers' NOS thinking and discuss the further enhancing of their understanding

  1. (Re)Counting Meaningful Learning Experiences: Using Student-Created Reflective Videos to Make Invisible Learning Visible during PjBL Experiences

    Science.gov (United States)

    Smith, Shaunna

    2016-01-01

    This ethnographic case study investigated how the process of learning during a yearlong after-school, project-based learning (PjBL) experience could be documented by student-created reflective videos. Guided by social constructivism, constant comparative analysis was used to explore the meaningful learning that took place in addition to the…

  2. Taking the learning beyond the individual: how reflection informs change in practice.

    Science.gov (United States)

    Muir, Fiona; Scott, Mairi; McConville, Kevin; Watson, Kenneth; Behbehani, Kazem; Sukkar, Faten

    2014-02-08

    The purpose of this research was to explore the value of reflection and its application to practice through the implementation of educational modules within a new Diabetes Care and Education Master Degree Programme in Kuwait, and to realise how this teaching intervention informs changes in practice. A small exploratory case study was conducted within the Dasman Diabetes Institute, Kuwait. A qualitative approach using focus group interviews was carried out with seventeen participants all of whom are studying on the Diabetes Care and Education Master Degree Programme in Kuwait. An inductive approach to thematic analysis, which focused on examining themes within data, was performed. The results indicate that participants value the opportunity to study through organised, structured and assessed reflection. The learning provides useful information and support to the participant by highlighting the role which reflection plays to enhance personal and professional development, the value of educational theory, continuing professional development, collaboration and enhancing patient education and practice. The significance of reflection is often seen in the literature as an important aspect of professional competence. This research has highlighted the value of reflection as a key component within a new educational programme.

  3. Visual Perceptual Echo Reflects Learning of Regularities in Rapid Luminance Sequences.

    Science.gov (United States)

    Chang, Acer Y-C; Schwartzman, David J; VanRullen, Rufin; Kanai, Ryota; Seth, Anil K

    2017-08-30

    A novel neural signature of active visual processing has recently been described in the form of the "perceptual echo", in which the cross-correlation between a sequence of randomly fluctuating luminance values and occipital electrophysiological signals exhibits a long-lasting periodic (∼100 ms cycle) reverberation of the input stimulus (VanRullen and Macdonald, 2012). As yet, however, the mechanisms underlying the perceptual echo and its function remain unknown. Reasoning that natural visual signals often contain temporally predictable, though nonperiodic features, we hypothesized that the perceptual echo may reflect a periodic process associated with regularity learning. To test this hypothesis, we presented subjects with successive repetitions of a rapid nonperiodic luminance sequence, and examined the effects on the perceptual echo, finding that echo amplitude linearly increased with the number of presentations of a given luminance sequence. These data suggest that the perceptual echo reflects a neural signature of regularity learning.Furthermore, when a set of repeated sequences was followed by a sequence with inverted luminance polarities, the echo amplitude decreased to the same level evoked by a novel stimulus sequence. Crucially, when the original stimulus sequence was re-presented, the echo amplitude returned to a level consistent with the number of presentations of this sequence, indicating that the visual system retained sequence-specific information, for many seconds, even in the presence of intervening visual input. Altogether, our results reveal a previously undiscovered regularity learning mechanism within the human visual system, reflected by the perceptual echo. SIGNIFICANCE STATEMENT How the brain encodes and learns fast-changing but nonperiodic visual input remains unknown, even though such visual input characterizes natural scenes. We investigated whether the phenomenon of "perceptual echo" might index such learning. The perceptual echo is a

  4. Observational learning of new movement sequences is reflected in fronto-parietal coherence.

    Directory of Open Access Journals (Sweden)

    Jurjen van der Helden

    Full Text Available Mankind is unique in her ability for observational learning, i.e. the transmission of acquired knowledge and behavioral repertoire through observation of others' actions. In the present study we used electrophysiological measures to investigate brain mechanisms of observational learning. Analysis investigated the possible functional coupling between occipital (alpha and motor (mu rhythms operating in the 10 Hz frequency range for translating "seeing" into "doing". Subjects observed movement sequences consisting of six consecutive left or right hand button presses directed at one of two target-buttons for subsequent imitation. Each movement sequence was presented four times, intervened by short pause intervals for sequence rehearsal. During a control task subjects observed the same movement sequences without a requirement for subsequent reproduction. Although both alpha and mu rhythms desynchronized during the imitation task relative to the control task, modulations in alpha and mu power were found to be largely independent from each other over time, arguing against a functional coupling of alpha and mu generators during observational learning. This independence was furthermore reflected in the absence of coherence between occipital and motor electrodes overlaying alpha and mu generators. Instead, coherence analysis revealed a pair of symmetric fronto-parietal networks, one over the left and one over the right hemisphere, reflecting stronger coherence during observation of movements than during pauses. Individual differences in fronto-parietal coherence were furthermore found to predict imitation accuracy. The properties of these networks, i.e. their fronto-parietal distribution, their ipsilateral organization and their sensitivity to the observation of movements, match closely with the known properties of the mirror neuron system (MNS as studied in the macaque brain. These results indicate a functional dissociation between higher order areas for

  5. Quantifying Reflection

    DEFF Research Database (Denmark)

    Alcock, Gordon Lindsay

    2013-01-01

    ´ These are all based on Blooms taxonomy and levels of competence and form a major part of individual student and group learning portfolios. Key Words :Project-Based learning, Reflective Portfolios, Self assessment, Defining learning gains, Developing learning strategies , Reflections on and for learning....... It contrasts the students’ self-assessment in a range of ‘product’ skills such as Revit, Structural Design, Mathematics of construction, Technical Installations; as well as ‘process’ competencies such as ‘Working in a team’, Sharing knowledge, Maintaining a portfolio and Reflecting ON learning and FOR learning......This paper documents 1st semester student reflections on “learning to learn” in a team-based PBL environment with quantitative and qualitative student reflective feedback on the learning gains of 60 Architectural Technology and Construction Management students at VIA University College, Denmark...

  6. Journaling: a quasi-experimental study of student nurses' reflective learning ability.

    Science.gov (United States)

    Fakude, L P; Bruce, J C

    2003-08-01

    The use of journaling or journal writing in clinical education is one of the strategies used to develop critical thinking. Reflective journal writing, as it is commonly known, can nurture many qualities of a critical thinker and promote thoughtful nursing practice. Using a quasi-experimental design in this study, reflective journaling was introduced to a sample of first year Bridging Course student nurses at a Private Nursing Education Institution, to assess its effectiveness in reflective learning. The study design enabled comparisons between two groups: one group of students assigned to do journaling (experimental group) and another group of students (control group) who did not journal. The students in the experimental group were given a period of eight weeks to journal their clinical experiences. At the end of this period, both groups were given an exercise, based on a clinical situation, to analyse reflectively and a comparison made on their performance. Descriptive statistics were used to analyse data and Fisher's Exact Test was used to determine the significance of differences observed within and between groups. The results showed that students in the experimental group performed better in exploring alternatives of action (p < 0.10) and formulating responses in similar future situations (p < 0.05) during the process of reflection. There was no significant difference between the groups' scores with regard to their ability to describe the clinical experience, to explore their related feelings, to evaluate the experience and to interpret/create meaning for themselves. Recommendations are made for continued student support and guidance during clinical education if reflection is considered to enhance reflective, thoughtful nursing practice.

  7. Designing Reflection and Symmetry Learning by Using Math Traditional Dance in Primary School

    Directory of Open Access Journals (Sweden)

    Yullys Helsa

    2011-01-01

    Full Text Available The innovation of education is an important point of Pendidikan Matematika Realistik Indonesia (PMRI, one of them through traditional dance as a context of national cultural. Dance that collaborated with concept of mathematics, it is called Math Traditional Dance. This research aims to produce learning line (specific the material of reflection and symmetry. The research method used is design research that consisted of preparing for the experiments, teaching experiments, and retrospective analysis. Data collected through observation, interviews, documentation and field notes. This research was conducted with 22 students in MIN 2 Palembang. From the try out that is obtained from the formal to the informal learning described in the learning process, so that support learning process of mirroring and symmetry for the students in grade four in elementary school.Key words: PMRI, math traditional dance, design research, learning path, mirroring and symmetry DOI: http://dx.doi.org/10.22342/jme.2.1.782.79-94

  8. Transfer of tactile perceptual learning to untrained neighboring fingers reflects natural use relationships.

    Science.gov (United States)

    Dempsey-Jones, Harriet; Harrar, Vanessa; Oliver, Jonathan; Johansen-Berg, Heidi; Spence, Charles; Makin, Tamar R

    2016-03-01

    Tactile learning transfers from trained to untrained fingers in a pattern that reflects overlap between the representations of fingers in the somatosensory system (e.g., neurons with multifinger receptive fields). While physical proximity on the body is known to determine the topography of somatosensory representations, tactile coactivation is also an established organizing principle of somatosensory topography. In this study we investigated whether tactile coactivation, induced by habitual inter-finger cooperative use (use pattern), shapes inter-finger overlap. To this end, we used psychophysics to compare the transfer of tactile learning from the middle finger to its adjacent fingers. This allowed us to compare transfer to two fingers that are both physically and cortically adjacent to the middle finger but have differing use patterns. Specifically, the middle finger is used more frequently with the ring than with the index finger. We predicted this should lead to greater representational overlap between the former than the latter pair. Furthermore, this difference in overlap should be reflected in differential learning transfer from the middle to index vs. ring fingers. Subsequently, we predicted temporary learning-related changes in the middle finger's representation (e.g., cortical magnification) would cause transient interference in perceptual thresholds of the ring, but not the index, finger. Supporting this, longitudinal analysis revealed a divergence where learning transfer was fast to the index finger but relatively delayed to the ring finger. Our results support the theory that tactile coactivation patterns between digits affect their topographic relationships. Our findings emphasize how action shapes perception and somatosensory organization. Copyright © 2016 the American Physiological Society.

  9. Barriers to learning from reflection: a study of the use of groupwork with post-registration nurses.

    Science.gov (United States)

    Platzer, H; Blake, D; Ashford, D

    2000-05-01

    There are few studies which describe the use of groups to facilitate reflection and even fewer which evaluate the effectiveness of such groups. Much of the literature discussing the techniques used to facilitate reflection suggests that learners willingly engage in such processes and find them enjoyable. This paper reports on a qualitative study of the use of groups to develop learning through reflection on a part-time post-registration diploma programme for nurses. The findings suggest that there are many barriers to learning which must be overcome before practitioners can use the opportunities to reflect on and learn from their experience. It is also contended that such learning may not necessarily be an enjoyable experience. The findings suggest that previous educational experience and the current culture in which nurses and midwives work, impose tremendous barriers to reflecting on, and learning from, experience. In particular these affect the willingness of learners to expose themselves to the judgement of others and their ability to be open to taking responsibility for their own learning. Other barriers to learning in groups are the effects of other group members, their commitment or resistance to shared learning, the ways in which group members interact with each other and facilitation styles.

  10. Applying a learning design methodology in the flipped classroom approach – empowering teachers to reflect and design for learning

    Directory of Open Access Journals (Sweden)

    Evangelia Triantafyllou

    2016-05-01

    Full Text Available One of the recent developments in teaching that heavily relies on current technology is the “flipped classroom” approach. In a flipped classroom the traditional lecture and homework sessions are inverted. Students are provided with online material in order to gain necessary knowledge before class, while class time is devoted to clarifications and application of this knowledge. The hypothesis is that there could be deep and creative discussions when teacher and students physically meet. This paper discusses how the learning design methodology can be applied to represent, share and guide educators through flipped classroom designs. In order to discuss the opportunities arising by this approach, the different components of the Learning Design – Conceptual Map (LD-CM are presented and examined in the context of the flipped classroom. It is shown that viewing the flipped classroom through the lens of learning design can promote the use of theories and methods to evaluate its effect on the achievement of learning objectives, and that it may draw attention to the employment of methods to gather learner responses. Moreover, a learning design approach can enforce the detailed description of activities, tools and resources used in specific flipped classroom models, and it can make educators more aware of the decisions that have to be taken and people who have to be involved when designing a flipped classroom. By using the LD-CM, this paper also draws attention to the importance of characteristics and values of different stakeholders (i.e. institutions, educators, learners, and external agents, which influence the design and success of flipped classrooms. Moreover, it looks at the teaching cycle from a flipped instruction model perspective and adjusts it to cater for the reflection loops educators are involved when designing, implementing and re-designing a flipped classroom. Finally, it highlights the effect of learning design on the guidance

  11. Addressing the learning needs of multidisciplinary students at a distance using a virtual learning environment (VLE): A novice teacher reflects.

    Science.gov (United States)

    Janes, Gillian

    2006-03-01

    This paper analyses the experience of one individual in the development and delivery of an innovative, undergraduate leadership development module. The module is accessed by practising health care professionals in Malaysia as part of a top-up Honours Degree and is delivered solely using a virtual learning environment (VLE), in this case Blackboard. The aim of this analysis is to contribute to the current body of knowledge regarding the use of VLE technology to facilitate learning at a distance. Of particular relevance is the paper's focus on: the drivers for e-learning; widening participation and increasing access; the experience of designing and delivering learning of relevance for this contemporary student population and evaluating the VLE experience/module. The development and delivery of this module is one result of a rapidly growing area of education. As a novice teacher in her first year in the higher education sector, this experience was a significant and stimulating challenge for a number of reasons and these are explored in greater depth. This is achieved by means of personal reflection using the phases of module development and delivery as a focus.

  12. Using the IGCRA (individual, group, classroom reflective action technique to enhance teaching and learning in large accountancy classes

    Directory of Open Access Journals (Sweden)

    Cristina Poyatos

    2011-02-01

    Full Text Available First year accounting has generally been perceived as one of the more challenging first year business courses for university students. Various Classroom Assessment Techniques (CATs have been proposed to attempt to enrich and enhance student learning, with these studies generally positioning students as learners alone. This paper uses an educational case study approach and examines the implementation of the IGCRA (individual, group, classroom reflective action technique, a Classroom Assessment Technique, on first year accounting students’ learning performance. Building on theoretical frameworks in the areas of cognitive learning, social development, and dialogical learning, the technique uses reports to promote reflection on both learning and teaching. IGCRA was found to promote feedback on the effectiveness of student, as well as teacher satisfaction. Moreover, the results indicated formative feedback can assist to improve the learning and learning environment for a large group of first year accounting students. Clear guidelines for its implementation are provided in the paper.

  13. From scorecard to social learning: a reflective coassessment approach for promoting multiagency cooperation in natural resource management

    CSIR Research Space (South Africa)

    Roux, DJ

    2011-01-01

    Full Text Available resource management are usually confined to single organizations. This paper describes a social learning approach which acknowledges cooperation as an essential precondition for effective management and that encourages reflective coassessment of cooperative...

  14. Uncover it, students would learn leadership from Team-Based Learning (TBL): The effect of guided reflection and feedback.

    Science.gov (United States)

    Alizadeh, Maryam; Mirzazadeh, Azim; Parmelee, Dean X; Peyton, Elizabeth; Janani, Leila; Hassanzadeh, Gholamreza; Nedjat, Saharnaz

    2017-04-01

    Little is known about best practices for teaching and learning leadership through Team-Based learning™ (TBL™) with medical students. We hypothesized that guided reflection and feedback would improve shared leadership and shared leadership capacity, and enhance team decision quality in TBL teams. We used the Kolb experiential learning theory as the theoretical framework. The study was conducted at Tehran University of Medical Sciences. Three TBL sessions with 206 students (39 teams) participated in the study. Using a quasi-experimental design, one batch received guided reflection and feedback on their team leadership processes (n = 20 teams) and the other received only TBL (n = 19 teams). Observers measured shared leadership using a checklist. Shared leadership capacity was measured using a questionnaire. Scores on a team application exercise were used to assess quality of team decisions. Evidence did not support our first hypothesis that reflection and feedback enhance shared leadership in TBL teams. Percentages of teams displaying shared leadership did not differ between intervention and control groups in sessions 1 (p = 0.6), 2 (p = 1) or 3 (p = 1). The results did not support the second hypothesis. We found no difference in quality of decision making between the intervention and control groups for sessions 1 (p = 0.77), 2 (p = 0.23), or 3 (p = 0.07). The third hypothesis that the reflection and feedback would have an effect on shared leadership capacity was supported (T = -8.55, p > 0.001 adjusted on baseline; T = -8.55, p > 0.001 adjusted on gender). We found that reflection and feedback improved shared leadership capacity but not shared leadership behaviors or team decision quality. We propose medical educators who apply TBL, should provide guided exercise in reflection and feedback so that students may better understand the benefits of working in teams as preparation for their future roles as leaders and

  15. Student Chemical Engineering Reflective ePortfolios--ChE Student Perceptions of Learning from Reflective ePortfolio Creation

    Science.gov (United States)

    Cherrstrom, Catherine A.; Raisor, Cindy; Fowler, Debra

    2015-01-01

    Engineering educators and employers value and prioritize communication skills, but developing and assessing such skills in engineering programs is challenging. Reflective ePortfolios provide opportunities to enhance communication skills. The purpose of this three-­year qualitative case study was to investigate the use of reflective ePortfolios in…

  16. Helping students learn effective problem solving strategies by reflecting with peers

    Science.gov (United States)

    Mason, Andrew; Singh, Chandralekha

    2010-07-01

    We study how introductory physics students engage in reflection with peers about problem solving. The recitations for an introductory physics course with 200 students were broken into a "peer reflection" (PR) group and a traditional group. Each week in recitation, small teams of students in the PR group reflected on selected problems from the homework and discussed why the solutions of some students employed better problem solving strategies than others. The graduate and undergraduate teaching assistants in the PR recitations provided guidance and coaching to help students learn effective problem solving heuristics. In the traditional group recitations students could ask the graduate TA questions about the homework before they took a weekly quiz. The traditional group recitation quiz questions were similar to the homework questions selected for peer reflection in the PR group recitations. As one measure of the impact of this intervention, we investigated how likely students were to draw diagrams to help with problem solving on the final exam with only multiple-choice questions. We found that the PR group drew diagrams on more problems than the traditional group even when there was no explicit reward for doing so. Also, students who drew more diagrams for the multiple-choice questions outperformed those who did not, regardless of which group they were a member.

  17. Structured learning and self-reflection: strategies to decrease anxiety in the psychiatric mental health clinical nursing experience.

    Science.gov (United States)

    Ganzer, Christine Anne; Zauderer, Cheryl

    2013-01-01

    The purpose of this qualitative study was to test a teaching-learning strategy to help nursing students decrease stress and anxiety that may be brought about by the psychiatric mental health clinical experience. Undergraduate nursing students are known to experience affective stress prior to their first psychiatric mental health clinical practicum. A stressful learning environment can affect the success of the student's clinical performance. Thirty nursing students participated in this study. A structured preclinical workshop combined with self-reflection provided insight into students' perceptions of the psychiatric mental health clinical experience. Overall, students reported that participating in the teaching-learning strategy and self-reflection helped mitigate Combining structured learning with self-reflection is a useful tool for helping nursing students increase self-awareness and ease anxiety that may interfere with learning.

  18. Lessons offered, lessons learned: reflections on how doing family therapy can affect therapists.

    Science.gov (United States)

    Heatherington, Laurie; Friedlander, Myrna L; Diamond, Gary M

    2014-08-01

    Only in working conjointly with couples and families do therapists literally witness clients struggling to improve their most intimate relationships. In writing this article, we realized that, in true systemic fashion, not only have many of our clients benefited from working with us, but also we have learned some invaluable lessons from them. Indeed, practicing couple and family therapy gives therapists many opportunities to learn about themselves, especially when it is done thoughtfully. In this article, we reflect on myriad ways in which couples and family therapy has affected each of us personally-as individuals, as partners, as parents, as adult children in our families of origin, and as educators. © 2014 Wiley Periodicals, Inc.

  19. A reflective analysis of medical education research on self-regulation in learning and practice.

    Science.gov (United States)

    Brydges, Ryan; Butler, Deborah

    2012-01-01

    In the health professions we expect practitioners and trainees to engage in self-regulation of their learning and practice. For example, doctors are responsible for diagnosing their own learning needs and pursuing professional development opportunities; medical residents are expected to identify what they do not know when caring for patients and to seek help from supervisors when they need it, and medical school curricula are increasingly called upon to support self-regulation as a central learning outcome. Given the importance of self-regulation in both health professions education and ongoing professional practice, our aim was to generate a snapshot of the state of the science in medical education research in this area. To achieve this goal, we gathered literature focused on self-regulation or self-directed learning undertaken from multiple perspectives. Then, with support from a multi-component theoretical framework, we created an overarching map of the themes addressed thus far and emerging findings. We built from that integrative overview to consider contributions, connections and gaps in research on self-regulation to date. Based on this reflective analysis, we conclude that the medical education community's understanding about self-regulation will continue to advance as we: (i) consider how learning is undertaken within the complex social contexts of clinical training and practice; (ii) think of self-regulation within an integrative perspective that allows us to combine disparate strands of research and to consider self-regulation across the training continuum in medicine, from learning to practice; (iii) attend to the grain size of analysis both thoughtfully and intentionally, and (iv) most essentially, extend our efforts to understand the need for and best practices in support of self-regulation. © Blackwell Publishing Ltd 2012.

  20. Promoting Reflective Physics Teaching Through the Use of Collaborative Learning Annotation System

    Science.gov (United States)

    Milner-Bolotin, Marina

    2018-05-01

    Effective physics teaching requires extensive knowledge of physics, relevant pedagogies, and modern educational technologies that can support student learning. Acquiring this knowledge is a challenging task, considering how fast modern technologies and expectations of student learning outcomes and of teaching practices are changing Therefore 21st-century physics teachers should be supported in developing a different way of thinking about technology-enhanced physics teaching and learning. We call it Deliberate Pedagogical Thinking with Technology, and base it on the original Pedagogical Content Knowledge and Technological Pedagogical Content Knowledge frameworks. However, unlike the two aforementioned frameworks, the Deliberate Pedagogical Thinking with Technology emphasizes not only teachers' knowledge, but also their attitudes and dispositions about using digital tools in order to support student learning. This paper examines how an online system that allows an ongoing discussion of videos uploaded on it by the students can support reflection in physics teacher education. Examples of using such a system in physics teacher education and teacher-candidates' feedback on their experiences with it are also discussed.

  1. Reflections on providing sport science support for athletes with learning difficulties.

    Science.gov (United States)

    Hills, Laura; Utley, Andrea

    2010-01-01

    To highlight the benefits and the need for sport science support for athletes with learning difficulties, and to reflect on our experience of working with the GB squad for athletes with learning difficulties. A review of key and relevant literature is presented, followed by a discussion of the sport science support provision and the issues that emerged in working with athletes with learning difficulties. Pre- and post- physiological tests along with evaluations of athletes' potential to benefit from sport psychology support were conducted. The aim of these tests was to provide information for the athletes and the coaches on fitness levels, to use this information to plan future training, and to identify how well the performance could be enhanced. A case study is presented for one athlete, who had competed in distance events. The focus is the psychological support that was provided. It is clear that athletes with learning difficulties require the same type of sports science support as their mainstream peers. However, sport scientists will need to consider ways to extend their practice in order to provide the appropriate level of support.

  2. Health and Physical Education Pre-Service Teacher Perceptions of Journals as a Reflective Tool in Experience-Based Learning

    Science.gov (United States)

    O'Connell, Timothy; Dyment, Janet

    2011-01-01

    The pedagogical use of journals as a reflective tool has been used in many academic disciplines. Researchers have studied the effectiveness of implementing journal writing as an academic exercise, and results have generally touted journals as a successful means of encouraging learning and reflection. However, little is known about how students…

  3. Changing the Metacognitive Orientation of a Classroom Environment to Stimulate Metacognitive Reflection Regarding the Nature of Physics Learning

    Science.gov (United States)

    Thomas, Gregory P.

    2013-05-01

    Problems persist with physics learning in relation to students' understanding and use of representations for making sense of physics concepts. Further, students' views of physics learning and their physics learning processes have been predominantly found to reflect a 'surface' approach to learning that focuses on mathematical aspects of physics learning that are often passed on via textbooks and lecture-style teaching. This paper reports on a teacher's effort to stimulate students' metacognitive reflection regarding their views of physics learning and their physics learning processes via a pedagogical change that incorporated the use of a representational framework and metaphors. As a consequence of the teacher's pedagogical change, students metacognitively reflected on their views of physics and their learning processes and some reported changes in their views of what it meant to understand physics and how they might learn and understand physics concepts. The findings provide a basis for further explicit teaching of representational frameworks to students in physics education as a potential means of addressing issues with their physics learning.

  4. Guided Portfolio Writing as a Scaffold for Reflective Learning in In-Service Contexts: A Case Study

    Science.gov (United States)

    Pires Pereira, Íris Susana; Cristo Parente, Maria Cristina; Vieira da Silva, Cristina

    2016-01-01

    Language is widely recognized as an inescapable mediating tool for professional learning, and with this text we want to contribute to a better understanding of the particular role that guided writing can play in in-service professional reflective learning. We analysed one pre-school teacher's written portfolio, the construction of which was guided…

  5. Just Checking In: The Effect of an Office Hour Meeting and Learning Reflection in an Introductory Statistics Course

    Science.gov (United States)

    McGrath, April L.

    2014-01-01

    Office hours provide time outside of class for students to consult with instructors about course material, progress, and evaluation. Yet office hours, at times, remain an untapped source of academic support. The current study examined whether office hour attendance in combination with a learning reflection would help students learn material in an…

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

    Science.gov (United States)

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

    2016-01-01

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

  7. Reflections on Online Learning Designs and Cross-Institutional Research Collaborations: Revisiting "Classrooms without Walls" in Two Australian Universities

    Science.gov (United States)

    Rossi, Dolene; van Rensburg, Henriette; Clark, Damien; Harreveld, R. E.; Beer, Colin; Danaher, P. A.

    2015-01-01

    The article on which this paper reflects ["Exploring a Cross-Institutional Research Collaboration and Innovation: Deploying Social Software and Web 2.0 Technologies to Investigate Online Learning Designs and Interactions in Two Australian Universities"] presented elements of a research project investigating learning interactions in…

  8. Bridging Faith, Languages and Learning in London: A Faith Teacher Reflects upon Pedagogy in Religious Instruction Classes

    Science.gov (United States)

    Lytra, Vally; Gregory, Eve; Ilankuberan, Arani

    2016-01-01

    In this article, we examine a faith teacher's reflections on faith literacy teaching and learning and how they shaped his pedagogy in the context of Hindu/Saiva religious instruction classes for students of Sri Lankan Tamil heritage. The data are part of a larger multi-site three-year team ethnography of children's faith literacy learning in…

  9. Reflections on the assessment of student learning in Special Education at Basic Education

    Directory of Open Access Journals (Sweden)

    Maria Sylvia Cardoso Carneiro

    2012-11-01

    Full Text Available This text reflects on special education student's accomplishment at basic education level, focusing on issues concerning the assessment of learning. Educational policies from an inclusive perspective have guided education systems to develop strategies with the purpose to include these students in school life. This means recognizing them as subjects of learning, taking into account their limitations, but also their possibilities and especially their peculiarities and the different ways of learning and teaching resulting from that. For special education to be effective as an inclusive perspective, pedagogical practices in school at basic education level should be organized collectively in school, always preserving the role of the coordinating teacher in conducting the schooling processes for all students. However, this is not the dynamics found in most schools. The presence of students with disabilities in regular education schools further tightens discussions on the evaluation of learning, which will always be a task assigned to the coordinating teacher, the one who planned the teaching/learning process. Without ignoring the importance of specific accessibility resources to physical space and communication, as well as of adapting teaching materials to the needs of each student, it is important to consider that the education process for these subjects cannot be limited to the elimination of barriers, whether physical, communicational, informational or attitudinal. It is essential that the priorities of school pedagogical practices include the ownership of the historically produced knowledge on behalf of all students. For such empowerment to materialize, it is necessary to perform a teaching work articulated among different school professionals.

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

    Science.gov (United States)

    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…

  11. Supporting Learning through the Use of Self-Reflection Blogs: A Study of the Experience of Blended Learning Students in the United Arab Emirates

    Science.gov (United States)

    Isakovic, Adrienne A.; McNaught, Allan

    2013-01-01

    This exploratory study seeks to examine how the use of student-written blogs support student learning through the student perspective. The blogs were introduced to provide support in four distinct areas: as a medium for facilitating learning; as a medium for interactivity; as a medium for metacognitive thought and reflection; and as a learning…

  12. [Health and humanization Diploma: the value of reflection and face to face learning].

    Science.gov (United States)

    Martínez-Gutiérrez, Javiera; Magliozzi, Pietro; Torres, Patricio; Soto, Mauricio; Walker, Rosa

    2015-03-01

    In a rapidly changing culture like ours, with emphasis on productivity, there is a strong need to find the meaning of health care work using learning instances that privilege reflection and face to face contact with others. The Diploma in Health and Humanization (DSH), was developed as an interdisciplinary space for training on issues related to humanization. To analyze the experience of DSH aiming to identify the elements that students considered key factors for the success of the program. We conducted a focus group with DSH graduates, identifying factors associated with satisfaction. Transcripts were coded and analyzed by two independent reviewers. DSH graduates valued a safe space, personal interaction, dialogue and respect as learning tools of the DSH. They also appreciates the opportunity to have emotional interactions among students and between them and the teacher as well as the opportunity to share personal stories and their own search for meaning. DSH is a learning experience in which their graduates value the ability to think about their vocation and the affective interaction with peers and teachers. We hope to contribute to the development of face to face courses in the area of humanization. Face to face methodology is an excellent teaching technique for contents related to the meaning of work, and more specifically, to a group of learners that require affective communication and a personal connection of their work with their own values and beliefs.

  13. What is a learning town? Reflections on the experience at Wirksworth

    Directory of Open Access Journals (Sweden)

    Peter Wiltshier

    2017-12-01

    Full Text Available This paper explores the legacy of regeneration project work and knowledge management and transfer as a result of intervention through a charity designed to support new business opportunities, specifically in arts and entertainment, tourism, skills development and training. As part of the University of Derby’s own work-related learning and problem-based learning, a project team was assigned to work alongside the charity ‘New Opportunities in Wirksworth!’ (NOW!. A participant observation, action research approach has been used to elicit and analyse the knowledge transfer, both explicit and implicit. Staff and students from the University of Derby have been contracted to research tourism development specifically in festival supply and demand, the attractiveness of the destination and its key features the market, mining heritage and volunteer railway. Staff and students also committed to an events strategy, marketing the destination and finance for start-ups. The University is engaged in tacit and explicit knowledge transfers. Key stakeholders have reflected on a decade of achievements and both fails and success stories. Agendas for the future have been identified and the project NOW! Has a legacy of both tacit and explicit knowledge for the benefit of other communities. There is an ongoing desire to explore how both public and private sectors can benefit from knowledge sharing and to benefit ongoing problem-based learning in education and training.

  14. Metacomprehension judgements reflect the belief that diagrams improve learning from text.

    Science.gov (United States)

    Serra, Michael J; Dunlosky, John

    2010-10-01

    In two experiments we systematically explored whether people consider the format of text materials when judging their text learning, and whether doing so might inappropriately bias their judgements. Participants studied either text with diagrams (multimedia) or text alone and made both per-paragraph judgements and global judgements of their text learning. In Experiment 1 they judged their learning to be better for text with diagrams than for text alone. In that study, however, test performance was greater for multimedia, so the judgements may reflect either a belief in the power of multimedia or on-line processing. Experiment 2 replicated this finding and also included a third group that read texts with pictures that did not improve text performance. Judgements made by this group were just as high as those made by participants who received the effective multimedia format. These results confirm the hypothesis that people's metacomprehension judgements can be influenced by their beliefs about text format. Over-reliance on this multimedia heuristic, however, might reduce judgement accuracy in situations where it is invalid.

  15. Time Well Spent in a Kindergarten Class:A Teacher’s Reflection on Using Talk to Learn

    Directory of Open Access Journals (Sweden)

    Laura Hope-Southcott

    2010-06-01

    Full Text Available Recent changes in the Ontario curricular expectations for teaching and learning have led the author to re-examine some of her teaching practices, particularly in oral language learning. In this article, the author explores what learning through talk looks like, sounds like and feels like from the kindergarten teacher’s perspective. By inquiring into her own practice, drawing from the literature on classroom talk in the early years, and critically reflecting on vignettes of classroom talk as well as a teaching journal, the author as kindergarten teacher challenges her own assumptions about talk to gain a deeper understanding of its role in a kindergarten classroom. The vignettes, reflective writing and teaching journal act as signposts that map a growing understanding of talk as a tool for learning. These stories help to ground the discussion about talk in practice as well as theory, and provide insights into the challenges and opportunities of using talk for learning in kindergarten.

  16. Development of Interactive and Reflective Learning among Malaysian Online Distant Learners: An ESL Instructor’s Experience

    Directory of Open Access Journals (Sweden)

    Puvaneswary Murugaiah

    2010-10-01

    Full Text Available Technology has brought tremendous advancements in online education, spurring transformations in online pedagogical practices. Online learning in the past was passive, using the traditional teacher-centred approach. However, with the tools available today, it can be active, collaborative, and meaningful. A well-developed task can impel learners to observe, to reflect, to strategize, and to plan their own learning. This paper describes an English as a Second Language (ESL instructor’s attempt to foster interactive and reflective learning among distance learners at a public university in Malaysia, working within the framework proposed by Salmon (2004. The authors found that proper planning and close monitoring of a writing activity that incorporates interactive and reflective learning helped to raise the students’ awareness of their own learning process and consequently helped them to be more responsible for their learning. The students acquired significant cognitive benefits and also valuable practical learning skills through the online discussions. However, there were challenges in carrying out the writing task to promote this form of learning, including students’ professional and family commitments and cultural attitudes as well as communication barriers in the online environment. To address these challenges, the authors recommend the following: ensure tutor guidance, enforce compulsory participation, address technical problems quickly, commence strategic training prior to the beginning of a task, and implement team teaching with each instructor taking on certain roles.

  17. Sequence Learning Under Uncertainty in Children: Self-Reflection vs. Self-Assertion.

    Science.gov (United States)

    Lange-Küttner, Christiane; Averbeck, Bruno B; Hirsch, Silvia V; Wießner, Isabel; Lamba, Nishtha

    2012-01-01

    We know that stochastic feedback impairs children's associative stimulus-response (S-R) learning (Crone et al., 2004a; Eppinger et al., 2009), but the impact of stochastic feedback on sequence learning that involves deductive reasoning has not been not tested so far. In the current study, 8- to 11-year-old children (N = 171) learned a sequence of four left and right button presses, LLRR, RRLL, LRLR, RLRL, LRRL, and RLLR, which needed to be deduced from feedback because no directional cues were given. One group of children experienced consistent feedback only (deterministic feedback, 100% correct). In this condition, green feedback on the screen indicated that the children had been right when they were right, and red feedback indicated that the children had been wrong when they were wrong. Another group of children experienced inconsistent feedback (stochastic feedback, 85% correct, 15% false), where in some trials, green feedback on the screen could signal that children were right when in fact they were wrong, and red feedback could indicate that they were wrong when in fact they had been right. Independently of age, children's sequence learning in the stochastic condition was initially much lower than in the deterministic condition, but increased gradually and improved with practice. Responses toward positive vs. negative feedback varied with age. Children were increasingly able to understand that they could have been wrong when feedback indicated they were right (self-reflection), but they remained unable to understand that they could have been right when feedback indicated they were wrong (self-assertion).

  18. Sequence Learning Under Uncertainty in Children: Self-reflection vs. Self-Assertion

    Directory of Open Access Journals (Sweden)

    Christiane eLange-Küttner

    2012-05-01

    Full Text Available We know that stochastic feedback impairs children’s associative stimulus-response (S-R learning (Crone, Jennigs, & Van der Molen, 2004a; Eppinger, Mock, & Kray, 2009, but the impact of stochastic feedback on sequence learning that involves deductive reasoning has not been not tested so far. In the current study, 8- to 11-year-old children (N = 171 learned a sequence of four left and right button presses, LLRR, RRLL, LRLR, RLRL, LRRL and RLLR, that needed to be deduced from feedback because no directional cues were given. One group of children experienced consistent feedback only (deterministic feedback, 100% correct. In this condition, green feedback on the screen indicated that the children had been right when they were right, and red feedback indicated that the children had been wrong when they were wrong. Another group of children experienced inconsistent feedback (stochastic feedback, 85% correct, 15% false, where in some trials, green feedback on the screen could signal that children were right when in fact they were wrong, and red feedback could indicate that they were wrong when in fact they had been right. Independently of age, children’s sequence learning in the stochastic condition was initially much lower than in the deterministic condition, but increased gradually and improved with practice. Responses towards positive vs. negative feedback varied with age. Children were increasingly able to understand that they could have been wrong when feedback indicated they were right (self-reflection, but they remained unable to understand that they could have been right when feedback indicated they were wrong (self-assertion.

  19. Event-related potentials reflect impaired temporal interval learning following haloperidol administration.

    Science.gov (United States)

    Forster, Sarah E; Zirnheld, Patrick; Shekhar, Anantha; Steinhauer, Stuart R; O'Donnell, Brian F; Hetrick, William P

    2017-09-01

    Signals carried by the mesencephalic dopamine system and conveyed to anterior cingulate cortex are critically implicated in probabilistic reward learning and performance monitoring. A common evaluative mechanism purportedly subserves both functions, giving rise to homologous medial frontal negativities in feedback- and response-locked event-related brain potentials (the feedback-related negativity (FRN) and the error-related negativity (ERN), respectively), reflecting dopamine-dependent prediction error signals to unexpectedly negative events. Consistent with this model, the dopamine receptor antagonist, haloperidol, attenuates the ERN, but effects on FRN have not yet been evaluated. ERN and FRN were recorded during a temporal interval learning task (TILT) following randomized, double-blind administration of haloperidol (3 mg; n = 18), diphenhydramine (an active control for haloperidol; 25 mg; n = 20), or placebo (n = 21) to healthy controls. Centroparietal positivities, the Pe and feedback-locked P300, were also measured and correlations between ERP measures and behavioral indices of learning, overall accuracy, and post-error compensatory behavior were evaluated. We hypothesized that haloperidol would reduce ERN and FRN, but that ERN would uniquely track automatic, error-related performance adjustments, while FRN would be associated with learning and overall accuracy. As predicted, ERN was reduced by haloperidol and in those exhibiting less adaptive post-error performance; however, these effects were limited to ERNs following fast timing errors. In contrast, the FRN was not affected by drug condition, although increased FRN amplitude was associated with improved accuracy. Significant drug effects on centroparietal positivities were also absent. Our results support a functional and neurobiological dissociation between the ERN and FRN.

  20. Applying a learning design methodology in the flipped classroom approach – empowering teachers to reflect

    DEFF Research Database (Denmark)

    Triantafyllou, Evangelia; Kofoed, Lise; Purwins, Hendrik

    2016-01-01

    One of the recent developments in teaching that heavily relies on current technology is the “flipped classroom” approach. In a flipped classroom the traditional lecture and homework sessions are inverted. Students are provided with online material in order to gain necessary knowledge before class......, while class time is devoted to clarifications and application of this knowledge. The hypothesis is that there could be deep and creative discussions when teacher and students physically meet. This paper discusses how the learning design methodology can be applied to represent, share and guide educators...... and values of different stakeholders (i.e. institutions, educators, learners, and external agents), which influence the design and success of flipped classrooms. Moreover, it looks at the teaching cycle from a flipped instruction model perspective and adjusts it to cater for the reflection loops educators...

  1. Student reflections on learning cross-cultural skills through a 'cultural competence' OSCE.

    Science.gov (United States)

    Miller, Elizabeth; Green, Alexander R

    2007-05-01

    Medical schools use OSCEs (objective structured clinical examinations) to assess students' clinical knowledge and skills, but the use of OSCEs in the teaching and assessment of cross-cultural care has not been well described. To examine medical students' reflections on a cultural competence OSCE station as an educational experience. Students at Harvard Medical School in Boston completed a 'cultural competence' OSCE station (about a patient with uncontrolled hypertension and medication non-adherence). Individual semi-structured interviews were conducted with a convenience sample of twenty-two second year medical students, which were recorded, transcribed, and analysed. Students' reflections on what they learned as the essence of the case encompassed three categories: (1) eliciting the patient's perspective on their illness; (2) examining how and why patients take their medications and inquiring about alternative therapies; and (3) exploring the range of social and cultural factors associated with medication non-adherence. A cultural competence OSCE station that focuses on eliciting patients' perspectives and exploring medication non-adherence can serve as a unique and valuable teaching tool. The cultural competence OSCE station may be one pedagogic method for incorporating cross-cultural care into medical school curricula.

  2. Learning Sterile Procedures Through Transformative Reflection: Use of iPad Videos in a Nursing Laboratory Course.

    Science.gov (United States)

    Cernusca, Dan; Thompson, Shila; Riggins, Janet

    2018-01-12

    This project was implemented to determine if the combination of video recording and reflection could enhance student learning of specific nursing skills. Students' answers to open-ended questions validated the importance of iPad videos for their skill improvement. The findings confirmed that iPad videos provided an effective tool for students to evaluate their performance and reflect on methods for improvement.

  3. Practical research on junior high school mathematics about students' learning processes : using 'reflective sheet' (the Math Journal) et al.

    OpenAIRE

    吉岡, 睦美; 重松, 敬一

    2015-01-01

    In this paper, we discuss the case study of mathematics education for Junior High School students' learning processes focusing students' metacognition and knowledge using 'Reflective Sheet' (the Math Journal) et al.. The metacognition is rather than direct action on the environment and the perception that target cognitive function and cognitive recognition of that, and say what happens in the mind. Especially, we use Reflective Sheet which is formed to check students' cognitive and metacognit...

  4. IMPLEMENTATION AND SUSTAINABILITY OF CHILD-PARENT PSYCHOTHERAPY: THE ROLE OF REFLECTIVE CONSULTATION IN THE LEARNING COLLABORATIVE MODEL.

    Science.gov (United States)

    Noroña, Carmen Rosa; Acker, Michelle L

    2016-11-01

    Recent implementation science in mental health has focused on identifying the most effective strategies to disseminate and implement evidence-based treatments (EBTs) into real-world practice settings. The learning collaborative training methodology and its use of expert trainers/consultants have become increasingly popular as one of these approaches. Moreover, there is preliminary evidence that ongoing expert consultation may increase the adoption, learning, and sustainability of EBTs by an already practicing workforce and, consequently, help trainers, practitioners, and organizations address implementation barriers. This article describes the authors' experiences in facilitating Child-Parent Psychotherapy (CPP) training and explores the role of reflective clinical consultation as an active process that supports the implementation of a rich, but complex, model that requires sophisticated knowledge and skills from practitioners. It examines the intricate range of the CPP consultant's functions, which ultimately support clinicians' reflective practice as they learn and adopt this EBT. Reflective consultation is proposed as an essential component for the integration of knowledge, experience, and emotions in practitioners and as a catalyst for organizational change. Using their voices as trainers-consultants and those of their trainees, the authors discuss the implications of reflective consultation for the effective implementation and sustainability of CPP. Reflections are offered on lessons learned. © 2016 Michigan Association for Infant Mental Health.

  5. The Effect of Using Online Collaborative Tasks on Incidental Vocabulary Learning of Impulsive vs. Reflective Iranian EFL Learners

    Directory of Open Access Journals (Sweden)

    Khalil Motallebzadeh

    2017-09-01

    Full Text Available Incidental vocabulary learning is one of the most significant sources of learning vocabulary for language learners Laufer  & Hulstjin, 2001. This study endeavored to investigate the effect of using online collaborative tasks on incidental vocabulary learning of impulsive vs. reflective Iranian EFL learners. To this end, Nelson vocabulary proficiency test was administered to 100 Iranian EFL learners as the homogeneity test and the pretest. Using random sampling procedure, 75 learners were selected as the main participants for this study. Kember, McKay, Sinclair and Wong (2008 reflective thinking questionnaire was administered to these learners, based on which they were distinguished based on their cognitive thinking styles, i.e., impulsivity and reflectivity. The participants were homogenously distributed into 3 main groups (impulsive experimental group, reflective experimental group, and the control group. All participants went through 4 weeks of treatment. Experimental groups were conducted using Telegram software and the control group was conducted in a classroom. The results of t-test after 4 weeks of treatment revealed that reflective learners benefited from online collaborative groups with regard to incidental vocabulary learning. The findings of the study are discussed in light of previous research.

  6. Does formal complexity reflect cognitive complexity? Investigating aspects of the Chomsky Hierarchy in an artificial language learning study.

    Science.gov (United States)

    Öttl, Birgit; Jäger, Gerhard; Kaup, Barbara

    2015-01-01

    This study investigated whether formal complexity, as described by the Chomsky Hierarchy, corresponds to cognitive complexity during language learning. According to the Chomsky Hierarchy, nested dependencies (context-free) are less complex than cross-serial dependencies (mildly context-sensitive). In two artificial grammar learning (AGL) experiments participants were presented with a language containing either nested or cross-serial dependencies. A learning effect for both types of dependencies could be observed, but no difference between dependency types emerged. These behavioral findings do not seem to reflect complexity differences as described in the Chomsky Hierarchy. This study extends previous findings in demonstrating learning effects for nested and cross-serial dependencies with more natural stimulus materials in a classical AGL paradigm after only one hour of exposure. The current findings can be taken as a starting point for further exploring the degree to which the Chomsky Hierarchy reflects cognitive processes.

  7. Development of Interactive and Reflective Learning among Malaysian Online Distant Learners: An ESL Instructor’s Experience

    OpenAIRE

    Puvaneswary Murugaiah; Siew Ming Thang

    2010-01-01

    Technology has brought tremendous advancements in online education, spurring transformations in online pedagogical practices. Online learning in the past was passive, using the traditional teacher-centred approach. However, with the tools available today, it can be active, collaborative, and meaningful. A well-developed task can impel learners to observe, to reflect, to strategize, and to plan their own learning. This paper describes an English as a Second Language (ESL) instructor’s att...

  8. Evaluating the Acceptability and Usability of EASEL: A Mobile Application that Supports Guided Reflection for Experiential Learning Activities

    Directory of Open Access Journals (Sweden)

    Jerry C Schnepp

    2017-07-01

    Full Text Available Aim/Purpose: To examine the early perceptions (acceptability and usability of EASEL (Education through Application-Supported Experiential Learning, a mobile platform that delivers reflection prompts and content before, during, and after an experiential learning activity. Background: Experiential learning is an active learning approach in which students learn by doing and by reflecting on the experience. This approach to teaching is often used in disciplines such as humanities, business, and medicine. Reflection before, during, and after an experience allows the student to analyze what they learn and why it is important, which is vital in helping them to understand the relevance of the experience. A just-in-time tool (EASEL was needed to facilitate this. Methodology: To inform the development of a mobile application that facilitates real-time guided reflection and to determine the relevant feature set, we conducted a needs analysis with both students and faculty members. Data collected during this stage of the evaluation helped guide the creation of a prototype. The user experience of the prototype and interface interactions were evaluated during the usability phase of the evaluation study. Contribution: Both the needs analysis and usability assessment provided justification for continued development of EASEL as well as insight that guides current development. Findings: The interaction design of EASEL is understandable and usable. Both students and teachers value an application that facilitates real-time guided reflection. Recommendations for Practitioners: The use of a system such as EASEL can leverage time and location-based services to support students in field experiences. This technology aligns with evidence that guided reflection provides opportunities for metacognition. Recommendation for Researchers: Iterative prototyping, testing, and refinement can lead to a deliberate and effective app development process. Impact on Society: The EASEL

  9. Professionalism and maintenance of certification: using vignettes describing interpersonal dilemmas to stimulate reflection and learning.

    Science.gov (United States)

    Bernabeo, Elizabeth C; Reddy, Siddharta G; Ginsburg, Shiphra; Holmboe, Eric S

    2014-01-01

    Physicians do not always agree on "rules" governing behavior in professionally challenging situations. Little is known about contextual factors that influence physician approaches in these situations. We explored the individual-, social-, and societal-level factors that physicians consider when responding to 2 common professional dilemmas. We were particularly interested in knowing the extent to which physicians engage in self-reflection as a result of responding to the vignettes. A cross-sectional Web-based survey was sent to a random sample of 396 physicians, prompting them to respond to scripted professional dilemmas. A total of 120 physicians responded, yielding a response rate of 32.6%. Physicians responded to these dilemmas in highly variable ways, negotiating a complex array of contextual factors in their decisions. Interacting factors involving individual-level physician (eg, worry, guilt), patient (eg, nature of medical condition or relationship with patient), and social/societal (eg, policy, what peers or colleagues do) were important drivers in physician responses. Qualitative analysis revealed that several interacting themes guide physician approaches to professional dilemmas: patient welfare; types of patients; political, ethical, or legal issues; guiding principles; values; rules; and habits. Physicians negotiate a complex set of individual-, social-, and societal-level factors in response to professional dilemmas. This finding has important implications for the promotion and assessment of professional behavior in practicing physicians. Reflecting on scenarios may be an opportunity for physicians to learn about how and why they make decisions in difficult situations. © 2014 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on Continuing Medical Education, Association for Hospital Medical Education.

  10. Nurses' perceptions of the impact of Team-Based Learning participation on learning style, team behaviours and clinical performance: An exploration of written reflections.

    Science.gov (United States)

    Oldland, Elizabeth; Currey, Judy; Considine, Julie; Allen, Josh

    2017-05-01

    Team-Based Learning (TBL) is a teaching strategy designed to promote problem solving, critical thinking and effective teamwork and communication skills; attributes essential for safe healthcare. The aim was to explore postgraduate student perceptions of the role of TBL in shaping learning style, team skills, and professional and clinical behaviours. An exploratory descriptive approach was selected. Critical care students were invited to provide consent for the use for research purposes of written reflections submitted for course work requirements. Reflections of whether and how TBL influenced their learning style, teamwork skills and professional behaviours during classroom learning and clinical practice were analysed for content and themes. Of 174 students, 159 participated. Analysis revealed three themes: Deep Learning, the adaptations students made to their learning that resulted in mastery of specialist knowledge; Confidence, in knowledge, problem solving and rationales for practice decisions; and Professional and Clinical Behaviours, including positive changes in their interactions with colleagues and patients described as patient advocacy, multidisciplinary communication skills and peer mentorship. TBL facilitated a virtuous cycle of feedback encouraging deep learning that increased confidence. Increased confidence improved deep learning that, in turn, led to the development of professional and clinical behaviours characteristic of high quality practice. Copyright © 2017 Elsevier Ltd. All rights reserved.

  11. Developing expertise in gynecologic surgery: reflective perspectives of international experts on learning environments and processes

    Directory of Open Access Journals (Sweden)

    Hardre PL

    2017-01-01

    Full Text Available Patricia L Hardré,1 Mikio Nihira,2 Edgar L LeClaire3 1Department of Educational Psychology, University of Oklahoma College of Education, Norman, 2Department of Obstetrics and Gynecology, University of Oklahoma College of Medicine, Oklahoma City, OK, 3Department of Obstetrics and Gynecology, University of Kansas College of Medicine, Kansas City, KS, USA Abstract: Research in medical education does not provide a clear understanding of how professional expertise develops among surgeons and what experiential factors contribute to that development. To address this gap, the researchers interviewed 16 international experts in female pelvic medicine and reconstructive surgery to assess their reflective perceptions of what specific opportunities and experiences initiated and supported their development toward expertise in their field. Characteristics and influences explaining the speed and quality of expertise development were sorted into the following themes: the dynamic process of expertise development, internal and personal characteristics, general aptitudes and preparatory skills, role modeling and interpersonal influences, opportunities to learn and practice, and roles and reference points. Across the narratives and perspectives of these expert surgeons, both individual characteristics and choices, and contextual activities and opportunities were necessary and important. Experiences with greatest impact on quality of expertise development included those provided by the environment and mentors, as well as those sought out by learners themselves, to elaborate and supplement existing opportunities. The ideal combination across experts was interaction and integration of individual characteristics with experiential opportunities. Grounded in theory and research in expertise development, these findings can support improvement of medical education, both for individual mentors and strategic program development. As surgery evolves at a continuously

  12. Transforming the Capstone: Transformative Learning as a Pedagogical Framework and Vehicle for Ethical Reflection in the Capstone Course

    Science.gov (United States)

    Martin, Jason M.; Strawser, Michael G.

    2017-01-01

    This study emphasizes the importance of faculty development and training as a means to prepare faculty to design the capstone course as a high-impact educational practice. Specifically, this research explores transformative learning in the capstone class as a vehicle for reflection on personal and professional ethics. Students enrolled in a…

  13. Structure and Agency in Learning: A Critical Realist Theory of the Development of Capacity to Reflect on Academic Practice

    Science.gov (United States)

    Kahn, Peter; Qualter, Anne; Young, Richard

    2012-01-01

    Theories of learning typically downplay the interplay between social structure and student agency. In this article, we adapt a causal hypothesis from realist social theory and draw on wider perspectives from critical realism to account for the development of capacity to engage in reflection on professional practice in academic roles. We thereby…

  14. I Listen and I Believe, I See and I Understand: A Collective Reflection Approach to Understanding Children's Learning Experiences

    Science.gov (United States)

    Mohamed, Carmen

    2011-01-01

    The project on which this report is based set out to establish how exploring children's musicality might encourage adults to consider their engagement with the musical play and learning of children under the age of five. Through reflection and evaluation the participants became aware that they were challenging their own teaching style in response…

  15. How a Small Family Run Business Adopted Critical Reflection Action Learning Using Hand Drawn Images to Initiate Organisational Change

    Science.gov (United States)

    Shepherd, Gary

    2016-01-01

    In this account of practice I would like to share my experiences of facilitating a Critical Reflection Action Learning (CRAL) set with a small family run business, struggling to make change and expand their services due to the problems they encountered in separating their business lives from their family lives. The account I present here is based…

  16. Impact of Guided Reflection with Peers on the Development of Effective Problem Solving Strategies and Physics Learning

    Science.gov (United States)

    Mason, Andrew J.; Singh, Chandralekha

    2016-01-01

    Students must learn effective problem solving strategies in order to develop expertise in physics. Effective problem solving strategies include a conceptual analysis of the problem followed by planning of the solution, and then implementation, evaluation, and reflection upon the process. Research suggests that converting a problem from the initial…

  17. The Effect of Mastery Learning Model with Reflective Thinking Activities on Medical Students' Academic Achievement: An Experimental Study

    Science.gov (United States)

    Elaldi, Senel

    2016-01-01

    This study aimed to determine the effect of mastery learning model supported with reflective thinking activities on the fifth grade medical students' academic achievement. Mixed methods approach was applied in two samples (n = 64 and n = 6). Quantitative part of the study was based on a pre-test-post-test control group design with an experiment…

  18. Advantages and Limitations of E-Learning in Master’s Level Healthcare Education : A Reflective Discussion Paper

    NARCIS (Netherlands)

    Hanna Hopia; Mariël Kanne

    2017-01-01

    The current paper is a reflective discussion report that describes the advantages and limitations of online teaching and learning at master’s level healthcare education from the teachers’ point of view. The aim is to open dialogue between nursing educators and healthcare providers on how

  19. Teaching, Reflecting, and Writing from the Heart: High School Students Learn about and from Preschoolers

    Science.gov (United States)

    Wolff, Ann Lesser

    2012-01-01

    Effective teacher educators reflect and upon reflection, make important changes to lessons, units, and instructional strategies. But have they ever considered the importance reflection has for students or what bearing "their" reflections have on them as their teachers? During the first six weeks of the (introductory) Child Development…

  20. Reflection in Learning through a Self-monitoring Device: Design Research on EEG Self-Monitoring during a Study Session

    Directory of Open Access Journals (Sweden)

    Eva Durall

    2017-04-01

    Full Text Available The increasing availability of self-monitoring technologies has created opportunities for gaining awareness about one’s own behavior and reflecting on it. In teaching and learning, there is interest in using self-monitoring technologies, but very few studies have explored the possibilities. In this paper, we present a design study that investigates a technology (called Feeler that guides students to follow a specific learning script, monitors changes in their electroencephalogram (EEG while studying, and later provides visualization of the EEG data. The results are two-fold: (1 the hardware/software prototype and (2 the conclusions from the proof-of-concept research conducted with the prototype and six participants. In the research, we collected qualitative data from interviews to identify whether the prototype supported students to develop their reflective skills. The thematic analysis of the interviews showed that the Feeler’s learning script and visualization of the EEG data supported greater levels of reflection by fostering students’ curiosity, puzzlement, and personal inquiry. The proof-of-concept research also provided insights into several factors, such as the value of personal experience, the challenge of assumptions, and the contextualization of the data that trigger reflective thinking. The results validate the design concept and the role of the prototype in supporting awareness of and reflection about students’ mental states when they perform academic tasks.

  1. Leadership Identity Development Through Reflection and Feedback in Team-Based Learning Medical Student Teams.

    Science.gov (United States)

    Alizadeh, Maryam; Mirzazadeh, Azim; Parmelee, Dean X; Peyton, Elizabeth; Mehrdad, Neda; Janani, Leila; Shahsavari, Hooman

    2018-01-01

    Studies on leadership identity development through reflection with Team-Based Learning (TBL) in medical student education are rare. We assumed that reflection and feedback on the team leadership process would advance the progression through leadership identity development stages in medical students within the context of classes using TBL. This study is a quasi-experimental design with pretest-posttest control group. The pretest and posttest were reflection papers of medical students about their experience of leadership during their TBL sessions. In the intervention group, TBL and a team-based, guided reflection and feedback on the team leadership process were performed at the end of all TBL sessions. In the other group, only TBL was used. The Stata 12 software was used. Leadership Identity was treated both as a categorical and quantitative variable to control for differences in baseline and gender variables. Chi-square, t tests, and linear regression analysis were performed. The population was a cohort of 2015-2016 medical students in a TBL setting at Tehran University of Medical Sciences, School of Medicine. Teams of four to seven students were formed by random sorting at the beginning of the academic year (intervention group n = 20 teams, control group n = 19 teams). At baseline, most students in both groups were categorized in the Awareness and Exploration stage of leadership identity: 51 (52%) in the intervention group and 59 (55%) in the control group: uncorrected χ 2 (3) = 15.6, design-based F(2.83, 108) = 4.87, p = .003. In the posttest intervention group, 36 (36%) were in exploration, 33 (33%) were in L-identified, 20 (20%) were in Leadership Differentiated, and 10 (10%) were in the Generativity. None were in the Awareness or Integration stages. In the control group, 3 (20%) were in Awareness, 56 (53%) were in Exploration, 35 (33%) were in Leader Identified, 13 (12%) were in Leadership Differentiated. None were in the Generativity and Integration stages

  2. Developing reflection on competence-based learning: the Russian experience with the Tuning approach

    Directory of Open Access Journals (Sweden)

    Anna Serbati

    2014-07-01

    Full Text Available The paper focuses on the Tuning Russia project. It aims at providing an overview of the impact of the Tuning methodology and outcomes concerning University teaching, learning, and assessment activities. It identifies: the most relevant results and “lesson learnt” during the project; tools/concepts/experiences that involved teachers found most interesting; strengths and weaknesses; the usefulness of working with colleagues from different Russian universities; and the level of sharing of the Tuning methodology with other colleagues within participating Universities. The empirical data for the study were drawn from a qualitative questionnaire with open questions filled-in by the members of the subject area group “Social Work” involved in the Tuning Russia project. The respondents were six academic teachers from different Russian universities and two European Tuning experts. This reflection by academic teachers upon the initial implementation of the Tuning approach in Russia highlights the opportunities to explore methods of establishing and improving communities of practice in the field of competence-based higher education curriculum development. Results highlight the need to develop further work concerning both summative and formative evaluation in relation to competence-based curricula review in higher education

  3. Guest Editorial - Reflections on Student Support in Open and Distance Learning

    Directory of Open Access Journals (Sweden)

    Alan Tait

    2003-04-01

    Full Text Available This is a very interesting moment to reflect on Student Support in Open and Distance Learning (ODL. After some 10 years of the radical intrusion of a range of technologies, principally those grouped around what has been broadly termed ICT, we have the chance to see if and how the world of ODL has qualitatively changed. I suggest that those of us who began our careers more than a decade ago are like those survivors in a landscape painting of a battle, peering about the field while some wisps of smoke still hang in the air from earlier cannon barrage. But the battle that the picture represents is over. There are new authorities in place, and of course there are losers: those who have lost power if not their lives. We look to see who has died, which amongst the wounded can be given help, while those who walk away wonder if the world has really changed. Have we just substituted one set of powerful rulers for another? Or has the way we live our lives been altered forever?

  4. Towards Sustaining Levels of Reflective Learning: How Do Transformational Leadership, Task Interdependence, and Self-Efficacy Shape Teacher Learning in Schools?

    Directory of Open Access Journals (Sweden)

    Arnoud Oude Groote Beverborg

    2015-03-01

    Full Text Available Whereas cross-sectional research has shown that transformational leadership, task interdependence, and self-efficacy are positively related to teachers’ engagement in reflective learning activities, the causal direction of these relations needs further inquiry. At the same time, individual teacher learning might play a mutual role in strengthening school-level capacity for sustained improvement. Building on previous research, this longitudinal study therefore examines how transformational leadership, task interdependence, self-efficacy, and teachers’ engagement in self-reflection mutually affect each other over time. Questionnaire data gathered on three measurement occasions from 655 Dutch Vocational Education and Training teachers was analyzed using a multivariate Latent Difference Score model. Results indicate that self-reflection and task interdependence reciprocally influence each other’s change. A considerate and stimulating transformational leader was found to contribute to this process. Change in self-efficacy was influenced by self-reflection, indicating that learning leads to competency beliefs. Together, the findings point to the important role transformational leadership practices play in facilitating teamwork, and sustaining teachers’ levels of learning in schools.

  5. Making Information Systems Less Scrugged: Reflecting on the Processes of Change in Teaching and Learning

    Science.gov (United States)

    Houghton, Luke; Ruth, Alison

    2010-01-01

    Deep and shallow learner approaches are useful for different purposes. Shallow learning can be good where fact memorization is appropriate, learning how to swim or play the guitar for example. Deep learning is much more appropriate when the learning material present involves going beyond simple facts and into what lies below the surface. When…

  6. Improving Student Reflection in Experiential Learning Reports in Post-Secondary Institutions

    Science.gov (United States)

    Tiessen, Rebecca

    2018-01-01

    Work-integrated learning options--or experiential learning--(such as co-operative education, practicum placements, and community service learning/volunteer placements) offer much scope for enhancing educational opportunities for post-secondary students to learn about the workplace and to develop skills that may contribute to their future…

  7. The effects of a shared, Intranet science learning environment on the academic behaviors of problem-solving and metacognitive reflection

    Science.gov (United States)

    Parker, Mary Jo

    This study investigated the effects of a shared, Intranet science environment on the academic behaviors of problem-solving and metacognitive reflection. Seventy-eight subjects included 9th and 10th grade male and female biology students. A quasi-experimental design with pre- and post-test data collection and randomization occurring through assignment of biology classes to traditional or shared, Intranet learning groups was employed. Pilot, web-based distance education software (CourseInfo) created the Intranet learning environment. A modified ecology curriculum provided contextualization and content for traditional and shared learning environments. The effect of this environment on problem-solving, was measured using the standardized Watson-Glaser Critical Thinking Appraisal test. Metacognitive reflection, was measured in three ways: (a) number of concepts used, (b) number of concept links noted, and (c) number of concept nodes noted. Visual learning software, Inspiration, generated concept maps. Secondary research questions evaluated the pilot CourseInfo software for (a) tracked user movement, (b) discussion forum findings, and (c) difficulties experienced using CourseInfo software. Analysis of problem-solving group means reached no levels of significance resulting from the shared, Intranet environment. Paired t-Test of individual differences in problem-solving reached levels of significance. Analysis of metacognitive reflection by number of concepts reached levels of significance. Metacognitive reflection by number of concept links noted also reach significance. No significance was found for metacognitive reflection by number of concept nodes. No gender differences in problem-solving ability and metacognitive reflection emerged. Lack of gender differences in the shared, Intranet environment strongly suggests an equalizing effect due to the cooperative, collaborative nature of Intranet environments. Such environments appeal to, and rank high with, the female

  8. Reflection as learning about the self in context: mentoring as catalyst ...

    African Journals Online (AJOL)

    We investigate how the development of reflective practice through mentoring programmes ... the inevitable transitions that students have to make to the professional sector. ... Keywords: mentoring; pre-service teacher development; reflection;

  9. Making pictures in front of a mirror : a cognitive perspective on reflection in learning

    NARCIS (Netherlands)

    Damen, I.C.M.

    2007-01-01

    This research project was inspired by the observation that self-managing teams are often said to succeed because of reflection practices. Notwithstanding some prejudice regarding the merits of reflection, the literature did not provide much insight into those ways of thinking central to reflection.

  10. Reflections on Clinical Learning in Novice Speech-Language Therapy Students

    Science.gov (United States)

    Hill, Anne E.; Davidson, Bronwyn J.; Theodoros, Deborah G.

    2012-01-01

    Background: Reflective practice is reported to enhance clinical reasoning and therefore to maximize client outcomes. The inclusion of targeted reflective practice in academic programmes in speech-language therapy has not been consistent, although providing opportunities for speech-language therapy students to reflect during their clinical practice…

  11. Reflection as a Deliberative and Distributed Practice: Assessing Neuro-Enhancement Technologies via Mutual Learning Exercises (MLEs).

    Science.gov (United States)

    Zwart, Hub; Brenninkmeijer, Jonna; Eduard, Peter; Krabbenborg, Lotte; Laursen, Sheena; Revuelta, Gema; Toonders, Winnie

    2017-01-01

    In 1968, Jürgen Habermas claimed that, in an advanced technological society, the emancipatory force of knowledge can only be regained by actively recovering the 'forgotten experience of reflection'. In this article, we argue that, in the contemporary situation, critical reflection requires a deliberative ambiance, a process of mutual learning, a consciously organised process of deliberative and distributed reflection. And this especially applies, we argue, to critical reflection concerning a specific subset of technologies which are actually oriented towards optimising human cognition (neuro-enhancement). In order to create a deliberative ambiance, fostering critical upstream reflection on emerging technologies, we developed (in the context of a European 7 th Framework Programme project on neuro-enhancement and responsible research and innovation, called NERRI) the concept of a mutual learning exercise (MLE). Building on a number of case studies, we analyse what an MLE involves, both practically and conceptually, focussing on key aspects such as ambiance and expertise, the role of 'genres of the imagination' and the profiles of various 'subcultures of debate'. Ideally, an MLE becomes a contemporary version of the Socratic agora, providing a stage where multiple and sometimes unexpected voices and perspectives mutually challenge each other, in order to strength-en the societal robustness and responsiveness of emerg-ing technologies.

  12. Intellectual Amplification through Reflection and Didactic Change in Distributed Collaborative Learning

    DEFF Research Database (Denmark)

    Sorensen, Elsebeth K.

    Presented at the Conference on Computer Supported Collaborative Learning, CSCL99, Stanford University, California, December 11-18, 1999 Presented at the Conference on Computer Supported Collaborative Learning, CSCL99, Stanford University, California, December 11-18, 1999...

  13. Learning to care: medical students’ reported value and evaluation of palliative care teaching involving meeting patients and reflective writing

    Directory of Open Access Journals (Sweden)

    Erica Borgstrom

    2016-11-01

    Full Text Available Abstract Background Over recent years there has been an increase in teaching of both palliative care and reflective practice in UK medical schools. The palliative care teaching at the University of Cambridge School of Clinical Medicine is multi-faceted and involves students writing reflective essays after individually meeting patients approaching the end of life during their final year general practice and hospital medicine placements. This paper draws on two studies examining this teaching element to analyse what the students found valuable about it and to comment on the practice of meeting patients and subsequent reflective writing. Methods Two studies have explored students’ perceptions of these course components. The first was a thematic analysis of 234 reflective essays from 123 students written in 2007-2008, including examining what students wrote about the exercise itself. The second project involved a semi-structured questionnaire that students completed anonymously; this paper reports on the free text elements of that study [sample size =107]. Since similar themes were found in both studies, the coding structures from each project were compared and combined, enabling triangulation of the findings around what the students found valuable from the palliative care teaching involving meeting patients and reflective writing. Results Overall, students reported that these components of the palliative care teaching are valuable. Four main themes were identified as aspects that students valued: (1 dedicated time with patients, (2 learning about wider elements of treatment and holistic care, (3 practicing communication skills, and (4 learning about themselves through reflective writing. Some students expressed a dislike for having to formally write a reflective essay. Conclusion It is possible to arrange for all of the medical students to individually meet at least two patients receiving palliative or end of life care. Students found these

  14. Making clinical case-based learning in veterinary medicine visible: analysis of collaborative concept-mapping processes and reflections.

    Science.gov (United States)

    Khosa, Deep K; Volet, Simone E; Bolton, John R

    2014-01-01

    The value of collaborative concept mapping in assisting students to develop an understanding of complex concepts across a broad range of basic and applied science subjects is well documented. Less is known about students' learning processes that occur during the construction of a concept map, especially in the context of clinical cases in veterinary medicine. This study investigated the unfolding collaborative learning processes that took place in real-time concept mapping of a clinical case by veterinary medical students and explored students' and their teacher's reflections on the value of this activity. This study had two parts. The first part investigated the cognitive and metacognitive learning processes of two groups of students who displayed divergent learning outcomes in a concept mapping task. Meaningful group differences were found in their level of learning engagement in terms of the extent to which they spent time understanding and co-constructing knowledge along with completing the task at hand. The second part explored students' and their teacher's views on the value of concept mapping as a learning and teaching tool. The students' and their teacher's perceptions revealed congruent and contrasting notions about the usefulness of concept mapping. The relevance of concept mapping to clinical case-based learning in veterinary medicine is discussed, along with directions for future research.

  15. The Transformation of Creativity in Entrepreneurial Learning in Teacher Education: A Critical Reflection

    Science.gov (United States)

    Ehrlin, Anna; Insulander, Eva; Sandberg, Anette

    2016-01-01

    The purpose of this study is to examine how students on a teacher education programme interpret entrepreneurial learning. The study was performed in Sweden, based on a design theoretical and multimodal perspective on learning and communication which provides the basis for how we understand learning processes in early teacher education. The sample…

  16. Reflections on Service-Learning: Student Experiences in a Sport-Based Youth Development Course

    Science.gov (United States)

    Whitley, Meredith A.; Farrell, Kelly; Maisonet, Cindy; Hoffer, Andrew

    2017-01-01

    Service-learning courses provide students with practical opportunities to enhance their learning and development in the field, along with getting students engaged in different communities and settings. However, there are still many challenges to designing and offering effective service-learning courses, such as requiring all students to…

  17. Strategic Reflection on the Use of eLearning Freeware Tools in Higher Education

    Science.gov (United States)

    Gaviola Feck, Dolores

    2016-01-01

    People are self-learning on the Internet and the various eLearning freeware tools of the 21st century diffuses a whole new pedagogy; yet, generational trends from organizations, corporations, and academic institutions minimally show implementation of various blended learning approaches online into their organizational culture and climate. The…

  18. Impact of Guided Reflection with Peers on the Development of Effective Problem Solving Strategies and Physics Learning

    Science.gov (United States)

    Mason, Andrew J.; Singh, Chandralekha

    2016-05-01

    Students must learn effective problem solving strategies in order to develop expertise in physics. Effective problem solving strategies include a conceptual analysis of the problem followed by planning of the solution, and then implementation, evaluation, and reflection upon the process. Research suggests that converting a problem from the initial verbal representation to other suitable representation, e.g., diagrammatic representation, during the initial conceptual analysis can facilitate further analysis of the problem. But without guidance, many introductory physics students solve problems using superficial clues and cues and do not perceive problem solving as an opportunity for learning. Here, we describe a study that suggests that engaging students in reflection with peers about effective problem solving strategies while effective approaches are modeled for them and prompt feedback is provided may enhance desirable skills.

  19. Perceptions of student nurses on the writing of reflective journals as a means for personal, professional and clinical learning development

    Directory of Open Access Journals (Sweden)

    Hazel T. Mahlanze

    2017-10-01

    Full Text Available Background: Reflective journals are used by the students to voice their views on the daily activities during clinical placement. Reflective journals are aimed at helping the student to observe and record as many facts about daily practice as the student finds relevant. Reflective journal writing can therefore be used as a tool to evaluate that clinical learning is actually taking place and what challenges students are experiencing which may influence their learning. Findings by Harris (2006:460–461 are encouraging that through journaling students will develop ability to identify and analyse their difficulties, make suggestions for solving problems and ask and pursue questions on their own. Some of the participants confirmed improved values clarification, self-valuing and personal growth. Bulman & Schutz (2008:172 recommends journal writing for recording processes the student observe, copy and internalize in her journey towards professional development. Objectives: This study aimed to determine student nurses' perceptions of reflective journal writing as a means for personal, professional development and clinical learning development. Method: A quantitative and descriptive survey was conducted in September 2013. Forty participants were recruited from second year student nurses of a University of Technology in uMgungundlovu District of KwaZulu-Natal. Purposive convenience sampling strategy was used. A structured questionnaire was designed by the researcher from literature reviewed. The questionnaire was piloted and modified, then used after permission had been granted by the Ethics Committee of the university concerned. The Statistical Package for Social Sciences (SPSS 17 programme was used for data analysis. Results: Results indicated that the participants generally experienced writing of reflective journals to be a valuable tool enhancing personal development, professional growth and clinical learning. A significant number (n = 24

  20. Improvements in anatomy knowledge when utilizing a novel cyclical "Observe-Reflect-Draw-Edit-Repeat" learning process.

    Science.gov (United States)

    Backhouse, Mark; Fitzpatrick, Michael; Hutchinson, Joseph; Thandi, Charankumal S; Keenan, Iain D

    2017-01-01

    Innovative educational strategies can provide variety and enhance student learning while addressing complex logistical and financial issues facing modern anatomy education. Observe-Reflect-Draw-Edit-Repeat (ORDER), a novel cyclical artistic process, has been designed based on cognitivist and constructivist learning theories, and on processes of critical observation, reflection and drawing in anatomy learning. ORDER was initially investigated in the context of a compulsory first year surface anatomy practical (ORDER-SAP) at a United Kingdom medical school in which a cross-over trial with pre-post anatomy knowledge testing was utilized and student perceptions were identified. Despite positive perceptions of ORDER-SAP, medical student (n = 154) pre-post knowledge test scores were significantly greater (P learning methods (3.26, SD = ±2.25) than with ORDER-SAP (2.17, ±2.30). Based on these findings, ORDER was modified and evaluated in the context of an optional self-directed gross anatomy online interactive tutorial (ORDER-IT) for participating first year medical students (n = 55). Student performance was significantly greater (P  0.05) to those students without these characteristics. These findings will be of value to anatomy instructors seeking to engage students from diverse learning backgrounds in a research-led, innovative, time and cost-effective learning method, in the context of contrasting learning environments. Anat Sci Educ 10: 7-22. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

  1. Impact of guided reflection with peers on the development of effective problem solving strategies and physics learning

    OpenAIRE

    Mason, Andrew J.; Singh, Chandralekha

    2016-01-01

    Students must learn effective problem solving strategies in order to develop expertise in physics. Effective problem solving strategies include a conceptual analysis of the problem followed by planning of the solution, and then implementation, evaluation and reflection upon the process. Research suggests that converting a problem from the initial verbal representation to other suitable representation, e.g., diagrammatic representation, during the initial conceptual analysis can facilitate fur...

  2. Learning to work together - lessons from a reflective analysis of a research project on public involvement.

    Science.gov (United States)

    Howe, A; Mathie, E; Munday, D; Cowe, M; Goodman, C; Keenan, J; Kendall, S; Poland, F; Staniszewska, S; Wilson, P

    2017-01-01

    Patient and public involvement (PPI) in research is very important, and funders and the NHS all expect this to happen. What this means in practice, and how to make it really successful, is therefore an important research question. This article analyses the experience of a research team using PPI, and makes recommendations on strengthening PPI in research. There were different PPI roles in our study - some people were part of the research team: some were on the advisory group; and there were patient groups who gave specific feedback on how to make research work better for their needs. We used minutes, other written documents, and structured individual and group reflections to learn from our own experiences over time. The main findings were:- for researchers and those in a PPI role to work in partnership, project structures must allow flexibility and responsiveness to different people's ideas and needs; a named link person can ensure support; PPI representatives need to feel fully included in the research; make clear what is expected for all roles; and ensure enough time and funding to allow meaningful involvement. Some roles brought more demands but also more rewards than others - highlighting that it is important that people giving up their time to help with research experience gains from doing so. Those contributing to PPI on a regular basis may want to learn new skills, rather than always doing the same things. Researchers and the public need to find ways to develop roles in PPI over time. We also found that, even for a team with expertise in PPI, there was a need both for understanding of different ways to contribute, and an evolving 'normalisation' of new ways of working together over time, which both enriched the process and the outputs. Background Patient and public involvement (PPI) is now an expectation of research funders, in the UK, but there is relatively little published literature on what this means in practice - nor is there much evaluative research

  3. Teachers’ Reflection Process to Improve Learning Assessment Practices in the Context of Education for Youngsters and Adults (EPJA

    Directory of Open Access Journals (Sweden)

    Juan Ariel Muñoz Olivero

    2016-06-01

    Full Text Available Education for youngsters and adults (in Spanish, EPJA has reached prominence in the Chilean educational system. It has had to give a new chance to a large number of young people who, for one reason or another, did not complete their studies in traditional training. In this scenario, it explores pedagogical practices developed by teachers working with youngsters and adults, especially those who refer to learning assessment. Therefore, the purpose of this study is to present the results of a reflection carried out by a group of teachers from a comprehensive adult education center, in order to improve their practices to evaluate their students’ learning. The research model is based on the qualitative approach with a case study design. It makes a comprehensive diagnostic of teaching practices, conducted through discussion groups. The analysis of the results shows that most teachers working at this educational center follow traditional assessment practices. They tend to copy conceptions of assessment centered around products that can be scored in order to check goal achievement, rather than around providing feedback that promotes self-regulated learning. However, the reflection also shows that teachers are willing to participate in pedagogical reflection sessions that guide them to improve their assessment practices.

  4. Field Learning: Experiential Learning through Participant Observation and Self-Reflection of Consumer Behavior at Sporting Events

    Science.gov (United States)

    Schaller, Tracey King

    2018-01-01

    As marketing educators, we can enhance student learning by providing experiences that go beyond the classroom and into the real world. In this way, we encourage students to become lifelong learners where they observe the world around them through the lens of what they have learned. This article describes a project used in an undergraduate-level…

  5. Introduction of the Amendment of IAEA Safety Requirements Reflected Lessons Learned from Fukushima Nuclear Accident

    Energy Technology Data Exchange (ETDEWEB)

    Ahn, Sang-Kyu; Ahn, Hyung-Joon; Kim, Sun-Hae; Cheong, Jae-Hak [Korea Institute of Nuclear Safety, Daejeon (Korea, Republic of)

    2015-10-15

    The following five Safety Requirements publications were amended: Governmental, Legal and Regulatory Framework for Safety (GSR Part 1, 2010), Site Evaluation for Nuclear Installations (NS-R-3, 2003), Safety of Nuclear Power Plants: Design (SSR-2/1, 2012), Safety of Nuclear Power Plants: Commissioning and Operation (SSR-2/2, 2011), and Safety Assessment for Facilities and Activities (GSR Part 4, 2009). Figure 1 shows IAEA Safety Standards Categories Major amendments of five Safety Requirements publications were introduced and analyzed in this study. The five IAEA safety requirements publications which are GSR Part 1 and 4, NS-R-3 and SSR-2/1 and 2, were amended to reflect the lesson learned from the Fukushima accident and other operating experiences. Specially, 36 provisions were modified and the new 29 provision with 1 requirement (No. 67: Emergency response facilities on the site) of the SSR-2/1 were established. Since the Fukushima accident happened, a new word, design extension conditions (DECs) which cover substantially the beyond design basis accidents (BDBA), including severe accident conditions, was created and more elaborated by the world nuclear experts. Design extension conditions could include conditions in events without significant fuel degradation and conditions with core melting. Figure 2 shows the range of the DECs. The amendment of the five IAEA safety requirements publications are focused at the prevention of initiating events, which would lead to the DECs, and mitigation of the consequences of DECs by the enhanced defense in depth principle. The following examples of the IAEA requirements to prevent the initiating events are: margins for withstanding external events; margins for avoiding cliff edge effects; safety assessment for multiple facilities or activities at a single site; safety assessment in cases where resources at a facility are shared; consideration of the potential occurrence of events in combination; establishing levels of hazard

  6. Collaborative learning through art games. Reflecting on corporate life with ‘Every Day the Same Dream’

    Directory of Open Access Journals (Sweden)

    Alina Petra Marinescu-Nenciu

    2015-06-01

    Full Text Available A consistent thread of literature has been dedicated to video games as a learning medium. Recently, attention has been increasingly given to games as opportunities for philosophical or ideological reflection on life. In the present paper, we examine an art game aiming for social critique. We discuss its learning affordances and the possibility of using it as a resource for coaching or counseling sessions. Specifically, we explore the diversity of messages transmitted by players engaging with ‘Every Day the Same Dream’ (EDSD, a La Molleindustria casual game tackling the issues of daily routine and refusal of labor. On the one hand, we look into players’ comments on several online platforms where EDSD can be played free of charge, considering their properties as collaborative media for learning. On the second hand, we analyze impressions coming from 12 people, former and actual corporate employees, who were asked to play the game and share their feelings and understanding with us. We conclude that the potential of a game to be used as a resource for learning might be considerably enhanced with proper contextualization and guidance and we propose three aspects that we consider essential if games are to function as resources for collaborative social critique and reflection.

  7. The learning portfolio as a tool for stimulating reflection by student teachers

    NARCIS (Netherlands)

    Mansvelder-Longayroux, Désirée Danièle

    2006-01-01

    The topic of this study is the portfolio that is being used in a teacher education institute as an instrument for stimulating reflection on their development as teachers by student teachers. This reflection can be seen in the themes student teachers have written in their portfolios. The nature of

  8. Cooperative Learning in Higher Education: Hispanic and Non-Hispanic Undergraduates' Reflections on Group Grades

    Science.gov (United States)

    Morgan, Bobbette M.

    2004-01-01

    The purpose of the study is to share reflections from 140 non-Hispanic undergraduate students and 83 Hispanic students who have participated in cooperative written examinations for group grades. Reflections are clustered by themes identified from the students' comments using Van Manen's (1990) hermeneutic phenomonological approach, which is how…

  9. How Teachers Reflect on Their Pedagogy: Learning from Teachers’ Pedagogical Vocabulary

    DEFF Research Database (Denmark)

    Lund, Lea

    2016-01-01

    in practice and explored how teachers reflect on their pedagogy. In this paper, I consider what these reflections tell us about the choices teachers make about their practice. The findings reveal that teachers’ gut feelings play a significant role in shaping their thoughts and beliefs and in informing...

  10. Leadership in innovation projects: an illustration of the reflective practitioner and the relation to organizational learning

    NARCIS (Netherlands)

    Oeij, P.R.A.; Gaspersz, J.B.R.; Vuuren, T. van; Dhondt, S.

    2017-01-01

    The purpose of this conceptual article is to demonstrate that Donald Schön’s Reflective Practitioner actually outlines an explicit model of the steps that project leaders in practice apply largely unaware. This reflective research model furthermore can be meaningfully combined with Argyris and

  11. Learning from Students: Reflections from Personal Magazines in Basic Design Course

    Science.gov (United States)

    Gelmez, Koray; Bagli, Humanur

    2015-01-01

    Reflective writing is an efficient way of getting feedback from students. Paper-based or web-based course evaluation questionnaires alone may lack of collecting specific and detailed information, especially for the fields like design education. This study focuses on reflections captured from students via two different media--personal magazine and…

  12. Enabling Students to Construct Theories of Collaborative Inquiry and Reflective Learning: Computer Support for Metacognitive Development

    OpenAIRE

    White, Barbara Y.; Shimoda, Todd A.; Frederiksen, John R.

    1999-01-01

    Part II of the Special Issue on Authoring Systems for Intelligent Tutoring Systems (editors: Tom Murray and Stephen Blessing); To develop lifelong learning skills, we argue that students need to learn how to learn via inquiry and understand the sociocognitive and metacognitive processes that are involved. We illustrate how software could play a central role in enabling students to develop such expertise. Our hypothesis is that sociocognitive systems, such as those needed for collaborative inq...

  13. From Scorecard to Social Learning: A Reflective Coassessment Approach for Promoting Multiagency Cooperation in Natural Resource Management

    Directory of Open Access Journals (Sweden)

    Dirk J. Roux

    2011-03-01

    Full Text Available The responsibility for managing and conserving freshwater ecosystems is typically shared by multiple organizations with sometimes conflicting policy mandates. However, scorecard-based approaches for measuring management effectiveness in natural resource management are usually confined to single organizations. This paper describes a social learning approach which acknowledges cooperation as an essential precondition for effective management and that encourages reflective coassessment of cooperative relationships. The approach was pilot tested with eight participating organizations in one water management area in South Africa. It specifically aimed to allow for a multiagency reflective assessment of issues determining cooperative behavior, allow context-specific adaptations, and be embedded in adaptive management. It involved development of a spreadsheet-based scorecard-type tool that can be used to facilitate a multiagency workshop. This workshop serves to bring parties face-to-face and helps them codiscover their interdependence, shortcomings, and strengths. The spreadsheet structures reflection on their respective roles and effectiveness while the reflective coassessment motivates participants to address shortcomings. Overall, insights that emerged included: cooperation should be an explicit component of each organization's operational strategy; facilitation of appropriate cooperative behavior could be very effectively achieved by external "bridging organizations"; the reflective assessment process must be followed by purposefully adaptive interventions; the ability of the scorecard to be contextually adaptive was important; and institutional readiness requires investigation as the approach does sit somewhat uncomfortably with much current practice.

  14. Reflections on Distributive Leadership for Work-Based Mobile Learning of Canadian Registered Nurses

    Science.gov (United States)

    Fahlman, Dorothy

    2017-01-01

    The ubiquity, flexibility, and accessibility of mobile devices can transform how registered nurses in Canada learn beyond the confines of traditional education/training boundaries in their work settings. Many Canadian registered nurses have actively embraced mobile technologies for their work-based learning to meet their competency requirements…

  15. Introducing group-based asynchronous learning to business education : Reflections on effective course design and delivery

    NARCIS (Netherlands)

    Arnold, I.J.M.; Walker, R.

    2004-01-01

    This paper explores the contribution of virtual tools to student learning within full-time management programmes. More specifically, the paper focuses on asynchronous communication tools, considering the scope they offer for group-based collaborative learning outside the classroom. We report on the

  16. Countering the Pedagogy of Extremism: Reflective Narratives and Critiques of Problem-Based Learning

    Science.gov (United States)

    Woo, Chris W. H.; Laxman, Kumar

    2013-01-01

    This paper is a critique against "purist" pedagogies found in the literature of student-centred learning. The article reproves extremism in education and questions the absolutism and teleological truths expounded in exclusive problem-based learning. The paper articulates the framework of a unifying pedagogical practice through Eve…

  17. Lessons that Last: Former Youth Organizers' Reflections on What and How They Learned

    Science.gov (United States)

    Conner, Jerusha

    2014-01-01

    This study examines the learning outcomes and learning environment of a youth organizing program that has been effective in promoting individual as well as social change. Drawing on interviews with 25 former youth organizers from the program, this study explores the lessons that stay with them as they transition to young adulthood and the factors…

  18. Course Evaluation on the Web: Facilitating Student and Teacher Reflection to Improve Learning

    Science.gov (United States)

    Tucker, Beatrice; Jones, Sue; Straker, Leon; Cole, Joan

    2003-01-01

    The School of Physiotherapy at Curtin University of Technology in Perth, Western Australia, recognizes that learning is influenced by many variables. Therefore, evaluation of teaching and learning should focus on changes in knowledge, skills, attitudes, and behavior. In 1999, physiotherapy faculty at Curtin University developed Course Evaluation…

  19. Reflections on a Decade of Using the Scholarship of Teaching and Learning

    Science.gov (United States)

    Osborne, Randall E.; Kriese, Paul; Tobey, Heather

    2008-01-01

    This article explores lessons learned from a decade of teaching an online course on the politics and psychology of hatred using a scholarship of teaching and learning (SoTL) model. The authors illuminate course etiquette and a critical thinking model that incorporates SoTL into the ongoing fabric of the classroom. In addition, discussion centers…

  20. Developing Communication Management Skills: Integrated Assessment and Reflection in an Experiential Learning Context

    Science.gov (United States)

    Cyphert, Dale; Dodge, Elena Nefedova; Duclos (Wilson), Leslie K.

    2016-01-01

    The value of experiential learning is widely acknowledged, especially for the development of communication skills, but students are not always aware of their own learning. While we can observe students practicing targeted skills during the experiential activity, the experience can also color their explicit understanding of those skills. Transfer…

  1. Reflection and learning in clinical nursing education mediated by ePortfolio

    DEFF Research Database (Denmark)

    Nielsen, Kirsten; Pedersen, Birthe D.; Helms, Niels

    2015-01-01

    This paper reports on an investigation into learning mediated by the elective elements of an electronic portfolio (ePortfolio) designed to facilitate four learning styles. The design takes a phenomenological-hermeneutic approach. The setting was a ten-week clinical course in Basic Nursing...

  2. Introducing Group-Based Asynchronous Learning to Business Education. Reflections on Effective Course Design and Delivery

    Science.gov (United States)

    Walker, Richard; Arnold, Ivo

    2004-01-01

    This paper explores the contribution of virtual tools to student learning within full-time management programmes. More specifically, the paper focuses on asynchronous communication tools, considering the scope they offer for group-based collaborative learning outside the classroom. We report on the effectiveness of this approach for an economics…

  3. "The Learning Sticks": Reflections on a Case Study of Role-Playing for Sustainability

    Science.gov (United States)

    Gordon, Sue; Thomas, Ian

    2018-01-01

    Use of role-plays to develop deep student-learning has many advocates. Role-play is a powerful approach for learning that develops relevant skills in a range of disciplines and situations. In Higher Education, sustainability programmes role-play pedagogy appears to have great relevance for developing the competencies that these graduates will…

  4. Reflections on the Use of Iterative, Agile and Collaborative Approaches for Blended Flipped Learning Development

    Science.gov (United States)

    Owen, Hazel; Dunham, Nicola

    2015-01-01

    E-learning experiences are widely becoming common practice in many schools, tertiary institutions and other organisations. However despite this increased use of technology to enhance learning and the associated investment involved the result does not always equate to more engaged, knowledgeable and skilled learners. We have observed two key…

  5. Observational Learning of New Movement Sequences Is Reflected in Fronto-Parietal Coherence

    NARCIS (Netherlands)

    Helden, J. van der; Schie, H.T. van; Rombouts, C.

    2010-01-01

    Mankind is unique in her ability for observational learning, i.e. the transmission of acquired knowledge and behavioral repertoire through observation of others' actions. In the present study we used electrophysiological measures to investigate brain mechanisms of observational learning. Analysis

  6. Observational learning of new movement sequences is reflected in fronto-parietal coherence

    NARCIS (Netherlands)

    van der Helden, J.; van Schie, Hein T.; Rombouts, Christiaan

    2010-01-01

    Mankind is unique in her ability for observational learning, i.e. the transmission of acquired knowledge and behavioral repertoire through observation of others' actions. In the present study we used electrophysiological measures to investigate brain mechanisms of observational learning. Analysis

  7. Reflections of the Role of Motivation on Learning English for Successful College EFL Learners in Taiwan

    Science.gov (United States)

    Cheng, Ching-Mei; Cheng, Tsui-Ping

    2012-01-01

    While a number of studies have investigated the relationship between motivation and foreign or second language learning outcomes, the process of how such motivation transforms into successful learning outcomes is relatively unexplored. Interviewing a group of four participants, this study seeks to understand how college English as a Foreign…

  8. Blended Learning in the Visual Communications Classroom: Student Reflections on a Multimedia Course

    Science.gov (United States)

    George-Palilonis, Jennifer; Filak, Vincent

    2009-01-01

    Advances in digital technology and a rapidly evolving media landscape continue to dramatically change teaching and learning. Among these changes is the emergence of multimedia teaching and learning tools, online degree programs, and hybrid classes that blend traditional and digital content delivery. At the same time, visual communication programs…

  9. "Triangulation": An Expression for Stimulating Metacognitive Reflection Regarding the Use of "Triplet" Representations for Chemistry Learning

    Science.gov (United States)

    Thomas, Gregory P.

    2017-01-01

    Concerns persist regarding high school students' chemistry learning. Learning chemistry is challenging because of chemistry's innate complexity and the need for students to construct associations between different, yet related representations of matter and its changes. Students should be taught to reason about and consider chemical phenomena using…

  10. Teachers' Critical Reflective Practice in the Context of Twenty-First Century Learning

    Science.gov (United States)

    Benade, Leon

    2015-01-01

    In the twenty-first century, learning and teaching at school must prepare young people for engaging in a complex and dynamic world deeply influenced by globalisation and the revolution in digital technology. In addition to the use of digital technologies, is the development of flexible learning spaces. It is claimed that these developments demand,…

  11. Reflections on Students’ Projects with Motion Sensor Technologies in a Problem-Based Learning Environment

    DEFF Research Database (Denmark)

    Triantafyllou, Eva; Timcenko, Olga; Triantafyllidis, George

    2014-01-01

    Game-based learning (GBL) has been applied in many fields to enhance learning motivations. In recent years, motion sensor technologies have been also introduced in GBL with the aim of using active, physical modalities to facilitate the learning process, while fostering social development...... and collaboration (when these activities involve more than one student at a time). The approaches described in literature, which used motion sensors in GBL, cover a broad spectrum of educational fields. These approaches investigated the effect of learning games using motion sensors on the development of specific...... skills or on the learning experience. This paper presents our experiences on the educational use of motion sensor technologies. Our research was conducted at the department of Medialogy in Aalborg University Copenhagen. Aalborg University applies a problem-based, project-organized model of teaching...

  12. E-Reflections:A Comparative Exploration of the Role of e-learning in Training Higher Education Lecturers

    Directory of Open Access Journals (Sweden)

    Tony CHURCHIILL

    2005-07-01

    Full Text Available ABSTRACT This paper provides an initial evaluation of data gathered by running versions of a five-week online programme called ‘e-Reflections’. This includes comparisons with a course specifically for academics from (or working in the Gulf and the wider Middle East Region. ‘e-Reflections’ is an online programme developed at University of Leicester for current or potential online tutors. It is based on Professor Gilly Salmon’s five-stage networked learning model and builds on a history of e-learning initiatives at the University. Salmon’s work provided a framework that not only emphasises the pedagogy of e-learning but provides a means of deeper engagements with e-learning – both in terms of interaction with participation and integration into the blend of courses. In comparing data from such courses run at the University (including colleagues across the UK and the Middle East cohort, cultural differences were anticipated. The findings suggest, however, that factors such as comfort and familiarity with the medium were more influential than culture. Whatever the context of those participating, the main finding was that collaborative online reflection is a powerful tool to encourage deeper learning.

  13. Designing Inclusive Reflective Learning with Digital Democratic Dialogue Across Boundaries and Diversities

    DEFF Research Database (Denmark)

    Sorensen, Elsebeth Korsgaard; Brooks, Eva Irene

    2018-01-01

    and structuring the “walls” of a digital learning architecture condusive to the establishment of a social, inclusive, empowering and interactive learning climate online. It makes a plea for using an approach of dialogic design with meta-structures in the communicative fora in order to promote inclusiveness......This paper deals with the challenge of designing online learning architectures for master students. From different theoretical concepts and with a netnographic methodological research approach, the paper discusses theoretical concepts, challenges and mechanisms significant to designing...

  14. Reflections on foreign language study for students with language learning problems: research, issues and challenges.

    Science.gov (United States)

    Ganschow, L; Sparks, R L

    2000-01-01

    The study of foreign language (FL) learning for individuals who have found learning to read and write in their first language extremely problematic has been an under-researched area throughout the world. Since the 1980s, Leonore Ganschow and Richard Sparks have conducted pioneering research into the nature of difficulties, why they are encountered and how they can be minimized. In this paper the authors trace the development of their research on foreign language difficulties for students with language learning problems. They provide a summary of their findings and suggest new questions and directions for the field.

  15. Keeping an eye on the conductor: neural correlates of visuo-motor synchronization and musical experience

    Science.gov (United States)

    Ono, Kentaro; Nakamura, Akinori; Maess, Burkhard

    2015-01-01

    For orchestra musicians, synchronized playing under a conductor’s direction is necessary to achieve optimal performance. Previous studies using simple auditory/visual stimuli have reported cortico-subcortical networks underlying synchronization and that training improves the accuracy of synchronization. However, it is unclear whether people who played regularly under a conductor and non-musicians activate the same networks when synchronizing with a conductor’s gestures. We conducted a functional magnetic resonance imaging (fMRI) experiment testing nonmusicians and musicians who regularly play music under a conductor. Participants were required to tap the rhythm they perceived from silent movies displaying either conductor’s gestures or a swinging metronome. Musicians performed tapping under a conductor with more precision than nonmusicians. Results from fMRI measurement showed greater activity in the anterior part of the left superior frontal gyrus (SFG) in musicians with more frequent practice under a conductor. Conversely, tapping with the metronome did not show any difference between musicians and nonmusicians, indicating that the expertize effect in tapping under the conductor does not result in a general increase in tapping performance for musicians. These results suggest that orchestra musicians have developed an advanced ability to predict conductor’s next action from the gestures. PMID:25883561

  16. Keeping an Eye on the Conductor: Neural Correlates of Visuo-motor Synchronization and Musical Experience

    Directory of Open Access Journals (Sweden)

    Kentaro eOno

    2015-04-01

    Full Text Available For orchestra musicians, synchronized playing under a conductor’s direction is necessary to achieve optimal performance. Previous studies using simple auditory/visual stimuli have reported cortico-subcortical networks underlying synchronization and that training improves the accuracy of synchronization. However, it is unclear whether people who played regularly under a conductor and non-musicians activate the same networks when synchronizing with a conductor’s gestures. We conducted a functional magnetic resonance imaging (fMRI experiment testing nonmusicians and musicians who regularly play music under a conductor. Participants were required to tap the rhythm they perceived from silent movies displaying either conductor’s gestures or a swinging metronome. Musicians performed tapping under a conductor with more precision than nonmusicians. Results from fMRI measurement showed greater activity in the anterior part of the left superior frontal gyrus (SFG in musicians with more frequent practice under a conductor. Conversely, tapping with the metronome did not show any difference between musicians and nonmusicians, indicating that the expertise effect in tapping under the conductor does not result in a general increase in tapping performance for musicians. These results suggest that orchestra musicians have developed an advanced ability to predict conductor’s next action from the gestures.

  17. Audio-motor but not visuo-motor temporal recalibration speeds up sensory processing

    NARCIS (Netherlands)

    Sugano, Y.; Keetels, M.N.; Vroomen, J.; Mouraux, André

    2017-01-01

    Perception of synchrony between one's own action (a finger tap) and the sensory feedback thereof (a visual flash or an auditory pip) can be recalibrated after exposure to an artificially inserted delay between them (temporal recalibration effect: TRE). TRE might be mediated by a compensatory shift

  18. Similar brain networks for detecting visuo-motor and visuo-propriceptive synchrony

    DEFF Research Database (Denmark)

    Balslev, Daniela; Nielsen, Finn Årup; Lund, Torben Ellegaard

    2006-01-01

    is compared with either (a) the proprioceptive feedback or with (b) the motor command and if they match, then the external stimulus is identified as feedback. Hypothesis (a) predicts that the neural mechanisms or brain areas involved in distinguishing self from other during passive and active movement....... However, no statistically significant difference was found between these sets of activated areas when the active and passive movement conditions were compared. With a posterior probability of 0.95, no brain voxel had a contrast effect above 0.11% of the whole-brain mean signal. These results do...

  19. Benefits of physical exercise on basic visuo-motor functions across age

    Directory of Open Access Journals (Sweden)

    Marika eBerchicci

    2014-03-01

    Full Text Available Motor performance deficits of older adults are due to dysfunction at multiple levels. Age-related differences have been documented on executive functions; motor control becomes more reliant on cognitive control mechanisms, including the engagement of the prefrontal cortex (PFC, possibly compensating for age-related sensorimotor declines. Since at functional level the PFC showed the largest age-related differences during discriminative response task, we wonder whether those effects are mainly due to the cognitive difficulty in stimulus discrimination or they could be also detected in a much easier task. In the present study, we measured the association of physical exercise with the PFC activation and response times (RTs using a simple response task (SRT, in which the participants were asked to respond as quickly as possible by manual key-press to visual stimuli. Simultaneous behavioral (RTs and electroencephalographic (EEG recordings were performed on 84 healthy participants aged 19-86 years. The whole sample was divided into three cohorts (young, middle-aged and older; each cohort was further divided into two equal sub-cohorts (exercise and not-exercise based on a self-report questionnaire measuring physical exercise. The EEG signal was segmented in epochs starting 1100 prior to stimulus onset and lasting 2-s. Behavioral results showed age effects, indicating a slowing of RTs with increasing age. The EEG results showed a significant interaction between age and exercise on the activities recorded on the PFC. The results indicates that: a the brain of older adults needs the PFC engagement also to perform elementary task, such as the SRT, while this activity is not necessary in younger adults, b physical exercise could reduce this age-related reliance on extra cognitive control also during the performance of a SRT, and c the activity of the PFC is a sensitive index of the benefits of physical exercise on sensorimotor decline.

  20. Action in Perception: Prominent Visuo-Motor Functional Symmetry in Musicians during Music Listening.

    Directory of Open Access Journals (Sweden)

    Iballa Burunat

    Full Text Available Musical training leads to sensory and motor neuroplastic changes in the human brain. Motivated by findings on enlarged corpus callosum in musicians and asymmetric somatomotor representation in string players, we investigated the relationship between musical training, callosal anatomy, and interhemispheric functional symmetry during music listening. Functional symmetry was increased in musicians compared to nonmusicians, and in keyboardists compared to string players. This increased functional symmetry was prominent in visual and motor brain networks. Callosal size did not significantly differ between groups except for the posterior callosum in musicians compared to nonmusicians. We conclude that the distinctive postural and kinematic symmetry in instrument playing cross-modally shapes information processing in sensory-motor cortical areas during music listening. This cross-modal plasticity suggests that motor training affects music perception.

  1. How Role Play Addresses the Difficulties Students Perceive when Writing Reflectively about the Concepts They are Learning in Science

    Science.gov (United States)

    Millar, Susan

    A fundamental problem which confronts Science teachers is the difficulty many students experience in the construction, understanding and remembering of concepts. This is more likely to occur when teachers adhere to a Transmission model of teaching and learning, and fail to provide students with opportunities to construct their own learning. Social construction, followed by individual reflective writing, enables students to construct their own understanding of concepts and effectively promotes deep learning. This method of constructing knowledge in the classroom is often overlooked by teachers as they either have no knowledge of it, or do not know how to appropriate it for successful teaching in Science. This study identifies the difficulties which students often experience when writing reflectively and offers solutions which are likely to reduce these difficulties. These solutions, and the use of reflective writing itself, challenge the ideology of the Sydney Genre School, which forms the basis of the attempt to deal with literacy in the NSW Science Syllabus. The findings of this investigation support the concept of literacy as the ability to use oral and written language, reading and listening to construct meaning. The investigation demonstrates how structured discussion, role play and reflective writing can be used to this end. While the Sydney Genre School methodology focuses on the structure of genre as a prerequisite for understanding concepts in Science, the findings of this study demonstrate that students can use their own words to discuss and write reflectively as they construct scientific concepts for themselves. Social construction and reflective writing can contribute to the construction of concepts and the development of metacognition in Science. However, students often experience difficulties when writing reflectively about scientific concepts they are learning. In this investigation, students identified these difficulties as an inability to understand

  2. Learning effects of thematic peer-review : A qualitative analysis of reflective journals on spiritual care

    NARCIS (Netherlands)

    van Leeuwen, Rene; Tiesinga, Lucas J.; Jochemsen, Henk; Post, Doeke

    This study describes the learning effects of thematic peer-review discussion groups (Hendriksen, 2000. Begeleid intervisie model, Collegiate advisering en probleemoplossing, Nelissen, Baarn.) on developing nursing students' competence in providing spiritual care. It also discusses the factors that

  3. Learning effects of thematic peer-review: A qualitative analysis of reflective journals on spiritual care

    NARCIS (Netherlands)

    Leeuwen, van L.J.; Tiesinga, L.J.; Jochemsen, H.

    2009-01-01

    This study describes the learning effects of thematic peer-review discussion groups (Hendriksen, 2000. Begeleid intervisie model, Collegiale advisering en probleemoplossing, Nelissen, Baarn.) on developing nursing students’ competence in providing spiritual care. It also discusses the factors that

  4. Reflections on a Personal Journey; Learning to Become a Scientific Leader

    Science.gov (United States)

    The presentation will be presented chronologically, highlighting three phases of my career: 1) Principle Investigator; 2) Research Center Leadership; 3) National Laboratory Leadership. In each phase, I describe critical leadership skills that were learned and were particularly im...

  5. Use of a Self-Reflection Tool to Enhance Resident Learning on an Adolescent Medicine Rotation.

    Science.gov (United States)

    Greenberg, Katherine Blumoff; Baldwin, Constance

    2016-08-01

    Adolescent Medicine (AM) educators in pediatric residency programs are seeking new ways to engage learners in adolescent health. This mixed-methods study presents a novel self-reflection tool and addresses whether self-reflection enhanced residents' perception of the value of an adolescent rotation, in particular, its relevance to their future practice. The self-reflection tool included 17 Likert scale items on residents' comfort with the essential tasks of adolescent care and open-ended questions that promoted self-reflection and goal setting. Semi-structured, postrotation interviews encouraged residents to discuss their experiences. Likert scale data were analyzed using descriptive statistics, and interview notes and written comments on the self-reflection tool were combined for qualitative data analysis. Residents' pre-to post-self-evaluations showed statistically significant increases in comfort with most of the adolescent health care tasks. Four major themes emerged from our qualitative analysis: (1) the value of observing skilled attendings as role models; (2) the comfort gained through broad and frequent adolescent care experiences; (3) the career relevance of AM; and (4) the ability to set personally meaningful goals for the rotation. Residents used the self-reflection tool to mindfully set goals and found their AM education valuable and relevant to their future careers. Our tool helped make explicit to residents the norms, values, and beliefs of the hidden curriculum applied to the care of adolescents and helped them to improve the self-assessed quality of their rapport and communications with adolescents. We conclude that a structured self-reflection exercise can enhance residents' experiences on an AM rotation. Copyright © 2016 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

  6. The effects of types of reflective scaffolding and language proficiency on the acquisition of physics knowledge in a game-based learning environment

    Science.gov (United States)

    Huang, Tsu-Ting

    With the capability of creating a situated and engaging learning environment, video games have been considered as a powerful tool to enhance students' learning outcomes and interest in learning. Yet, little empirical evidence exists to support the effectiveness of video games in learning. Particularly, little attention has been given to the design of specific game elements. Focusing on middle school students, the goal of this study was to investigate the effects of two types of representations of reflective scaffolds (verbal and visual) on students' learning outcomes, game performance, and level of engagement in a video game for physics learning. In addition, the role of students' level of English proficiency was examined to understand whether the effects of reflective scaffolds were influenced by students' language proficiency. Two studies were conducted. Study 1 playtested the game with target players and led to game modification for its use in Study 2, which focused on the effects of different types of reflective scaffolds and level of English proficiency. The results of Study 2 showed that students who received both verbal and visual reflective scaffolds completed the most levels compared to the other groups in the given time. No significant effect of type of reflective scaffolds were found on learning outcomes despite the fact that the pattern of the learning outcomes across conditions was close to prediction. Participants' engagement in gameplay was high regardless of the type of scaffolds they received, their interest in learning physics, and their prior knowledge of physics. The results of video analysis also showed that the game used in this study was able to engage students not only in gameplay but also in learning physics. Finally, English proficiency functioned as a significant factor moderating the effects of scaffolds, learning outcomes and game performance. Students with limited English proficiency benefited more from visual reflective scaffolds than

  7. The Reflection of the Learning Organization Concept to School of Education

    Directory of Open Access Journals (Sweden)

    Esmahan AGAOGLU

    2006-01-01

    Full Text Available The change and development that has been observed everywhere, it is the result of the knowledge accumulated along the human history. The knowledge was increasing since the primitive era and is now becoming the unique factor of production fast sidelining both capital and power. As a result of this situation, it is treated of the knowledge society. In the knowledge society, it necessitates the learning organisations, which know to profit by knowledge as a basic power. In our time, the organization should adopt the education as a life style and transform them to learning organisation. This situation is current for educational organisations. The societies of today need the individuals who know how to reach knowledge, how to convert the gained knowledge to the behaviours, how to produce new knowledge using them. For growing up the individuals who have these characteristics, educational organisations have to transform to learning organisations. In this process, the teachers also have important role. For this reason, it was realised a descriptive study, which aimed to determine whether the schools of education have the learning organisation features. The sample group of study is the academic staff of the school of education at Anadolu University. The data was gathered with the questionnaire of learning organisation features. At the end of study, it was found that the academic staff believed the faculty had many features of learning organization, but some deficiencies about strategies.

  8. Ten years of open practice: a reflection on the impact of OpenLearn

    Directory of Open Access Journals (Sweden)

    Patrina Law

    2016-05-01

    Full Text Available The Open University (OU makes a proportion of all its taught modules available to the public via OpenLearn each year. This process involves the modification, of module excerpts, showcasing subject matter and teaching approach. This activity serves both the University's social and business missions through the delivery of free courses to the public, but increasingly its students are using it to inform module choice, to augment their studies and to boost confidence. In a year that celebrates 10 years of OpenLearn, this paper reports on the growth and impact of the platform as a vast open, learning resource and how a new study underlines how this is also serving the OU’s own students in terms of supporting motivation for learning and impact on achievements. The paper also discusses how the OU is mainstreaming open practice via module production in releasing content on OpenLearn from its paid-for modules in order to improve student module choice and preparedness and in doing so, is providing a richer learning experience for informal learners.

  9. IDENTIFICATION OF THE LEARNING OUTCOME FROM REFLECTIVE JOURNAL WRITING WITH PHYSIOTHERAPY STUDENTS

    DEFF Research Database (Denmark)

    Brandt, Jørgen

    involves debate on the use and sense of evidence thinking in education. This project was looking for evidence based outcome from reflective journal writing. The outcome was understood as acquirement of: 1) physiotherapy competences aiming for aspects of humanistic practice accentuated in the Danish...... rehabilitation area. 2) An ability for reflective thinking as a generic competence in connection to ideas of knowledge society and late modern thinking. PARTICIPANTS: 21 physiotherapy students (13 female, 8 male) participated in their 5th term, during their second clinical course. All students had attended...... sensitive to categories of competence for physiotherapy practice and levels of reflective thinking. Rating was based on consensus between judges. ANALYSIS: Fisher Exact Test was used for nominal scale categories of competence in physiotherapy practice. Mann-Whitney Rank Sum Test was used for ordinal scale...

  10. Conceptualizing learning for sustainability through environmental assessment: critical reflections on 15 years of research

    International Nuclear Information System (INIS)

    Sinclair, A. John; Diduck, Alan; Fitzpatrick, Patricia

    2008-01-01

    Numerous scholars are now directing their attention to the education and learning implications of participatory resource and environmental governance because of the potential implications of these for generating the social mobilization necessary to achieve sustainability trajectories. Our work, and that of other researchers, establishes that public participation in environmental assessment (EA) provides fertile ground for considering the intricacies of governance as they relate to participation, and for examining the education and learning implications of participation. Since EA law requires in many cases that public voices be part of the decision process, it has resulted in the creation of fascinating, state-sanctioned, deliberative spaces for civic interactions. Our purpose here is to share, and build upon, a framework that conceptualizes the relationships among participation, education, learning and sustainability in an EA context. We do so by considering findings from studies we have undertaken on participation in EA in Canada since the early 90's. Our approach was interactive and collaborative. We each considered in detail the key results of our earlier work as they relate to education, learning and EA process design. The findings illuminate aspects of the conceptual framework for which there is considerable empirical evidence, such as the link between meaningful participation and critical education and the diversity of individual learning outcomes associated with public participation in EA. The findings also highlight those parts of the framework for which the empirical evidence is relatively sparse, such as the range of possible social learning outcomes, their congruence with sustainability criteria, and the roles of monitoring and cumulative and strategic assessments in shaping EA into an adaptive, learning system

  11. How Note-Taking Instruction Changes Student's Reflections upon Their Learning Activity during a Blended Learning Course

    Science.gov (United States)

    Nakayama, Minoru; Mutsuura, Kouichi; Yamamoto, Hiroh

    2017-01-01

    The metrics of self-efficacy and self-assessment were surveyed and analysed in order to examine the effectiveness of note taking instruction on emotional aspects of participants during a blended learning course. The changes of emotional aspects due to student's individual characteristics were also analysed. Participants were surveyed twice during…

  12. An Active, Reflective Learning Cycle for E-Commerce Classes: Learning about E-Commerce by Doing and Teaching

    Science.gov (United States)

    Abrahams, Alan S.; Singh, Tirna

    2010-01-01

    Active, experiential learning is an important component in information systems education, ensuring that students gain an appreciation for both practical and theoretical information systems concepts. Typically, students in active, experiential classes engage in real world projects for commercial companies or not-for-profit organizations. In the…

  13. An exploratory study of the potential learning benefits for medical students in collaborative drawing: creativity, reflection and 'critical looking'.

    Science.gov (United States)

    Lyon, Philippa; Letschka, Patrick; Ainsworth, Tom; Haq, Inam

    2013-06-17

    Building on a series of higher educational arts/medicine initiatives, an interdisciplinary drawing module themed on the human body was developed for both year 3 Craft students and year 3 Medicine degree students. This became the subject of a research project exploring how the collaborative approach to drawing adopted on this module impacted on the students' learning. In this article, emphasis is given to issues thought to have most potential relevance to medical education. Using an ethnographic research design, the methods adopted were: direct observation of all aspects of the module sessions, audio and video recordings and photographs of the sessions, the incorporation of a semi-structured discussion at the end of each session, and anonymous student questionnaires. A number of key themes emerged. The complex, phased and multi-sensory nature of the 'critical looking' skills developed through the drawing exercises was seen as of potential value in medical education, being proposed as analogous to processes involved in clinical examination and diagnosis. The experience of interdisciplinary collaborative drawing was significant to the students as a creative, participatory and responsive form of learning. The emphasis on the physical experience of drawing and the thematic use of the human body as drawing subject led to reflective discussions about bodily knowledge and understanding. There were indications that students had a meta-cognitive awareness of the learning shifts that had occurred and the sessions provoked constructive self-reflective explorations of pre-professional identity. This preliminary study suggests, through the themes identified, that there may be potential learning outcomes for medical students in this model of interdisciplinary collaborative drawing of the human body. Further research is needed to explore their applicability and value to medical education. There is a need to explore in more depth the beliefs, motivations and learning styles of

  14. Specific learning disabilities in children: deficits and neuropsychological profile.

    Science.gov (United States)

    Kohli, Adarsh; Malhotra, Savita; Mohanty, Manju; Khehra, Nitasha; Kaur, Manreet

    2005-06-01

    The public is gradually becoming aware of specific learning disabilities (SLDs), which are very often the cause of academic difficulties. The aim of the study was to assess the SLDs in the clinic population at the Child and Adolescent Psychiatry Clinic at the Postgraduate Institute of Medical Education and Research (PGIMER), Chandigarh using the National Institute of Mental Health and Neurosciences SLD index and subsequently to assess the children's neuropsychological functions using a battery of tests. Thirty-five children in the age range of 7-14 years (both boys and girls) were recruited as the cohort, diagnosed clinically and assessed using the battery of tests for SLDs and neuropsychological tests consisting of the PGIMER memory scale for children, the Wisconsin card sorting test, the Bender visuo-motor gestalt test and Malin's intelligence scale for Indian children. The study revealed deficits in language and writing skills and impairments in specific areas of memory, executive functions and perceptuo-motor tasks. Identification of SLDs is useful in drawing up a treatment plan specific for a particular child.

  15. An online knowledge resource and questionnaires as a continuing pharmacy education tool to document reflective learning.

    Science.gov (United States)

    Budzinski, Jason W; Farrell, Barbara; Pluye, Pierre; Grad, Roland M; Repchinsky, Carol; Jovaisas, Barbara; Johnson-Lafleur, Janique

    2012-06-18

    To assess the use of an electronic knowledge resource to document continuing education activities and reveal educational needs of practicing pharmacists. Over a 38-week period, 67 e-mails were sent to 6,500 Canadian Pharmacists Association (CPhA) members. Each e-mail contained a link to an e-Therapeutics+ Highlight, a factual excerpt of selected content from an online drug and therapeutic knowledge resource. Participants were then prompted to complete a pop-up questionnaire. Members completed 4,140 questionnaires. Participants attributed the information they learned in the Highlights to practice improvements (50.4%), learning (57.0%), and motivation to learn more (57.4%). Reading Highlight excerpts and completing Web-based questionnaires is an effective method of continuing education that could be easily documented and tracked, making it an effective tool for use with e-portfolios.

  16. Learning Opportunities in Case Studies for Becoming a Reflective Nurse Practitioner

    NARCIS (Netherlands)

    Dr. A.J. ter Maten - Speksnijder; A. Pool; J.N. Streumer; M.H.F. Grypdonck

    2012-01-01

    The transition from RN to nurse practitioner presents challenges. Because nurse practitioners require deeper critical decision-making abilities to provide safe and quality health care, the Master in Advanced Nursing Practice curriculum implemented reflective case studies to facilitate active and

  17. Chaordic systems thinking for learning organizations : reflections and some suggestions for use

    NARCIS (Netherlands)

    Putnik, G.D.; Eijnatten, van F.M.

    2004-01-01

    In this concluding paper the guest editors reflect on the contents of this special issue, and give some suggestions for future use of the CST framework. An interesting disclosure is that in chaos-and-complexity research the unit of measurement is not the individual human being, but the collective

  18. Using Mobile Learning to Improve the Reflection: A Case Study of Traffic Violation

    Science.gov (United States)

    Lan, Yu-Feng; Huang, Shin-Ming

    2012-01-01

    The purpose of this study was to integrate mobile communication technologies and a global positioning system (GPS) to construct an instant, convenient report of the mobile network service system named the Mobile Traffic Violation Reporting System (MTVRS), to improve learners' traffic violation reflection level. Data were collected using a…

  19. Critical and Creative Reflective Inquiry: Surfacing Narratives to Enable Learning and Inform Action

    Science.gov (United States)

    Cardiff, Shaun

    2012-01-01

    Narratives are being increasingly used in nursing and action research. In this participatory action research study, nurse leaders of an acute care of the older person unit collectively, critically and creatively reflected on lived experiences in order to explore the concept of person-centred leadership within their own practice. This paper…

  20. Reflections on Empathy in Medical Education: What Can We Learn from Social Neurosciences?

    Science.gov (United States)

    Preusche, Ingrid; Lamm, Claus

    2016-01-01

    The role of empathy in human social interaction has been examined in several research fields, including medical education (ME) and social neuroscience (SN). SN yields insights into empathy based on neurobiological processes, and such information may also be relevant to ME. In this reflection article, the authors first critically review current…

  1. Bridging the Distance: The Use of Blogs as Reflective Learning Tools for Placement Students

    Science.gov (United States)

    Wolf, Katharina

    2010-01-01

    This paper reviews the effectiveness of web logs ("blogs"), or online journals, within the context of a compulsory final-year placement unit for public relations students. The key goal behind the use of Web2.0 technology was to encourage ongoing, reflective practice via an exchange between students thereby limiting feelings of isolation…

  2. From Diagrams to Self-Regulated Learning: Student Teachers' Reflections on the Construction of Their PLE

    Science.gov (United States)

    Tur, Gemma; Marín, Victoria I.; Moreno, Juan; Gallardo, Antonio; Urbina, Santos

    2016-01-01

    This paper presents a study on the reflections on their PLEs by student teachers in an ICT subject of the fourth degree course in Teacher Education (Early Childhood Teacher Training) at the University of the Balearic Islands (UIB). There were four student teacher groups (n = 117) participating in this project, from the three Balearic Islands'…

  3. The Role of Reflection in Developing Eupraxis in Learning to Teach English

    Science.gov (United States)

    Smagorinsky, Peter; Shelton, Stephanie Anne; Moore, Cynthia

    2015-01-01

    This case study focuses on one beginning English teacher's work toward eupraxia, i.e., good practice informed by reflection in a setting in which a degree of free choice is available. The study uses a Vygotskian framework for studying concept development that focuses on the settings of human activity and how ambiguous social concepts are developed…

  4. Principals Reflecting on Their Leadership Learning with an Heuristic: A Pilot Study

    Science.gov (United States)

    Dempster, Neil; Fluckiger, Bev; Lovett, Susan

    2012-01-01

    The purpose of this paper is to report on a small pilot study in which an heuristic was used to enable principals to reflect on the confidence they have in their existing leadership knowledge and how they might add to that knowledge in the future. The motivation for the study arose from a literature review of strategies for leadership development…

  5. Reflecting on the "Global Report on Adult Learning and Education" in the "Post-Truth Society"

    Science.gov (United States)

    Walters, Shirley; Watters, Kathy

    2017-01-01

    This article contextualizes and reviews the third global report on adult learning and education (ALE) released by UNESCO in 2016. The authors suggest that it is a visionary document, which is articulated through the bringing together of data from a range of areas that are usually kept apart. They recognize the report as a bold attempt to project…

  6. Women Entrepreneurs Reflect on Informal/Self-Directed Learning in Business and Life

    Science.gov (United States)

    Howard, Yvonne Biedron

    2010-01-01

    Research studies about women business owners or women entrepreneurs are few, and previous research has focused on gender differences of business owners, traits of entrepreneurs, and reasons for and success of entrepreneurship. Very little research exists on female business owners/entrepreneurs discussing their informal learning and experiences'…

  7. Do Psychology Department Mission Statements Reflect the American Psychological Association Undergraduate Learning Goals?

    Science.gov (United States)

    Warchal, Judith R.; Ruiz, Ana I.; You, Di

    2017-01-01

    This study focuses on the inclusion of the American Psychological Association's learning goals in the mission statements of undergraduate psychology programs across the US. We reviewed the mission statements available on websites for 1336 psychology programs listed in the Carnegie classification. Results of a content analysis revealed that of the…

  8. Narrative Generates a Learning Spiral in Education: Recognition, Reflection, and Reconstruction

    Science.gov (United States)

    Liu, Xueyang

    2015-01-01

    The narrative form is everywhere. It can be as common as our daily stories and as significant as a great novel. Narrating can be a process of self-assessment and introspection around a certain theme. In this sense it is important in education. In this paper I argue that people learn not only by listening to narrative but also by teaching others…

  9. Video as a Tool for Focusing Teacher Self-Reflection: Supporting and Provoking Teacher Learning

    Science.gov (United States)

    Hollingsworth, Hilary; Clarke, David

    2017-01-01

    This article describes the research landscape related to the use of video for promoting teacher learning, drawing on a variety of research studies to illustrate the breadth of approaches that have been employed. One particular research study is reported in some detail since, it is argued, this represents a new level of devolution of agency to…

  10. Peer Assisted Learning and Blogging: A Strategy to Promote Reflective Practice during Clinical Fieldwork

    Science.gov (United States)

    Ladyshewsky, Richard K.; Gardner, Peter

    2008-01-01

    The use of peer assisted learning in clinical education is explored in this case study. Groups of undergraduate physiotherapy students were structured into communities of practice during the second half of their clinical fieldwork program. They collaborated online in an asynchronous manner, using information communications technology (blogs) and…

  11. Confessions and Reflections of the Black Sheep of the Learning Disabilities Field

    Science.gov (United States)

    Siegel, Linda S.

    2012-01-01

    The educational systems in all countries have failed to adequately address the problems of students with learning disabilities. Antisocial behaviour, homelessness, mental health problems and even suicide are a result. This article will explore the reasons for this state of affairs. One of the major reasons is excessive reliance on testing without…

  12. Teaching as Improvisational Experience: Student Music Teachers' Reflections on Learning during an Intercultural Project

    Science.gov (United States)

    Westerlund, Heidi; Partti, Heidi; Karlsen, Sidsel

    2015-01-01

    This qualitative instrumental case study explores Finnish student music teachers' experiences of teaching and learning as participants in an intercultural project in Cambodia. The Multicultural Music University project aimed at increasing master's level music education students' intercultural competencies by providing experiences of teaching and…

  13. Exploring the Potential of Dutch Pig Farmers and Urban-Citizens to Learn Through Frame Reflection.

    NARCIS (Netherlands)

    Benard, M.; de Cock Buning, J.T.

    2013-01-01

    The Dutch pig husbandry has become a topic of public debate. One underlying cause is that pig farmers and urban-citizens have different perspectives and underlying norms, values and truths on pig husbandry and animal welfare. One way of dealing with such conflicts involves a learning process in

  14. The Problem-Based Learning Process: Reflections of Pre-Service Elementary School Teachers

    Science.gov (United States)

    Baysal, Zeliha Nurdan

    2017-01-01

    This study aims to identify the benefits acquired by third-year pre-service elementary school teachers participating in a problem-based learning process in social studies education, the issues they encountered in that process and those they are likely to encounter, and their feelings about the process. Semi-structured interviews were used as one…

  15. Reflecting on Co-Creating a Smart Learning Ecosystem for Adolescents with Congenital Brain Damage

    DEFF Research Database (Denmark)

    Krummheuer, Antonia Lina; Rehm, Matthias; Lund, Maja K. L.

    2018-01-01

    . In this paper we present a first part of an ongoing collaboration with a special needs education facility for adolescents with congenital and acquired brain damage, that is interested in exploring the transformation of the institutional space into a smart learning ecosystem. We exemplify our research approach...

  16. Record, Replay, Reflect: Videotaped Lessons Accelerate Learning for Teachers and Coaches

    Science.gov (United States)

    Knight, Jim; Bradley, Barbara A.; Hock, Michael; Skrtic, Thomas M.; Knight, David; Brasseur-Hock, Irma; Clark, Jean; Ruggles, Marilyn; Hatton, Carol

    2012-01-01

    New technologies can dramatically change the way people live and work. Jet engines transformed travel. Television revolutionized news and entertainment. Computers and the Internet have transformed just about everything else. And now small video cameras have the potential to transform professional learning. Recognizing the potential of this new…

  17. Secondary Teachers' Reflections from a Year of Professional Learning Related to Academic Language

    Science.gov (United States)

    Carter, Hannah; Crowley, Kimberly; Townsend, Dianna R.; Barone, Diane

    2016-01-01

    This article explores the changing beliefs and practices of 25 secondary teachers participating in a yearlong professional learning (PL) partnership. To demonstrate differences in teachers' approaches to and understandings resulting from that PL, the authors looked more closely at three teachers and found that their ideas about academic language…

  18. Performance Evaluation of Machine Learning Methods for Leaf Area Index Retrieval from Time-Series MODIS Reflectance Data

    Science.gov (United States)

    Wang, Tongtong; Xiao, Zhiqiang; Liu, Zhigang

    2017-01-01

    Leaf area index (LAI) is an important biophysical parameter and the retrieval of LAI from remote sensing data is the only feasible method for generating LAI products at regional and global scales. However, most LAI retrieval methods use satellite observations at a specific time to retrieve LAI. Because of the impacts of clouds and aerosols, the LAI products generated by these methods are spatially incomplete and temporally discontinuous, and thus they cannot meet the needs of practical applications. To generate high-quality LAI products, four machine learning algorithms, including back-propagation neutral network (BPNN), radial basis function networks (RBFNs), general regression neutral networks (GRNNs), and multi-output support vector regression (MSVR) are proposed to retrieve LAI from time-series Moderate Resolution Imaging Spectroradiometer (MODIS) reflectance data in this study and performance of these machine learning algorithms is evaluated. The results demonstrated that GRNNs, RBFNs, and MSVR exhibited low sensitivity to training sample size, whereas BPNN had high sensitivity. The four algorithms performed slightly better with red, near infrared (NIR), and short wave infrared (SWIR) bands than red and NIR bands, and the results were significantly better than those obtained using single band reflectance data (red or NIR). Regardless of band composition, GRNNs performed better than the other three methods. Among the four algorithms, BPNN required the least training time, whereas MSVR needed the most for any sample size. PMID:28045443

  19. Critical reflection and dialogical learning design: moving MOOCs beyond unidirectional transmission of content

    Directory of Open Access Journals (Sweden)

    Kim Haagen Mathiesen

    2016-11-01

    Over a 5 week period we conducted a netnographic (Kozinet, 2015 mixed methods research of the MOOC Blended Learning Essentials (https://www.futurelearn.com/courses/blended-learning-gettingstarted/2. Contrary to the acclaimed potentials of MOOCs, our research showed a pronounced lack of dialogue and a high degree of what Freire (1996 calls “the banking concept of education,” entailing a high amount of one-way knowledge transmission (Hoem, 2006. To circumvent these tendencies, the paper presents a case analysis and design framework for moving MOOCs beyond “the banking concept of education” and towards dialogue in ways that support critical thinking; a high-level cognitive skill essential to higher education (Laurillard, 2012.

  20. The mediating effect of self-reflection and learning effectiveness on clinical nursing performance in nursing students: A follow-up study.

    Science.gov (United States)

    Pai, Hsiang-Chu; Ko, Hui-Ling; Eng, Cheng-Joo; Yen, Wen-Jiuan

    The effectiveness of simulation learning and the effects of anxiety in the simulated situation have been understudied. In addition, research on the association between learning effectiveness and students' clinical care performance in the hospital setting is very limited in Taiwan. The aim of this study is to examine the mediating effect of self-reflection and simulation learning effectiveness on the clinical nursing performance of nursing students. A Prospective, longitudinal, and correlational design was used. The study was conducted from December 2014 to July 2015. Participants were 293 nursing students in southern Taiwan. A structural model was specified and tested using partial least squares structural equation modeling to examine the relationships between the variables. The results revealed that the model was robust in terms of its measurement quality (reliability, validity, and goodness of fit), with the data's explaining 38.3% of variance in nursing competence. As self-reflection and learning effectiveness were added into the structural model, the effect of anxiety on nursing competence was still significant, but the regression coefficient (β) estimate of -0.41 (pself-reflection and learning effectiveness mediated the relationship between anxiety and nursing competence. Nursing competence was negatively affected by anxiety and positively affected by self-reflection (β=0.49, pself-reflection and learning effectiveness, which then decreases the effect of anxiety on nursing competence and further promotes students' clinical care ability. Copyright © 2017 Elsevier Inc. All rights reserved.

  1. Collaborative Work in Virtual Learning Environments: Some Reflections and Prospects of Students

    Directory of Open Access Journals (Sweden)

    Francisco Mora-Vicariol

    2016-05-01

    Full Text Available The collaborative work in virtual learning environments becomes more relevant at a time when technology is used intensively. This paper shows the results of research conducted at the Universidad Estatal a Distancia (UNED in Costa Rica, about students’ perceptions around the concept and implications of collaborative work in two online courses provided by Dirección de Extensión Universitaria (Dirextu. The aim of this study is to establish the difference between collaborative work and group work as well as knowing the tools that can be used to promote this type of activity in virtual learning environments. The methodology used for this article applied a survey to two groups of students, each belonging to two different virtual courses of the Dirección de Extensión Universitaria (Dirextu. This study was based on quantitative research and applied an instrument with open and closed questions. The analysis process of the results was performed with the help of tables and figures (graphs. Finally, the study exposes a series of conclusions and recommendations among which we highlight the following: students do like collaborative activities because they diversify the teaching modes and improve the learning styles.

  2. [Reflective portfolio: a proposal for teaching and learning geared on competencies].

    Science.gov (United States)

    Cotta, Rosângela Minardi Mitre; da Costa, Glauce Dias; Mendonça, Erica Toledo

    2013-06-01

    This article seeks to analyze the experience of collective construction of portfolios as a teaching-learning method in the discipline of Health Policy, identifying the competencies developed by students. Qualitative research, whose collection and data processing were conducted by means of documental and thematic analysis of 34 portfolios. The "Learning to be" and "Learning to live and work together" competencies were considered according to the proposals of the UNESCO report for Education. The training of critical-reflexive individuals, provided by the portfolio, was particularly observed when students reported the transformation of the negative views that they had about the health care system - an inefficient and precarious policy - to a positive vision - policy which deals with the principles of equity, integrity and universality. This process of critical transformation is the result of the practice and use of communication skills, information management (search, selection, analysis and evaluation of information), leadership, cooperation and human relationships (teamwork, ethics and recognition of diversity), and personal competencies (time management, responsibility and planning), namely important skills in the training of professionals committed to the national health policy.

  3. What lessons to be learnt from reflective learning journals written by students to improve learning and intercultural awareness?

    DEFF Research Database (Denmark)

    Jensen, Lars Peter

    2009-01-01

    and given special help to develop team and project work skills. When Danish and foreign students are grouped in mixed teams on the 2nd semester, the Danish students still are experts in project work and they are not familiar with taking in less skilled newcomers. A new course was established for Danish 1st......  This paper addresses the problem of mixing Danish engineering students having 3 years of experience with project work in teams, with foreign students starting on Master Engineering educations with close to zero PBL experience. The first semester the foreign students are working in teams together...... semester Master students in 2007, with a double purpose of both developing team work and intercultural skills further and restart the students reflection and talking about how they actually work together, to prepare them to take in foreign students on the 2nd semester. To secure the latter part...

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

    Science.gov (United States)

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

    2007-03-30

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

  5. Mining reflective continuing medical education data for family physician learning needs.

    Science.gov (United States)

    Lewis, Denice Colleen; Pluye, Pierre; Rodriguez, Charo; Grad, Roland

    2016-04-06

    A mixed methods research (sequential explanatory design) studied the potential of mining the data from the consumers of continuing medical education (CME) programs, for the developers of CME programs. The quantitative data generated by family physicians, through applying the information assessment method to CME content, was presented to key informants from the CME planning community through a qualitative description study.The data were revealed to have many potential applications including supporting the creation of CME content, CME program planning and personal learning portfolios.

  6. Fostering nature of science teaching in elementary pre-service teachers through developing reflection on teaching and learning

    Science.gov (United States)

    Pongsanon, Khemmawadee

    Although teacher educators have successfully helped K-12 teachers' develop adequate views of NOS, their views have not been transferred to their students. It is evident that K-12 students' understanding of NOS still does not align with the recommendation of the reforms document, indicating that holding an adequate view of NOS is insufficient for teaching NOS effectively. Instead, to teach NOS, teachers must develop the knowledge for translating their understanding of NOS into the forms accessible to students. The current study investigated the influence of four contexts of reflective practice on prospective elementary teachers' learning of how and intention to teach NOS. The participants were 18 pre-service teachers enrolled in a science methods course that was tied to a field experience course. To understand the development of the participants' intentions, knowledge of instructional strategies, and knowledge of assessment for teaching NOS, multiple data were collected throughout the science methods course and the field experience. Data sources included different versions of participants' lesson plans, video recordings of their teaching and teaching debriefings, online weekly teaching reflections, final semester reflection and other artifacts from the methods course. Content analysis was conducted with all data. The data revealed that the participants' knowledge of how and intentions to teach NOS were developed throughout the science methods course. Toward the conclusion of the semester, the participants showed intention to include NOS in their science instruction. With regard to strategies, participants planned to apply explicit reflective NOS instruction in the context of inquiry-based activities and stories from children's literature. They also planned to use age-appropriate language to refer to the targeted NOS aspects. In terms of assessment, by the conclusion of the semester the participants tended to use more formal assessment strategies. They reported

  7. REFLECTIVE PRACTICE IN ORGANIZATIONAL LEARNING, CULTURAL SELF-UNDERSTANDING, AND COMMUNITY SELF-STRENGTHENING.

    Science.gov (United States)

    Sparrow, Joshua

    2016-11-01

    The infant mental health field can amplify its effects when it extends its purview beyond the dyad to the larger contexts in which infants and adult caregivers interact and develop over time. Within health, mental health, education, and other human service organizations, the quality of relationships is a critical variable in the individual-level outcomes that such organizations seek. The goals of this work and the means for accomplishing them are highly dependent on human qualities and interactions that are shaped by organizational processes. In communities, too, processes that shape relationships also strongly influence child-, family-, and community-level outcomes. The Touchpoints approach to reflective practice can guide relational processes among professionals, parents, and infants in organizations and communities that influence these outcomes. © 2016 Michigan Association for Infant Mental Health.

  8. Reflections on ethnic minority psychology: learning from our past so the present informs our future.

    Science.gov (United States)

    Franklin, Anderson J

    2009-10-01

    Commentary on progress and reflections of conversations that undergirded the advancement of ethnic minority psychology are presented by the author as a perspective of an Elder. Articles in this special issue are considered in terms of the themes that emerged from their narratives on the history of ethnic psychological associations, Division 45, the Minority Fellowship Program, and governance's response to multicultural issues within the American Psychological Association. Themes in the history of African Americans, Latinos, Asian Americans, American Indians, Alaska Natives, and Native Hawaiians are discussed in terms of the centrality of culture, history, and pride in resilience, treatment in U.S. history, representation in literature, and its implications for training, research and practice, challenges for ethnic psychological associations, and tensions in transition to a multicultural psychology movement. Copyright 2009 APA, all rights reserved.

  9. Modelling ramp-up curves to reflect learning: improving capacity planning in secondary pharmaceutical production

    DEFF Research Database (Denmark)

    Hansen, Klaus Reinholdt Nyhuus; Grunow, Martin

    2015-01-01

    availability at market launch is ensured. Our MILP model is applied to a real industry case study using three empirically observed ramp-up curves to demonstrate its value as decision support tool. We demonstrate the superiority of our volume-dependent method over the traditional time-dependent ramp......The experience gained during production ramp-up leads to an increase of the effective production capacity over time. However, full utilisation of production capacity is not always possible during ramp-up. In such cases, the experience gained and hence the available effective capacity...... are overestimated. We develop a new method, which captures ramp-up as a function of the cumulative production volume to better reflect the experience gained while producing the new product. The use of the more accurate and computationally effective approach is demonstrated for the case of secondary pharmaceutical...

  10. REFLECTIVE LEARNING IN SOCIAL WORK EDUCATION IN THE FIELD OF SUBSTANCE ABUSE

    Directory of Open Access Journals (Sweden)

    Slabbert, Ilze

    2015-11-01

    Full Text Available is very much part of social work education. A qualitative study was proposed with final-year social work students at a selected university in South Africa doing a course in the field of substance abuse. The participants completed a reflective exercise on abstaining from an aspect/habit/substance in their own lives for three weeks. Six themes emerged, namely abstinence from: depressants, stimulants, opioids, food, social media and bad habits. Findings indicated that students gained an insight into possible harmful patterns in their own lives as well as into the complexity of life-long abstinence in prospective clients’ lives. Recommendations are provided for social work education, practice and research.

  11. Reflection, A Meta-Model for Learning, and a Proposal To Improve the Quality of University Teaching = Reflexion, el meta-modelo del aprendizaje, y la propuesta del mejoramiento de la calidad de la docencia.

    Science.gov (United States)

    Montgomery, Joel R.

    This paper, in both English and Spanish, offers a meta-model of the learning process which focuses on the importance of the reflective learning process in enhancing the quality of learning in higher education. This form of innovative learning is offered as a means of helping learners to realize the relevance of what they are learning to their life…

  12. Teaching Theory Construction With Initial Grounded Theory Tools: A Reflection on Lessons and Learning.

    Science.gov (United States)

    Charmaz, Kathy

    2015-12-01

    This article addresses criticisms of qualitative research for spawning studies that lack analytic development and theoretical import. It focuses on teaching initial grounded theory tools while interviewing, coding, and writing memos for the purpose of scaling up the analytic level of students' research and advancing theory construction. Adopting these tools can improve teaching qualitative methods at all levels although doctoral education is emphasized here. What teachers cover in qualitative methods courses matters. The pedagogy presented here requires a supportive environment and relies on demonstration, collective participation, measured tasks, progressive analytic complexity, and accountability. Lessons learned from using initial grounded theory tools are exemplified in a doctoral student's coding and memo-writing excerpts that demonstrate progressive analytic development. The conclusion calls for increasing the number and depth of qualitative methods courses and for creating a cadre of expert qualitative methodologists. © The Author(s) 2015.

  13. Music Therapy and Avatars: Reflections on Virtual Learning Environments for Music Therapy Students

    DEFF Research Database (Denmark)

    Story, Maya

    2014-01-01

    Music therapy students have expressed concerns regarding their general preparedness for practicum and working with new populations. Simulations in the immersive virtual world, Second Life, may provide a platform to assist in training music therapy students and enhance preparedness. This project...... examined the feasibility of utilizing Second Life to assist in training music therapists. Music therapy practicum students enrolled in a music therapy equivalency program participated in weekly one hour virtual class meetings in Second Life, which included 5 sessions of music therapy simulations....... At the end of the semester, students were interviewed in relation to their experiences, and interviews were analyzed qualitatively. Common themes among students were limitations of Second Life software, student’s knowledge of software, emotional reactions (both positive and negative), and distance learning....

  14. Children’s Drawings: Strokes, Colors and Stories that Make Us Reflect and Learn

    Directory of Open Access Journals (Sweden)

    Amalia Molina-Jiménez

    2015-01-01

    Full Text Available The purpose of this participatory action research is to evidence the drawing evolution of five boys and five girls, ages 5 and 6, regarding the construction of the human body, the use of color, and the location of objects in space over a six-month period.  Drawing was the way in which children visually expressed their feelings, thoughts, desires, emotions, and interests.  This let the teacher-researcher build new learning, which, together with the one constructed by the children, broke the paradigm and transformed the art teacher’s role in the classroom, from the children’s perspective.  This helped the teacher realize that it is possible to get rid of prejudices and the adult point of view that frequently restricts children in what they are and what they do.

  15. Marquis de Condorcet's Contribution to Reflection About the Role of Learning in Individual and Social Life

    Directory of Open Access Journals (Sweden)

    Dušana Findeisen

    1995-12-01

    Full Text Available There is relatively little knowledge in Slovenia about Marquis de Condorcet and his contribution to the development of public schooling and adult education. Therefore, the author deals first with some of Condorcet's basic preoccupations Le. the relation between reason, knowledge and freedom of individuals and nations. She then dwells upon some of the facts from Condorcet's life history that might explain his views on education and public instruction contained in his Plan on Public Instruction, a foundation for all French republican schools following 1880. She also takes care of linking Condorcet's thoughts with ideas of some contemporary French and Slovene authors involved in questions like regulation of interpersonal relationships in society, child and adult learning competencies, balance between humanities and vocational training, equal rights and opportunities in education for women, permanent education, knowledge for democracy, integration of religious education in public school curricula etc.

  16. A "safe space" for learning and reflection: one school's design for continuity with a peer group across clinical clerkships.

    Science.gov (United States)

    Chou, Calvin L; Johnston, C Bree; Singh, Bobby; Garber, Jonathan D; Kaplan, Elizabeth; Lee, Kewchang; Teherani, Arianne

    2011-12-01

    The value of continuity in medical education, particularly during clerkships, is increasingly recognized. Previous clerkship-based models have described changes that emphasize continuity in patient care, learner supervision, and curriculum. The creation of continuous student peer groups can foster interactions that enhance mutual support through uncomfortable professional transitions during the clerkship years. Here, the authors describe a third-year clerkship model based at the San Francisco Veterans Affairs (VA) Medical Center called VA Longitudinal Rotations (VALOR), designed explicitly to establish a supportive learning environment for small peer groups.Seven groups of medical students (42 total) completed VALOR across three academic years between 2007 and 2009. On clerkships during VALOR, one hour per week was designated for faculty-facilitated sessions amongst peer groups. Students' perceptions of peer group support and overall program satisfaction were determined with immediate post surveys and focus groups at the end of VALOR, and with follow-up surveys 5 to 27 months after completing VALOR. Students strongly valued several elements of VALOR peer groups, including support through clerkship challenges, meeting for facilitated reflection, and appreciating patient experiences across the continuum of care. Students' appreciation for their peer group experiences persisted well after the conclusion of VALOR. VALOR students performed the same as or better than traditional clerkship students on knowledge and skill-based outcomes. The authors demonstrate that their third-year clerkship program using peer groups has built supportive learning networks and facilitated reflection, allowing students to develop critical professional skills. Student communication around patient care was also feasible and highly valued.

  17. What I learned from the Ypsilanti Perry Preschool Project: A teacher’s reflections

    Directory of Open Access Journals (Sweden)

    Derman-Sparks Louise

    2016-06-01

    Full Text Available This article, written by one of the teachers in the Ypsilanti Perry Preschool Project (1962-1967, critically examines the prevailing narrative about the preschool project’s relationship to the High/Scope Educational Foundation. It describes what the author and other teachers actually did, the principles that informed their practice, and challenges the prevailing myth that the Perry Preschool used the High/ Scope Educational Foundation curriculum. It also discusses what the High/Scope Longitudinal Study did not research about the program, families, and children in the Ypsilanti Perry Preschool and examines possible factors, beyond the curriculum, which effected its positive outcomes. The Perry Preschool Project occurred during the years of the 1960s Civil Rights Movement in the USA, and reflected prevailing ideologies and educational philosophies, some of which were in contention with each other. By bringing the Teachers’ voices to the prevailing discussion, which, to date, is dominated by the Project administrators’ perspective, the article seeks to open up new thinking about the lessons of the Ypsilanti Perry Preschool Project for both early childhood education pedagogy and research.

  18. Examining value creation in a community of learning practice: Methodological reflections on story-telling and story-reading

    Directory of Open Access Journals (Sweden)

    Filitsa Dingyloudi

    2015-11-01

    Full Text Available Despite the abundant research on communities in various shapes and settings, examination of what community members gained from their participation remains a thorny issue. For this purpose, we adopted and refined the value creation framework developed by Wenger, Trayner and De Laat (2011 to divulge experienced values by community members through “scaffolded narratives” and categorization of the values reported through their stories. However, in doing so two methodological issues emerged – in particular in relation to “values”. This paper reports on our methodological reflection on the challenging process of capturing community members’ value creation within a community of learning practice. More specifically, we reflect on the following questions: (1 To what extent can the values that the participants originally intended to report be identified as such by the researchers/analysts’ without bias due to the researchers/analysts’ own perspectives? and (2 To what extent does a theoretically-driven pre-defined typology of values confine or enrich the range of possible values that can be identified? What adds to this challenging research endeavour is the concept of value in theoretical terms and its associated typologies. Hence, these methodological questions need to be discussed in order to comprehend both the phenomenon of value (creation per se as well as how it is examined – as close to the participants’ reality as possible – since value creation is the driving force for the sustainability of a community.

  19. A sociodrama: an innovative program engaging college students to learn and self-reflect about alcohol use.

    Science.gov (United States)

    Haleem, Diane M; Winters, Justin

    2011-08-01

    A sociodrama addressing college drinking.   This article reports on the development, production, and evaluation of an innovative sociodrama addressing college drinking mental health professionals caring for students who drink at levels that cause negative consequences can use techniques addressed in the sociodrama to help students self-reflect on their alcohol use. The goal is to help students make healthy choices to decrease the negative consequences as a result of drinking. A script for the sociodrama was developed and five students acted out the sociodrama. A facilitator engaged the audience of college students, at scripted pauses, during the production to reflect on the scenes presented. The purpose of the sociodrama is to foster a discussion, to aid in student understanding concerning college drinking, to have students consider and commit to use harm reduction techniques, to access resources, and to correct misperceptions about drinking. The sociodrama format can help address communication challenges, problem solving, and self-awareness. Pre- and post-surveys were administered to test commitment to use harm reduction techniques, assess the perception of a student's own drinking pattern to the perception of their fellow student colleague drinking, assess the student use of resources, and assess the effectiveness of the sociodrama as a means of learning. This research was Institutional Review Board approved. Over 41% of students reported not consuming alcohol the last time they partied or socialized yet reported only 3.8% of their students colleagues did not consume alcohol. Most students (94%) reported that drinking five or more drinks would place them at risk as opposed to estimating that the same amount would put fewer students at risk (75%). Students significantly increased their commitment to use harm reduction techniques. A sociodrama is an effective method of involving students in discussions about college drinking and engaging them in conversation and

  20. Left Prefrontal Activity Reflects the Ability of Vicarious Fear Learning: A Functional Near-Infrared Spectroscopy Study

    Directory of Open Access Journals (Sweden)

    Qingguo Ma

    2013-01-01

    Full Text Available Fear could be acquired indirectly via social observation. However, it remains unclear which cortical substrate activities are involved in vicarious fear transmission. The present study was to examine empathy-related processes during fear learning by-proxy and to examine the activation of prefrontal cortex by using functional near-infrared spectroscopy. We simultaneously measured participants’ hemodynamic responses and skin conductance responses when they were exposed to a movie. In this movie, a demonstrator (i.e., another human being was receiving a classical fear conditioning. A neutral colored square paired with shocks (CSshock and another colored square paired with no shocks (CSno-shock were randomly presented in front of the demonstrator. Results showed that increased concentration of oxygenated hemoglobin in left prefrontal cortex was observed when participants watched a demonstrator seeing CSshock compared with that exposed to CSno-shock. In addition, enhanced skin conductance responses showing a demonstrator's aversive experience during learning object-fear association were observed. The present study suggests that left prefrontal cortex, which may reflect speculation of others’ mental state, is associated with social fear transmission.

  1. Left prefrontal activity reflects the ability of vicarious fear learning: a functional near-infrared spectroscopy study.

    Science.gov (United States)

    Ma, Qingguo; Huang, Yujing; Wang, Lei

    2013-01-01

    Fear could be acquired indirectly via social observation. However, it remains unclear which cortical substrate activities are involved in vicarious fear transmission. The present study was to examine empathy-related processes during fear learning by-proxy and to examine the activation of prefrontal cortex by using functional near-infrared spectroscopy. We simultaneously measured participants' hemodynamic responses and skin conductance responses when they were exposed to a movie. In this movie, a demonstrator (i.e., another human being) was receiving a classical fear conditioning. A neutral colored square paired with shocks (CS(shock)) and another colored square paired with no shocks (CS(no-shock)) were randomly presented in front of the demonstrator. Results showed that increased concentration of oxygenated hemoglobin in left prefrontal cortex was observed when participants watched a demonstrator seeing CS(shock) compared with that exposed to CS(no-shock). In addition, enhanced skin conductance responses showing a demonstrator's aversive experience during learning object-fear association were observed. The present study suggests that left prefrontal cortex, which may reflect speculation of others' mental state, is associated with social fear transmission.

  2. Considering lessons learned about safety culture and their reflection to activity. After Fukushima Daiichi Nuclear Power Plant accident experience

    International Nuclear Information System (INIS)

    Obu, Etsuji; Hamada, Jun; Fukano, Takuya

    2011-01-01

    Fukushima Daiichi Nuclear Power Plant accident forced neighboring residents to evacuate for a long time and gave Public anxieties greatly and significant effects to social activities in Japan. Public trust of nuclear power was lost by not preventing the accident and future of nuclear power became reconsidered, which nuclear industry people regretted deeply. Japan Nuclear Technology Institute (JANTI) had conducted activities enhancing safety culture in nuclear industry. It would be necessary to consider improvements of accident prevention and mitigation measures after evaluating the accident in a viewpoint of 'safety culture'. Based on published information and knowledge accumulated by activities of JANTI, the accident was examined taking account of greatness of nuclear accident and its effects from the side of safety culture. Lessons learned about safety culture were pointed out as; (1) reconfirmation of specialty of nuclear technology. (2) reinforcement of questioning and learning attitudes and (3) improvement of evaluation capability of nuclear safety and safety assurance against external event. These were reflected in activities such as; (1) reconsideration of safety culture assessment, (2) strengthening further support to improve safety culture consciousness and (3) improvement of peer review activity. (T. Tanaka)

  3. Analysis of the CNSC Staffs Action Plan to Reflect Lessons Learned from Fukushima Accident

    Energy Technology Data Exchange (ETDEWEB)

    Ahn, Sangkyu; Yune, Young Gill; Ahn, Hyungjoon; Kim, Byungjik; Lee, Jinho [Korea Institute of Nuclear Safety, Daejeon (Korea, Republic of)

    2014-05-15

    On September 30, 2011, the Task Force completed its review and presented the public with the findings and recommendations in the CNSC Fukushima Task Force Report. The Task Force made 13 recommendations to further enhance the safety of nuclear power plants in Canada. After that, the CNSC established the CNSC Staffs Action Plan based on the Fukushima Task Force's recommendations. In Canada, 19 nuclear power reactor units are currently producing electric power, and all of them are pressurized heavy water-reactor (PHWR) types. Also, considering 2 power reactor units in Korea, Wolsung unit 1 and 2, are the same reactor type, the analysis of the CNSC Staffs Action Plan will be of benefit to determining recommendations of Korea to address lessons learned from the Fukushima Daiichi nuclear power plant. Therefore, the CNSC Staffs Action Plan was introduced and analyzed in this study. From the results of the above analysis, it is recognized that the strengthening of defense in depth, emergency preparedness and the regulatory oversight of nuclear power plants in Canada were emphasized and much similar to practices of other countries. Public consultation process establishing the CNSC Staffs action plan has been carried out several times, in order to ensure regulatory transparency, by the CNSC staffs, and this is comparable with other countries. It is expected that the detail analysis results of the above plan will be helpful to enhance the safety of domestic operating nuclear power plants.

  4. Reflections on research and learning from the patient: the art and science of what we do.

    Science.gov (United States)

    Urban, Elizabeth

    2013-09-01

    Over three decades ago, John Bowlby argued for psychoanalysis to seek beyond its own parameters if it was to maintain its claim to be a science. Since then there has been a wealth of relevant research from various fields. While this has been instrumental in the development of my own work, this paper concerns learning from the patient. The paper begins with a premise: interpretative analytic work requires three-dimensionality (self, other and object). Although interpretative work may be ingrained in our professional identity, this triangulation may or may not exist in our patients in any stable way. The paper continues with a brief developmental account of how early archetypally-shaped shifts in the infant's field of interest establish the experiential components of three-dimensionality. From there, observational and clinical material with a toddler and a young boy describe how early relational deficits hindered their capacities for three-dimensionality. Yet both were able to engage with the therapist and to become active in the creation of three-dimensionality within their own minds. Implied in this work are considerations for working with patients for whom interpretations do not work. Michael Fordham's comments on 'working out of the self' are linked with the art of what we do. © 2013, The Society of Analytical Psychology.

  5. A reflective learning report about the implementation and impacts of Psychological First Aid (PFA) in Gaza.

    Science.gov (United States)

    Schafer, Alison; Snider, Leslie; Sammour, Rania

    2016-01-01

    Psychological First Aid (PFA) is the recommended immediate psychosocial response during crises. As PFA is now widely implemented in crises worldwide, there are increasing calls to evaluate its effectiveness. World Vision used PFA as a fundamental component of their emergency response following the 2014 conflict in Gaza. Anecdotal reports from Gaza suggest a range of benefits for those who received PFA. Though not intending to undertake rigorous research, World Vision explored learnings about PFA in Gaza through Focus Group Discussions with PFA providers, Gazan women, men and children and a Key Informant Interview with a PFA trainer. The qualitative analyses aimed to determine if PFA helped individuals to feel safe, calm, connected to social supports, hopeful and efficacious - factors suggested by the disaster literature to promote coping and recovery (Hobfoll et al., 2007). Results show positive psychosocial benefits for children, women and men receiving PFA, confirming that PFA contributed to: safety, reduced distress, ability to engage in calming practices and to support each other, and a greater sense of control and hopefulness irrespective of their adverse circumstances. The data shows that PFA formed an important part of a continuum of care to meet psychosocial needs in Gaza and served as a gateway for addressing additional psychosocial support needs. A "whole-of-family" approach to PFA showed particularly strong impacts and strengthened relationships. Of note, the findings from World Vision's implementation of PFA in Gaza suggests that future PFA research go beyond a narrow focus on clinical outcomes, to a wider examination of psychosocial, familial and community-based outcomes.

  6. Experiential learning and critical reflection as a tool for transfer of business knowledge: an empirical case study of a start-up simulation intervention for nascent entrepreneurs

    Directory of Open Access Journals (Sweden)

    Ingrid Le Roux

    2013-07-01

    Full Text Available This paper investigates the impact of venture start-up simulation on participants’ learning; it is concerned specifically with the relationship between experiential learning theory and critical reflection within venture start-up simulation. This was carried out in empirical investigation of a simulation training game used to train entrepreneurs in a formal setting. The findings show significant improvement in their knowledge of finance, marketing operations and information use. Participants reported increased skills and intended behavioural changes in their own ventures. Finally, there was empirical support for the fact that critical reflection during experiential learning can greatly improve the standard of learning and has an immediate effect on  participants’ behaviour.

  7. Integrating Explicit Learning about the Culture of Science into the Pre-Service Teacher Curriculum through Readings and Reflections

    Science.gov (United States)

    Egger, A. E.

    2014-12-01

    Teachers provide foundational science experiences that spark interest in some students to pursue science and serve as an endpoint for others. For both groups, getting a glimpse into the culture of science is important to their futures as citizens, but this glimpse is not something all teachers are equipped to offer. Explicit instruction in the culture of science is generally not part of college-level science courses; to reach future teachers, it should be incorporated into the curriculum for pre-service teachers. I have incorporated readings from Visionlearning's peer-reviewed, freely available, web-based Process of Science series (http://www.visionlearning.com/en/library/Process-of-Science/49) into my class for pre-service middle-level and secondary science teachers. The readings describe the development of the culture and process of science using deeply embedded examples of scientists and their work. Students reflected on each reading by describing what they learned and something they will use in their future teaching. Responses were graded for thoughtfulness and completeness and later compiled. In general, students with more science courses had a better initial understanding of the culture of science and found the readings engaging stories that explained in more depth what they already knew. However, all students reported learning some fundamental aspects of the culture and nature of science. Most commonly, they learned scientific language, often words with both colloquial and scientific definitions: theory, hypothesis, law, uncertainty, error, confidence. Other learning gains were reported in defining the difference between scientific controversy and social controversy over science, interactions between historical events and the scientific enterprise, how much scientists work in groups and interact at meetings, and the role that funding plays in guiding research. On their own, students struggled to describe explicit ways to incorporate these concepts into their

  8. Using brain potentials to understand prism adaptation: the error-related negativity and the P300

    Directory of Open Access Journals (Sweden)

    Stephane Joseph Maclean

    2015-06-01

    Full Text Available Prism adaptation (PA is both a perceptual-motor learning task as well as a promising rehabilitation tool for visuo-spatial neglect (VSN – a spatial attention disorder often experienced after stroke resulting in slowed and/or inaccurate motor responses to contralesional targets. During PA, individuals are exposed to prism-induced shifts of the visual-field while performing a visuo-guided reaching task. After adaptation, with goggles removed, visuo-motor responding is shifted to the opposite direction of that initially induced by the prisms. This visuo-motor aftereffect has been used to study visuo-motor learning and adaptation and has been applied clinically to reduce VSN severity by improving motor responding to stimuli in contralesional (usually left-sided space. In order to optimize PA’s use for VSN patients, it is important to elucidate the neural and cognitive processes that alter visuomotor function during PA. In the present study, healthy young adults underwent PA while event-related potentials (ERPs were recorded at the termination of each reach (screen-touch, then binned according to accuracy (hit vs. miss and phase of exposure block (early, middle, late. Results show that two ERP components were evoked by screen-touch: an early error-related negativity (ERN, and a P300. The ERN was consistently evoked on miss trials during adaptation, while the P300 amplitude was largest during the early phase of adaptation for both hit and miss trials. This study provides evidence of two neural signals sensitive to visual feedback during PA that may sub-serve changes in visuomotor responding. Prior ERP research suggests that the ERN reflects an error processing system in medial-frontal cortex, while the P300 is suggested to reflect a system for context updating and learning. Future research is needed to elucidate the role of these ERP components in improving visuomotor responses among individuals with VSN.

  9. The science and art of learning about cultures: Descriptions, explanations, and reflections In conversation with Sri Sri Ravi Shankar, Founder, Art of Living

    Directory of Open Access Journals (Sweden)

    Ritu Tripathi

    2014-06-01

    Full Text Available National cultural differences pose major obstacles to global business expansion. Managers, therefore, seek to learn more about cultures. Conventional managerial learning mostly draws from descriptive scientific models which have potential drawbacks such as unidimensionality, decontextualisation, and culture-level information. Explanatory models of cultural psychology can help overcome these limitations. Further, insights from a cross-culturally fluent authority provide reflective learnings. Toward this end, I engage in a conversation with Sri Sri Ravi Shankar, the founder of the Art of Living organization, on issues related to cultural identity in the global workplace in the Indian context.

  10. To reflect or not to reflect: Prior team performance as a boundary condition of the effects of reflexivity on learning and final team performance.

    NARCIS (Netherlands)

    Schippers, M.; Homan, A.C.; van Knippenberg, D.

    2013-01-01

    A small but growing body of literature adds to our understanding of the role of team reflexivity (i.e., reflecting upon team functioning) in predicting team performance. Although many studies conclude that reflexivity is an asset for teams, the contingencies of team reflexivity have received far

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

    Science.gov (United States)

    Ciavaldini-Cartaut, Solange

    2015-01-01

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

  12. Online Reflective Writing Mechanisms and Its Effects on Self-Regulated Learning: A Case of Web-Based Portfolio Assessment System

    Science.gov (United States)

    Liang, Chaoyun; Chang, Chi-Cheng; Shu, Kuen-Ming; Tseng, Ju-Shih; Lin, Chun-Yu

    2016-01-01

    The purpose of the present study was to design reflective writing mechanisms in a web-based portfolio assessment system and evaluate its effects on self-regulated learning. Participants were two classes of juniors majoring in data processing and taking a course called "Website design" at a vocational high school in Taiwan. One class was…

  13. The Effects of College Students' Positive Thinking, Learning Motivation and Self-Regulation through a Self-Reflection Intervention in Taiwan

    Science.gov (United States)

    Wang, Hsin-Hui; Chen, Hsiang-Ting; Lin, Huann-Shyang; Hong, Zuway-R

    2017-01-01

    This quasi-experimental study examined the effects of a self-reflection intervention on college (college in this article refers to university-level education) students' positive thinking, learning motivation and self-regulation in Taiwan. One hundred and two college students were selected to participate in an 18-week intervention forming the…

  14. The Impact of Transformational Leadership, Experiential Learning, and Reflective Journaling on the Conservation Ethic of Tertiary-Level Non-Science Majors

    Science.gov (United States)

    Reynolds, Bradley Robert

    2013-01-01

    The impact of transformational leadership, experiential learning, and reflective journaling on the conservation ethic of non-science majors in a general education survey course was investigated. The main research questions were: (1) Is the Conservation of Biodiversity professor a transformational leader? (2) Is there a difference in the…

  15. The Use of Orientation/Decision/Do/Discuss/Reflect (OD3R) Method to Increase Critical Thinking Skill and Practical Skill in Biochemistry Learning

    Science.gov (United States)

    Anwar, Yunita Arian Sani; Senam, Senam; Laksono, Endang W.

    2018-01-01

    We have developed an OD3R method that can be applied on Biochemistry learning. This OD3R consists of 5 phases: orientation, decision, do, discuss, and reflect to connect lessons in the class with practice in the laboratory. Implementation of OD3R method was done in 2 universities in Yogyakarta to increase critical thinking skill and practical…

  16. Elusive Learning—Using Learning Analytics to Support Reflective Sensemaking of Ill-Structured Ethical Problems: A Learner-Managed Dashboard Solution

    Directory of Open Access Journals (Sweden)

    Yianna Vovides

    2016-06-01

    Full Text Available Since the turn of the 21st century, we have seen a surge of studies on the state of U.S. education addressing issues such as cost, graduation rates, retention, achievement, engagement, and curricular outcomes. There is an expectation that graduates should be able to enter the workplace equipped to take on complex and “messy” or ill-structured problems as part of their professional and everyday life. In the context of online learning, we have identified two key issues that are elusive (hard to capture and make visible: learning with ill-structured problems and the interaction of social and individual learning. We believe that the intersection between learning and analytics has the potential, in the long-term, to minimize the elusiveness of deep learning. A proposed analytics model is described in this article that is meant to capture and also support further development of a learner’s reflective sensemaking.

  17. Win-Win-Win: Reflections from a Work-Integrated Learning Project in a Non-Profit Organization

    Directory of Open Access Journals (Sweden)

    Dale C MacKrell

    2016-05-01

    Full Text Available This paper reports on the educational aspects of an information systems work-integrated learning (WIL capstone project for an organization which operates to alleviate homelessness in the Australian non-profit sector. The methodology adopted for the study is Action Design Research (ADR which draws on action research and design research as a means for framing a project's progress. Reflective insights by the project stakeholders, namely, students, academics, and the non-profit client, reveal a curriculum at work through internal features of the organization; personal features of the participants and features of the external environment. Preliminary findings suggest that students in a WIL project for a non-profit are highly engaged, especially when they become aware of the project’s social value. As well, the improvement of professional skills and emotional intelligence by students is more likely in real-life practice settings than in other less authentic WIL activities, equipping graduates for the workforce with both strong disciplinary and generic skills. Win-win-win synergies through project collaboration represent worthwhile outcomes to education, industry and research.

  18. Effects of Anodal Transcranial Direct Current Stimulation on Visually Guided Learning of Grip Force Control

    Directory of Open Access Journals (Sweden)

    Tamas Minarik

    2015-03-01

    Full Text Available Anodal transcranial Direct Current Stimulation (tDCS has been shown to be an effective non-invasive brain stimulation method for improving cognitive and motor functioning in patients with neurological deficits. tDCS over motor cortex (M1, for instance, facilitates motor learning in stroke patients. However, the literature on anodal tDCS effects on motor learning in healthy participants is inconclusive, and the effects of tDCS on visuo-motor integration are not well understood. In the present study we examined whether tDCS over the contralateral motor cortex enhances learning of grip-force output in a visually guided feedback task in young and neurologically healthy volunteers. Twenty minutes of 1 mA anodal tDCS were applied over the primary motor cortex (M1 contralateral to the dominant (right hand, during the first half of a 40 min power-grip task. This task required the control of a visual signal by modulating the strength of the power-grip for six seconds per trial. Each participant completed a two-session sham-controlled crossover protocol. The stimulation conditions were counterbalanced across participants and the sessions were one week apart. Performance measures comprised time-on-target and target-deviation, and were calculated for the periods of stimulation (or sham and during the afterphase respectively. Statistical analyses revealed significant performance improvements over the stimulation and the afterphase, but this learning effect was not modulated by tDCS condition. This suggests that the form of visuomotor learning taking place in the present task was not sensitive to neurostimulation. These null effects, together with similar reports for other types of motor tasks, lead to the proposition that tDCS facilitation of motor learning might be restricted to cases or situations where the motor system is challenged, such as motor deficits, advanced age, or very high task demand.

  19. Reflection as Self-Assessment

    Science.gov (United States)

    Pappas, Marjorie L.

    2010-01-01

    In this article, the author discusses how reflection can be used as self-assessment. Reflection involves not only thinking about a learning experience, but also questioning parts of the experience. Reflection is thinking about what one knows from the learning experience, what one might do differently the next time. Reflection is wondering about…

  20. An integrated model for the effects of self-reflection and clinical experiential learning on clinical nursing performance in nursing students: A longitudinal study.

    Science.gov (United States)

    Pai, Hsiang-Chu

    2016-10-01

    The use of clinical simulation in undergraduate nursing programs in Taiwan has gradually increased over the past 5years. Previous research has shown that students' experience of anxiety during simulated laboratory sessions influences their self-reflection and learning effectiveness. Thus, further study that tracks what influences students' clinical performance in actual clinical sites is vital. The aim of the study is to develop an integrated model that considers the associations among anxiety, self-reflection, and learning effectiveness and to understand how this model applies to student nurses' clinical performance while on clinical placement. This study used a correlational and longitudinal study design. The 80 nursing students, who ranged in age from 19 to 21 (mean=20.38, SD=0.56), were recruited from a nursing school in southern Taiwan. Data were collected during three phases of implementation using four questionnaires. During the first phase, the State-Trait Anxiety Inventory (STAI), Simulation Learning Effectiveness Scale (SLES), and Self-Reflection and Insight Scale (SRIS) were used after students completed the simulation course in the school simulation laboratory. Nursing students also completed the Holistic Nursing Competence Scale at 2months (Phase 2) and 4months (Phase 3) after clinical practice experience. In Phase 3, students again completed the STAI and SRIS. Partial least squares (PLS), a structural equation modeling (SEM) procedure, was used to test the research model. The findings showed that: (1) at the start of the simulation laboratory, anxiety had a significant negative effect on students' simulation learning effectiveness (SLE; β=-0.14, pself-reflection with insight (SRI; β=-0.52, pSelf-reflection also had a significant positive effect on simulation learning effectiveness (β=0.37, pself-reflection and insight also had a significant positive effect on nursing competence during the first 2months of practice in a clinical site (β=0.13; β=0

  1. Organizational Learning from Experience in High-Hazard Industries: Problem Investigation as Off-Line Reflective Practice

    OpenAIRE

    Rudolph, Jenny; Hatakenaka, Sachi; Carroll, John S.

    2002-01-01

    Learning from experience, the cyclical interplay of thinking and doing, is increasingly important as organizations struggle to cope with rapidly changing environments and more complex and interdependent sets of knowledge. This paper confronts two central issues for organizational learning: (1) how is local learning (by individuals or small groups) integrated into collective learning by organizations? and (2) what are the differences between learning practices that focus on control, eliminatio...

  2. Reflecting reflection in supervision

    DEFF Research Database (Denmark)

    Lystbæk, Christian Tang

    associated with reflection and an exploration of alternative conceptions that view reflection within the context of settings which have a more group- and team-based orientation. Drawing on an action research project on health care supervision, the paper questions whether we should reject earlier views...... of reflection, rehabilitate them in order to capture broader connotations or move to new ways of regarding reflection that are more in keeping with not only reflective but also emotive, normative and formative views on supervision. The paper presents a critical perspective on supervision that challenge...... the current reflective paradigm I supervision and relate this to emotive, normative and formative views supervision. The paper is relevant for Nordic educational research into the supervision and guidance...

  3. Why national eHealth programs need dead philosophers: Wittgensteinian reflections on policymakers' reluctance to learn from history.

    Science.gov (United States)

    Greenhalgh, Trisha; Russell, Jill; Ashcroft, Richard E; Parsons, Wayne

    2011-12-01

    Policymakers seeking to introduce expensive national eHealth programs would be advised to study lessons from elsewhere. But these lessons are unclear, partly because a paradigm war (controlled experiment versus interpretive case study) is raging. England's $20.6 billion National Programme for Information Technology (NPfIT) ran from 2003 to 2010, but its overall success was limited. Although case study evaluations were published, policymakers appeared to overlook many of their recommendations and persisted with some of the NPfIT's most criticized components and implementation methods. In this reflective analysis, illustrated by a case fragment from the NPfIT, we apply ideas from Ludwig Wittgenstein's postanalytic philosophy to justify the place of the "n of 1" case study and consider why those in charge of national eHealth programs appear reluctant to learn from such studies. National eHealth programs unfold as they do partly because no one fully understands what is going on. They fail when this lack of understanding becomes critical to the programs' mission. Detailed analyses of the fortunes of individual programs, articulated in such a way as to illuminate the contextualized talk and action ("language games") of multiple stakeholders, offer unique and important insights. Such accounts, portrayals rather than models, deliver neither statistical generalization (as with experiments) nor theoretical generalization (as with multisite case comparisons or realist evaluations). But they do provide the facility for heuristic generalization (i.e., to achieve a clearer understanding of what is going on), thereby enabling more productive debate about eHealth programs' complex, interdependent social practices. A national eHealth program is best conceptualized not as a blueprint and implementation plan for a state-of-the-art technical system but as a series of overlapping, conflicting, and mutually misunderstood language games that combine to produce a situation of ambiguity

  4. The active engagement model of applied ethics as a structure for ethical reflection in the context of course-based service learning.

    Science.gov (United States)

    Nesbit, Kathryn C; Jensen, Gail M; Delany, Clare

    2018-01-01

    The purpose of this case report is to explore the active engagement model as a tool to illuminate the ethical reflections of student physical therapists in the context of service learning in a developing country. The study participants were a convenience sample of six students. The study design is a case report using a phenomenological perspective. Data were collected from students' narrative writing and semi-structured interviews. The steps of the active engagement model provided the structural framework for student responses. The analysis process included open coding, selective coding, and member checking. Results showed the emergence of two main themes: 1) gathering rich detail and 2) developing independent moral identity. Students' descriptions of their relationships were detailed and included explanations about the complexities of the sociocultural context. Independent and deliberate agency was evident by the students' preparedness to be collaborative, to raise ethical questions, to identify ethically important aspects of their practice and to describe their professional roles. The students noted that the use of the model increased their engagement in the ethical decision-making process and their recognition of ethical questions. This case report illustrates attributes of the active engagement model which have implications for teaching ethical reflection: scaffolding for ethical reflection, use of narrative for reflection, reflection in action, and illumination of relevant themes. Each of these attributes leads to the development of meaningful ethical reflection. The attributes of this model shown by this case report have potential applications to teaching ethical reflection.

  5. Teaching health science students foundation motivational interviewing skills: use of motivational interviewing treatment integrity and self-reflection to approach transformative learning.

    Science.gov (United States)

    M, Schoo A; S, Lawn; E, Rudnik; C, Litt J

    2015-12-21

    Many undergraduate and graduate-entry health science curricula have incorporated training in motivational interviewing (MI). However, to effectively teach skills that will remain with students after they graduate is challenging. The aims of this study were to find out self-assessed MI skills of health students and whether reflecting on the results can promote transformative learning. Thirty-six Australian occupational therapy and physiotherapy students were taught the principles of MI, asked to conduct a motivational interview, transcribe it, self-rate it using the Motivational Interviewing Treatment Integrity (MITI) tool and reflect on the experience. Student MI skills were measured using the reported MITI subscores. Student assignments and a focus group discussion were analysed to explore the student experience using the MITI tool and self-reflection to improve their understanding of MI principles. Students found MI challenging, although identified the MITI tool as useful for promoting self-reflection and to isolate MI skills. Students self-assessed their MI skills as competent and higher than scores expected from beginners. The results inform educational programs on how MI skills can be developed for health professional students and can result in transformative learning. Students may over-state their MI skills and strategies to reduce this, including peer review, are discussed. Structured self-reflection, using tools such as the MITI can promote awareness of MI skills and compliment didactic teaching methods.

  6. After Fukushima? On the educational and learning theoretical reflection of nuclear disasters. International perspectives; Nach Fukushima? Zur erziehungs- und bildungstheoretischen Reflexion atomarer Katastrophen. Internationale Perspektiven

    Energy Technology Data Exchange (ETDEWEB)

    Wigger, Lothar; Buenger, Carsten (eds.) [Technische Univ. Dortmund (Germany). Bereich Allgemeine Erziehungswissenschaft; Platzer, Barbara [Technische Univ. Dortmund (Germany)

    2017-08-01

    The book on the educational and learning theoretical reflection of nuclear disasters as a consequence of Fukushima includes contributions on the following issues: pedagogical approach: children write on Fukushima, description of the reality as pedagogical challenge; lessons learned on the nuclear technology - perspectives and limits of pedagogical evaluation: moral education - Japanese teaching materials, educational challenges at the universities with respect to nuclear technology and technology impact assessment; education and technology - questions concerning the pedagogical responsibility: considerations on the responsibility of scientists, on the discrepancy between technology and education, disempowerment of the public by structural corruption - nuclear disaster and post-democratic tendencies in Japan.

  7. Note-Taking during Discussion: Using a Weekly Reflection Assignment to Motivate Students to Learn from Their Peers

    Science.gov (United States)

    Gravett, Emily O.

    2018-01-01

    The benefits of in-class discussion, a form of active learning, are well-documented; in particular, discussions allow students the opportunity to learn from their peers. Yet students often treat discussions as 'down' or 'free' time. If students are not taking notes during discussion and reviewing those notes later on, they may not be learning much…

  8. Reflections on the Ready to Learn Initiative 2010 to 2015: How a Federal Program in Partnership with Public Media Supported Young Children's Equitable Learning during a Time of Great Change

    Science.gov (United States)

    Pasnik, Shelley; Llorente, Carlin; Hupert, Naomi; Moorthy, Savitha

    2016-01-01

    "Reflections on the Ready to Learn Initiative, 2010 to 2015," draws upon interviews with 26 prominent children's media researchers, producers, and thought leaders and a review of scholarly articles and reports to provide a big picture view of the status and future directions of children's media. In this illuminating report, EDC and SRI…

  9. 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

  10. Learning psychology as a challenging process towards development as well as "studies as usual": a thematic analysis of medical students' reflective writing.

    Science.gov (United States)

    Semb, Olof; Kaiser, Niclas; Andersson, Sven-Olof; Sundbom, Elisabet

    2014-01-01

    Reflective writing in medical training has been shown to be most effective when combined with some form of personal meeting or dialog. During a course in medical psychology for medical students, reflective texts were followed up by an individual personal talk with a teacher from the course. Thematic analysis of the texts revealed four separate sub-themes: 1) the course has enabled me and the class to develop, which is good albeit arduous; 2) understanding myself is a resource in understanding people as well as knowing psychology; 3) the course provided me with new, purely intellectual skills as well as eye-openers; and 4) the receiving teacher is an integral part of my reflective writing. The main theme, capturing the students' writing process, concluded that students perceive the course as "Learning psychology as a challenging process towards development" as well as "studies as usual". Ethical, psychological, and pedagogical aspects are discussed in the paper.

  11. Learning psychology as a challenging process towards development as well as “studies as usual”: a thematic analysis of medical students’ reflective writing

    Science.gov (United States)

    Semb, Olof; Kaiser, Niclas; Andersson, Sven-Olof; Sundbom, Elisabet

    2014-01-01

    Reflective writing in medical training has been shown to be most effective when combined with some form of personal meeting or dialog. During a course in medical psychology for medical students, reflective texts were followed up by an individual personal talk with a teacher from the course. Thematic analysis of the texts revealed four separate sub-themes: 1) the course has enabled me and the class to develop, which is good albeit arduous; 2) understanding myself is a resource in understanding people as well as knowing psychology; 3) the course provided me with new, purely intellectual skills as well as eye-openers; and 4) the receiving teacher is an integral part of my reflective writing. The main theme, capturing the students’ writing process, concluded that students perceive the course as “Learning psychology as a challenging process towards development” as well as “studies as usual”. Ethical, psychological, and pedagogical aspects are discussed in the paper. PMID:25540601

  12. Becoming a Reflective Mathematics Teacher: A Guide for Observations and Self-Assessment. Studies in Mathematical Thinking and Learning Series.

    Science.gov (United States)

    Artzt, Alice F.; Armour-Thomas, Eleanor

    This activity-oriented book for preservice mathematics teachers who are taking methods courses or who have been student teaching offers a framework for teacher reflection and self- assessment. It supplies detailed observation instruments for observing other teachers, reflective activities, and guidelines and instruments for supervisors. There are…

  13. The Learning Process of Supervisees Who Engage in the Reflecting Team Model within Group Supervision: A Grounded Theory Inquiry

    Science.gov (United States)

    Pender, Rebecca Lynn

    2012-01-01

    In recent years, counselor educators have begun to incorporate the use of the reflecting team process with the training of counselors. Specifically, the reflecting team has been used in didactic courses (Cox, 2003; Landis & Young, 1994; Harrawood, Wilde & Parmanand, 2011) and in supervision (Cox, 1997; Prest, Darden, & Keller, 1990;…

  14. The Effect of Layered Curriculum on Reflective Thinking and on Self-Directed Learning Readiness of Prospective Teachers

    Science.gov (United States)

    Gencel, Ilke Evin; Saracaloglu, A. Seda

    2018-01-01

    Teachers are important role models for pupils. They should be reflective practitioners and self-directed learners. Teacher training process should promote being a reflective thinker and a self-directed learner. Curriculum should be designed in accordance with constructivism. The aim of this research is to investigate effects of layered curriculum…

  15. An Investigation of Taiwanese Piano Teachers' Reflection on Teaching Challenges and Pupils' Learning Difficulties

    Science.gov (United States)

    Yeh, Yi-Lien

    2018-01-01

    The importance of music teachers reflecting on their teaching practise has been discussed for a long time [(Gaunt 2008. "One-to-one Tuition in a Conservatoire: The Perceptions of Instrumental and Vocal Teachers." "Psychology of Music" 36 (2): 215-245; Schön 1987. "Educating the Reflective Practitioner." San…

  16. How are learning strategies reflected in the eyes? Combining results from self-reports and eye-tracking.

    Science.gov (United States)

    Catrysse, Leen; Gijbels, David; Donche, Vincent; De Maeyer, Sven; Lesterhuis, Marije; Van den Bossche, Piet

    2018-03-01

    Up until now, empirical studies in the Student Approaches to Learning field have mainly been focused on the use of self-report instruments, such as interviews and questionnaires, to uncover differences in students' general preferences towards learning strategies, but have focused less on the use of task-specific and online measures. This study aimed at extending current research on students' learning strategies by combining general and task-specific measurements of students' learning strategies using both offline and online measures. We want to clarify how students process learning contents and to what extent this is related to their self-report of learning strategies. Twenty students with different generic learning profiles (according to self-report questionnaires) read an expository text, while their eye movements were registered to answer questions on the content afterwards. Eye-tracking data were analysed with generalized linear mixed-effects models. The results indicate that students with an all-high profile, combining both deep and surface learning strategies, spend more time on rereading the text than students with an all-low profile, scoring low on both learning strategies. This study showed that we can use eye-tracking to distinguish very strategic students, characterized using cognitive processing and regulation strategies, from low strategic students, characterized by a lack of cognitive and regulation strategies. These students processed the expository text according to how they self-reported. © 2017 The British Psychological Society.

  17. Some Issues for Cooperative Learning and Intercultural Education: Reflections on Aspects of the Recent Work of Jagdish Gundara

    Science.gov (United States)

    Bash, Leslie

    2014-01-01

    This paper connects the two fields of cooperative learning and intercultural education, focusing on the argument that cooperative learning strategies need to be equipped with intercultural understandings. There is a consideration of assumptions that effective cooperative pedagogical strategies require an engagement with challenging issues related…

  18. How Are Learning Strategies Reflected in the Eyes? Combining Results from Self-Reports and Eye-Tracking

    Science.gov (United States)

    Catrysse, Leen; Gijbels, David; Donche, Vincent; De Maeyer, Sven; Lesterhuis, Marije; Van den Bossche, Piet

    2018-01-01

    Background: Up until now, empirical studies in the Student Approaches to Learning field have mainly been focused on the use of self-report instruments, such as interviews and questionnaires, to uncover differences in students' general preferences towards learning strategies, but have focused less on the use of task-specific and online measures.…

  19. The MOOC and Learning Analytics Innovation Cycle (MOLAC): A Reflective Summary of Ongoing Research and Its Challenges

    Science.gov (United States)

    Drachsler, H.; Kalz, M.

    2016-01-01

    The article deals with the interplay between learning analytics and massive open online courses (MOOCs) and provides a conceptual framework to situate ongoing research in the MOOC and learning analytics innovation cycle (MOLAC framework). The MOLAC framework is organized on three levels: On the micro-level, the data collection and analytics…

  20. Reflective Practice: Origins and Interpretations

    Science.gov (United States)

    Reynolds, Michael

    2011-01-01

    The idea of reflection is central to the theory and practice of learning--especially learning which is grounded in past or current experience. This paper proposes a working definition of reflection and reviews its origins and recent developments. The author also provides an account of "critical reflection", including its rationale and…

  1. Lateralized implicit sequence learning in uni- and bi-manual conditions.

    Science.gov (United States)

    Schmitz, Rémy; Pasquali, Antoine; Cleeremans, Axel; Peigneux, Philippe

    2013-02-01

    It has been proposed that the right hemisphere (RH) is better suited to acquire novel material whereas the left hemisphere (LH) is more able to process well-routinized information. Here, we ask whether this potential dissociation also manifests itself in an implicit learning task. Using a lateralized version of the serial reaction time task (SRT), we tested whether participants trained in a divided visual field condition primarily stimulating the RH would learn the implicit regularities embedded in sequential material faster than participants in a condition favoring LH processing. In the first study, half of participants were presented sequences in the left (vs. right) visual field, and had to respond using their ipsilateral hand (unimanual condition), hence making visuo-motor processing possible within the same hemisphere. Results showed successful implicit sequence learning, as indicated by increased reaction time for a transfer sequence in both hemispheric conditions and lack of conscious knowledge in a generation task. There was, however, no evidence of interhemispheric differences. In the second study, we hypothesized that a bimanual response version of the lateralized SRT, which requires interhemispheric communication and increases computational and cognitive processing loads, would favor RH-dependent visuospatial/attentional processes. In this bimanual condition, our results revealed a much higher transfer effect in the RH than in the LH condition, suggesting higher RH sensitivity to the processing of novel sequential material. This LH/RH difference was interpreted within the framework of the Novelty-Routinization model [Goldberg, E., & Costa, L. D. (1981). Hemisphere differences in the acquisition and use of descriptive systems. Brain and Language, 14(1), 144-173] and interhemispheric interactions in attentional processing [Banich, M. T. (1998). The missing link: the role of interhemispheric interaction in attentional processing. Brain and Cognition, 36

  2. Strategic Resource Use for Learning: A Self-Administered Intervention That Guides Self-Reflection on Effective Resource Use Enhances Academic Performance.

    Science.gov (United States)

    Chen, Patricia; Chavez, Omar; Ong, Desmond C; Gunderson, Brenda

    2017-06-01

    Many educational policies provide learners with more resources (e.g., new learning activities, study materials, or technologies), but less often do they address whether students are using these resources effectively. We hypothesized that making students more self-reflective about how they should approach their learning with the resources available to them would improve their class performance. We designed a novel Strategic Resource Use intervention that students could self-administer online and tested its effects in two cohorts of a college-level introductory statistics class. Before each exam, students randomly assigned to the treatment condition strategized about which academic resources they would use for studying, why each resource would be useful, and how they would use their resources. Students randomly assigned to the treatment condition reported being more self-reflective about their learning throughout the class, used their resources more effectively, and outperformed students in the control condition by an average of one third of a letter grade in the class.

  3. Interactive Whiteboards and Computer Games at Highschool Level: Digital Resources for Enhancing Reflection in Teaching and Learning

    DEFF Research Database (Denmark)

    Sorensen, Elsebeth Korsgaard; Poulsen, Mathias; Houmann, Rita

    The general potential of computer games for teaching and learning is becoming widely recognized. In particular, within the application contexts of primary and lower secondary education, the relevance and value and computer games seem more accepted, and the possibility and willingness to incorporate...... computer games as a possible resource at the level of other educational resources seem more frequent. For some reason, however, to apply computer games in processes of teaching and learning at the high school level, seems an almost non-existent event. This paper reports on study of incorporating...... the learning game “Global Conflicts: Latin America” as a resource into the teaching and learning of a course involving the two subjects “English language learning” and “Social studies” at the final year in a Danish high school. The study adapts an explorative research design approach and investigates...

  4. Learning psychology as a challenging process towards development as well as “studies as usual”: a thematic analysis of medical students’ reflective writing

    Directory of Open Access Journals (Sweden)

    Semb O

    2014-12-01

    Full Text Available Olof Semb,1 Niclas Kaiser,2 Sven-Olof Andersson,1 Elisabet Sundbom3 1Department of Clinical Sciences, Division for Professional Development, Umeå University, Umeå, Sweden; 2Department of Psychology, Umeå University, Umeå, Sweden; 3Department of Clinical Sciences, Division for Psychiatry and Medical Psychology, Umeå University, Umeå, Sweden Abstract: Reflective writing in medical training has been shown to be most effective when combined with some form of personal meeting or dialog. During a course in medical psychology for medical students, reflective texts were followed up by an individual personal talk with a teacher from the course. Thematic analysis of the texts revealed four separate sub-themes: 1 the course has enabled me and the class to develop, which is good albeit arduous; 2 understanding myself is a resource in understanding people as well as knowing psychology; 3 the course provided me with new, purely intellectual skills as well as eye-openers; and 4 the receiving teacher is an integral part of my reflective writing. The main theme, capturing the students’ writing process, concluded that students perceive the course as “Learning psychology as a challenging process towards development” as well as “studies as usual”. Ethical, psychological, and pedagogical aspects are discussed in the paper. Keywords: reflective writing, self-knowledge, individual personal talks, thematic analysis, medical education

  5. Reflective Practices for Teacher Education

    Directory of Open Access Journals (Sweden)

    Paulus Kuswandono

    2017-01-01

    Full Text Available Studies on reflective practice in teacher education are increasingly getting more attention at least in the last 2 decades. This article discusses concepts of reflection and how it is implemented in educating pre-service teachers on their early stage of professional learning. The purposes of doing the reflection for pre-service teachers are not only for illuminating their professional learning experiences, but also to critically reflect their vocation as teachers, including the values which may be dictated to them through rigid regulations. Reflection in teacher education is crucial as it connects well with learning in that learners use reflection to exercise their mind and to evaluate their learning experiences. Besides, this article also highlights some perceived difficulties to implement reflective practice, as well as ways how to promote reflection.   DOI: https://doi.org/10.24071/llt.2012.150102

  6. Reflection Revisited: The Class Collage

    Science.gov (United States)

    Sommers, Jeff

    2011-01-01

    Through the regular use of what Donald Schon has termed reflection-in-action and reflection-on-action, students can learn to improve their "reflection-in-presentation," in Kathleen Blake Yancey's term. Students are often asked to do this type of reflection-in-presentation as a capstone to first-year or basic writing courses. However, a number of…

  7. An exploratory study of the potential learning benefits for medical students in collaborative drawing: creativity, reflection and ‘critical looking’

    Science.gov (United States)

    2013-01-01

    Background Building on a series of higher educational arts/medicine initiatives, an interdisciplinary drawing module themed on the human body was developed for both year 3 Craft students and year 3 Medicine degree students. This became the subject of a research project exploring how the collaborative approach to drawing adopted on this module impacted on the students’ learning. In this article, emphasis is given to issues thought to have most potential relevance to medical education. Methods Using an ethnographic research design, the methods adopted were: direct observation of all aspects of the module sessions, audio and video recordings and photographs of the sessions, the incorporation of a semi-structured discussion at the end of each session, and anonymous student questionnaires. Results A number of key themes emerged. The complex, phased and multi-sensory nature of the ‘critical looking’ skills developed through the drawing exercises was seen as of potential value in medical education, being proposed as analogous to processes involved in clinical examination and diagnosis. The experience of interdisciplinary collaborative drawing was significant to the students as a creative, participatory and responsive form of learning. The emphasis on the physical experience of drawing and the thematic use of the human body as drawing subject led to reflective discussions about bodily knowledge and understanding. There were indications that students had a meta-cognitive awareness of the learning shifts that had occurred and the sessions provoked constructive self-reflective explorations of pre-professional identity. Conclusions This preliminary study suggests, through the themes identified, that there may be potential learning outcomes for medical students in this model of interdisciplinary collaborative drawing of the human body. Further research is needed to explore their applicability and value to medical education. There is a need to explore in more depth the

  8. The use of reflective journaling as a learning strategy during the clinical rotations of students from the faculty of health sciences: An action-research study.

    Science.gov (United States)

    Ruiz-López, Montserrat; Rodriguez-García, Marta; Villanueva, Purificación-González; Márquez-Cava, Montserrat; García-Mateos, Mónica; Ruiz-Ruiz, Beatriz; Herrera-Sánchez, Esteban

    2015-10-01

    Reflective practice contributes significantly to the assimilation of knowledge in undergraduate health students. Reflective journals constitute a learning strategy that promotes student reflection during clinical practice. The overall aim of the study was to explore teachers' perceptions and experiences regarding the use of reflective clinical journals as a learning tool for students in order to improve the implementation of clinical journal writing in all the Health Science degrees offered by our University. A qualitative research study was performed using the Action-Research method. Students studying various degrees at our Health Faculty were considered for this study (Nursing Physiotherapy, and Physiotherapy and Physical Activity and Sport Science). Data were collected using triangulation of document analysis (102 student journals and 12 teacher journals, together with the teachers' responses to the student's journals) and transcripts from 2 discussion groups (1 student discussion group and 1 teacher discussion group). Data analysis was performed based on the constant comparative method using ATLAS.ti version 6.2 software. Four qualitative themes emerged from the data: the journal as a teaching strategy; building a relationship of trust between the tutor and the student; the role of the teacher and the world of emotions. Several recommendations for supporting clinical journal writing were identified: an informative meeting should be arranged with students; written guidelines should be provided; a personal interview with the student is recommended at the start of the activity; feedback should be offered over short time periods; teachers should provide constructive feedback; and students should adopt a free writing approach, or be guided by very open questions. Finally, it is important that students be familiarized with the assessment criteria. Copyright © 2015 Elsevier Ltd. All rights reserved.

  9. Hyperspectral Vehicle BRDF Learning: An Exploration of Vehicle Reflectance Variation and Optimal Measures of Spectral Similarity for Vehicle Reacquisition and Tracking Algorithms

    Science.gov (United States)

    Svejkosky, Joseph

    The spectral signatures of vehicles in hyperspectral imagery exhibit temporal variations due to the preponderance of surfaces with material properties that display non-Lambertian bi-directional reflectance distribution functions (BRDFs). These temporal variations are caused by changing illumination conditions, changing sun-target-sensor geometry, changing road surface properties, and changing vehicle orientations. To quantify these variations and determine their relative importance in a sub-pixel vehicle reacquisition and tracking scenario, a hyperspectral vehicle BRDF sampling experiment was conducted in which four vehicles were rotated at different orientations and imaged over a six-hour period. The hyperspectral imagery was calibrated using novel in-scene methods and converted to reflectance imagery. The resulting BRDF sampled time-series imagery showed a strong vehicle level BRDF dependence on vehicle shape in off-nadir imaging scenarios and a strong dependence on vehicle color in simulated nadir imaging scenarios. The imagery also exhibited spectral features characteristic of sampling the BRDF of non-Lambertian targets, which were subsequently verified with simulations. In addition, the imagery demonstrated that the illumination contribution from vehicle adjacent horizontal surfaces significantly altered the shape and magnitude of the vehicle reflectance spectrum. The results of the BRDF sampling experiment illustrate the need for a target vehicle BRDF model and detection scheme that incorporates non-Lambertian BRDFs. A new detection algorithm called Eigenvector Loading Regression (ELR) is proposed that learns a hyperspectral vehicle BRDF from a series of BRDF measurements using regression in a lower dimensional space and then applies the learned BRDF to make test spectrum predictions. In cases of non-Lambertian vehicle BRDF, this detection methodology performs favorably when compared to subspace detections algorithms and graph-based detection algorithms that

  10. LEARNING LANGUAGES? WHY BOTHER, WHEN THERE’S GOOGLE TRANSLATE? REFLECTIONS ON THE FUTURE FROM THE INSPECTOR’S POINT OF VIEW

    Directory of Open Access Journals (Sweden)

    María Nieves Lorenzo Galés

    2014-12-01

    Full Text Available Foreign language learning in academic environments is now tied to methodological approaches that are  interdisciplinary (CLIL, PBL, integrated (ILT-Integrated Learning Technologies, connectivist (ICT and CLT and pre-profesionalized (Blended, Apprenticeship, in an attempt to contextualize  language teaching and to facilitate the development of linguistic and communicative skills, beyond the world of Google Translate. New methodological tools are emerging in the classroom: Flipped Classrooms, Inquisitive Minds, Design Thinking, Problem Solving... What does the inspectorate of education need to know to ensure quality intervention in the classroom, the school and the territory? This communication reflects on context, and we propose specific lines of action  to enhance the role of the Inspectorate in this area.

  11. Does seen examination promote “deep” or “surface” learning? Pedagogical reflections on using seen examinations for student learning feedback

    DEFF Research Database (Denmark)

    Kofi Wireko, Joseph

    2015-01-01

    As part of a four year module at the Ghana Technology University College, mid semester examination was delivered by seen examination assessment method. The study explored Level 300 students’ experiences of “seen “examination” and the value it may add to their learning experience. It offered a novel...... and new innovation way in assessing students learning approach away from the traditional sit-in time constraint test, which may be used to complement the student assessment mechanism at the university. The themes generated during analysis were: preparing for exams, fear of exams, focus, and relevance...... tool that enhanced their knowledge and skills, encouraged deeper learning, reduced anxiety, generated and motivated high impact engagement of academic activities in the area of learning especially during preparations towards sit-in time constrained examinations...

  12. Reflecting on the essence of our problem-based learning discussions: the importance of faculty development and our continuous quest for applications of problem-based learning.

    Science.gov (United States)

    Chan, Engle Angela

    2009-05-01

    While problem-based learning (PBL) is a teaching strategy to promote critical thinking, creativity and self-directedness in learning is very important. It is the meaning of the learning, with a contextual understanding, that marks the significance of this approach in our healthcare education. At the 2008 Kaohsiung Medical University International Conference and Workshop on PBL, the scholarly discourse on sharing empirical findings and practical experience with various aspects of PBL brought forth the importance of the teachers' continued learning about the meaning, the dynamics of the process, and the pragmatic details of PBL. This quest for a continuous learning and understanding about PBL parallels our search to extend the classroom PBL into students' clinical experience. The development of clinical teachers in the understanding of PBL was explored as part of their experiential learning in clinical teaching after their PBL workshops. While the clinical teachers who participated in the project appreciated the merits of clinical PBL, the complex balance between patient service and student teaching--in an unpredictable clinical setting--has led to the use of a simulated clinical environment with simulated patients. We also piloted PBL for interprofessional education of undergraduate students of nursing and social work. The ways we can adopt PBL in various settings with different intents will help prepare our healthcare graduates in meeting the challenges of our ever more complex healthcare systems, and the demands of holistic patient care.

  13. Reflecting on the Essence of our Problem-Based Learning Discussions: The Importance of Faculty Development and our Continuous Quest for Applications of Problem-Based Learning

    Directory of Open Access Journals (Sweden)

    Engle Angela Chan

    2009-05-01

    Full Text Available While problem-based learning (PBL is a teaching strategy to promote critical thinking, creativity and self-directedness in learning is very important. It is the meaning of the learning, with a contextual understanding, that marks the significance of this approach in our healthcare education. At the 2008 Kaohsiung Medical University International Conference and Workshop on PBL, the scholarly discourse on sharing empirical findings and practical experience with various aspects of PBL brought forth the importance of the teachers' continued learning about the meaning, the dynamics of the process, and the pragmatic details of PBL. This quest for a continuous learning and understanding about PBL parallels our search to extend the classroom PBL into students' clinical experience. The development of clinical teachers in the understanding of PBL was explored as part of their experiential learning in clinical teaching after their PBL workshops. While the clinical teachers who participated in the project appreciated the merits of clinical PBL, the complex balance between patient service and student teaching—in an unpredictable clinical setting—has led to the use of a simulated clinical environment with simulated patients. We also piloted PBL for interprofessional education of undergraduate students of nursing and social work. The ways we can adopt PBL in various settings with different intents will help prepare our healthcare graduates in meeting the challenges of our ever more complex healthcare systems, and the demands of holistic patient care.

  14. Dissociations among judgments do not reflect cognitive priority: an associative explanation of memory for frequency information in contingency learning.

    Science.gov (United States)

    Vadillo, Miguel A; Luque, David

    2013-03-01

    Previous research on causal learning has usually made strong claims about the relative complexity and temporal priority of some processes over others based on evidence about dissociations between several types of judgments. In particular, it has been argued that the dissociation between causal judgments and trial-type frequency information is incompatible with the general cognitive architecture proposed by associative models. In contrast with this view, we conduct an associative analysis of this process showing that this need not be the case. We conclude that any attempt to gain a better insight on the cognitive architecture involved in contingency learning cannot rely solely on data about these dissociations.

  15. Finding Yourself in Poetry: A Reflection on How to Encourage Student Ownership through Risk Taking and Shared Learning

    Science.gov (United States)

    Wintle, Philippa

    2011-01-01

    The extent to which our students, and indeed we, are manipulated by popular culture and a normative perception of an ideal way to be is an issue of increasing import. The changes we make to our teaching to engage students in this issue must be conducive to meaningful learning and subsequent academic achievement. The changes we make are based on…

  16. An Examination of Multiple Intelligence Domains and Learning Styles of Pre-Service Mathematics Teachers: Their Reflections on Mathematics Education

    Science.gov (United States)

    Ozgen, Kemal; Tataroglu, Berna; Alkan, Huseyin

    2011-01-01

    The present study aims to identify pre-service mathematics teachers' multiple intelligence domains and learning style profiles, and to establish relationships between them. Employing the survey model, the study was conducted with the participation of 243 pre-service mathematics teachers. The study used the "multiple intelligence domains…

  17. Developing "Reflective" Development Practitioners through an Action-Learning Curriculum: Problems and Challenges in a South African Context.

    Science.gov (United States)

    Luckett, S.; Luckett, K.

    1999-01-01

    A South African university's community development program attempted to integrate Checkland's soft-systems method into Kolb's learning-cycle theory. Evaluation revealed shortcomings in the curriculum design, including the assumption of learner autonomy, necessity of assessing students individually, and difficulty of allowing learners to construct…

  18. Rebel with a Cause: A Pioneer in the Field Reflects on the Evolution of Professional Learning Communities

    Science.gov (United States)

    Murphy, Carlene U.

    2012-01-01

    A revolution took place in staff development in the late 1980s and into the 1990s. It was not reported on the evening news. Very few knew it was happening. The author was a rebel, along with others she had not yet met, in the rebellion that resulted in learning communities, the dominant form of professional development today. In 1978, the…

  19. "Refreshed…reinforced…reflective": A qualitative exploration of interprofessional education facilitators' own interprofessional learning and collaborative practice.

    Science.gov (United States)

    Evans, Sherryn; Shaw, Nicole; Ward, Catherine; Hayley, Alexa

    2016-11-01

    While there is extensive research examining the outcomes of interprofessional education (IPE) for students, minimal research has investigated how facilitating student learning influences the facilitators themselves. This exploratory case study aimed to explore whether and how facilitating IPE influences facilitators' own collaborative practice attitudes, knowledge, and workplace behaviours. Sixteen facilitators of an online pre-licensure IPE unit for an Australian university participated in semi-structured telephone interviews. Inductive thematic analysis revealed three emergent themes and associated subthemes characterising participants' reflexivity as IPE facilitators: interprofessional learning; professional behaviour change; and collaborative practice expertise. Participants experienced interprofessional learning in their role as facilitators, improving their understanding of other professionals' roles, theoretical and empirical knowledge underlying collaborative practice, and the use and value of online communication. Participants also reported having changed several professional behaviours, including improved interprofessional collaboration with colleagues, a change in care plan focus, a less didactic approach to supervising students and staff, and greater enthusiasm impressing the value of collaborative practice on placement students. Participants reported having acquired their prior interprofessional collaboration expertise via professional experience rather than formal learning opportunities and believed access to formal IPE as learners would aid their continuing professional development. Overall, the outcomes of the IPE experience extended past the intended audience of the student learners and positively impacted on the facilitators as well.

  20. Reflecting on 25 Years of Teaching, Researching, and Textbook Writing for Introduction to Management: An Essay with Some Lessons Learned

    Science.gov (United States)

    Dyck, Bruno

    2017-01-01

    This essay describes innovations made and lessons learned while teaching introduction to management courses during a 25-year career. The essay describes how teaching two approaches to management increases students' critical and ethical thinking, and reverses the tendency for business students to become increasingly materialistic and…

  1. State of the Art of Language Learning Design Using Mobile Technology: Sample Apps and Some Critical Reflection

    Science.gov (United States)

    Bárcena, Elena; Read, Timothy; Underwood, Joshua; Obari, Hiroyuki; Cojocnean, Diana; Koyama, Toshiko; Pareja-Lora, Antonio; Calle, Cristina; Pomposo, Lourdes; Talaván, Noa; Ávila-Cabrera, José; Ibañez, Ana; Vermeulen, Anna; Jordano, María; Arús-Hita, Jorge; Rodríguez, Pilar; Castrillo, María Dolores; Kétyi, Andras; Selwood, Jaime; Gaved, Mark; Kukulska-Hulme, Agnes

    2015-01-01

    In this paper, experiences from different research groups illustrate the state-of-the-art of Mobile Assisted Language Learning (henceforth, MALL) in formal and non-formal education. These research samples represent recent and on-going progress made in the field of MALL at an international level and offer encouragement for practitioners who are…

  2. Teachers' Experience and Reflections on Game-Based Learning in the Primary Classroom: Views from England and Italy

    Science.gov (United States)

    Allsop, Yasemin; Jessel, John

    2015-01-01

    This study aims to provide a comparative account of teachers' experience and views of their role when using digital games in primary classrooms in England and Italy. Interviews and a survey administered online and in hardcopy were used to find out teachers' perceptions of game-based learning and how these impact upon their role as a teacher. This…

  3. Ethics of Research into Learning and Teaching with Web 2.0: Reflections on Eight Case Studies

    Science.gov (United States)

    Chang, Rosemary L.; Gray, Kathleen

    2013-01-01

    The unique features and educational affordances of Web 2.0 technologies pose new challenges for conducting learning and teaching research in ways that adequately address ethical issues of informed consent, beneficence, respect, justice, research merit and integrity. This paper reviews these conceptual bases of human research ethics and gives…

  4. Using educational data from teaching and learning to inform teachers' reflective educational design in inquiry-based STEM education

    NARCIS (Netherlands)

    Sergis, Stylianos; Sampson, Demetrios G.; Rodríguez-Triana, María Jesús; Gillet, Denis; Pelliccione, Lina; de Jong, Ton

    2017-01-01

    Science, Technology, Engineering and Mathematics (STEM) education is recognized as a top school education priority worldwide and Inquiry-based teaching and learning is identified as a promising approach. To effectively engage students in Inquiry tasks, appropriate guidance should be provided,

  5. Using the IGCRA (Individual, Group, Classroom Reflective Action) Technique to Enhance Teaching and Learning in Large Accountancy Classes

    Science.gov (United States)

    Poyatos Matas, Cristina; Ng, Chew; Muurlink, Olav

    2011-01-01

    First year accounting has generally been perceived as one of the more challenging first year business courses for university students. Various Classroom Assessment Techniques (CATs) have been proposed to attempt to enrich and enhance student learning, with these studies generally positioning students as learners alone. This paper uses an…

  6. Sharing Place, Learning Together: Perspectives and Reflections on an Educational Partnership Formation with a Remote Indigenous Community School

    Science.gov (United States)

    Godinho, Sally Caroline; Woolley, Marilyn; Webb, Jessie; Winkel, Kenneth Daniel

    2015-01-01

    Sustainable partnership formation in a remote Indigenous community involves social, cultural and political considerations. This article reports on the project, "Sharing Place, Learning Together: Supporting Sustainable Educational Partnerships to Advance Social Equity," funded by the Melbourne Social Equity Institute (MSEI) at the…

  7. Trying to Educate Employees to Participate in an Ongoing Change Process, Using an "Experimentarium" as the Scene for Reflective Learning

    DEFF Research Database (Denmark)

    Jensen, Lars Peter; Kofoed, L.B.

    2000-01-01

    The initiating question guiding this paper is how employee participation can be established during an organisational change process in order to improve the employees' involvement in the change process. A case study in which an "experimentarium" (learning lab) was conducted in a medium size Danish...

  8. Experiencing community psychology through community-based learning class projects: reflections from an American University in the Middle East.

    Science.gov (United States)

    Amer, Mona M; Mohamed, Salma N; Ganzon, Vincent

    2013-01-01

    Many introductory community psychology courses do not incorporate community-based learning (CBL), and when they do, it is most often in the form of individualized volunteer hours. We present an alternative model for CBL in which the entire class collaborates on an experiential project that promotes community action. We believe that such an approach better embodies the values and methods of the discipline and has a more powerful impact on the students and stakeholders. It may be especially effective in developing countries that do not have an established network of service infrastructures; in such nations the onus is on the teachers and learners of community psychology to contribute to transformative change. In this article practical guidelines are provided by the instructor regarding how to structure and implement this CBL model. Additionally, two students describe how the CBL experience solidified their learning of course concepts and significantly impacted them personally.

  9. Reflection on key competencies for lifelong learning: A structural analysis of teachers' study programmes in the Republic of Croatia

    Directory of Open Access Journals (Sweden)

    Matilda Karamatić Brčić

    2014-08-01

    Full Text Available Educating teachers on the initial level of the teachers' studies programmes' compulsory and elective courses allows these educators to acquire the competencies they need to transmit and teach the same information to children. In the realm of contemporary educational practices, acquiring competency in teaching work is part of a process of lifelong learning. This paper will analyse the structure of Croatian teachers' studies programmes, focusing on the name of the course and the teaching workload of the same, with an emphasis on the concept of key competencies for lifelong learning according to the European Framework of Reference. In this paper, compulsory and elective courses were classified according to the following competencies for lifelong learning: communication in the mother tongue, communication in foreign languages, mathematical competencies, basic competencies in science and technology, and digital competency. The results reveal that there are no statistically significant differences among Croatian teachers' studies programmes in terms of teaching workload, taking into account how competent the teacher is considered to be; there are statistically significant differences among the Croatian teachers' studies programmes in the possible teaching workload for elective courses because of teacher's perceived competency level. Despite the fact that all of the teachers' studies programmes bestow the same title upon graduates, the analysis of access to teacher studies in the  Republic of Croatia shows that the screening criteria are different in study programmes at different universities.

  10. Dificuldades de aprendizagem: reflexões a partir da teoria histórico-cultural / Learning difficulties: reflections based on culturalhistorical theory

    Directory of Open Access Journals (Sweden)

    Fabiane Adela Tonetto Costas

    2010-01-01

    Full Text Available Ao estudar as dificuldades de aprendizagem não se pode esquecer que o aluno é um sujeito sociocultural com uma história e valores específicos aos quais se deve estar atento e que a escola também é atravessada por uma história e uma cultura específica. A reflexão proposta parte da Teoria Histórico-Cultural, tendo em Vygotsky a principal referência, além de outros autores como Luria, Leontiev e Duarte. Ressaltamos que nossa análise das dificuldades de aprendizagem pressupõe a presença de fatores sociais e culturais, enfocando as dificuldades que são produzidas no processo de escolarização e não os problemas/dificuldades de aprendizagem em si. Ao final, não chegamos a uma conclusão, restam-nos questões que mantêm a reflexão aberta.Abstract When studying learning difficulties one must not forget that the pupil is a sociocultural subject with a history and specific values to which one must be attentive to and that school is also per passed by a history and a specific culture. The reflection proposed here is based on Cultural-Historical Theory, which has in Vygotsky its main reference, besides other authors such as Luria, Leontiev and Duarte. We highlight that our analysis of learning difficulties assume in advance the presence of social and cultural factors, focusing on the difficulties which are produced in the educational process, and not on learning problems/difficulties themselves. Finally, we could not reach a conclusion, but we left many questions to be answered that keep the reflection open.

  11. Enhanced Student Learning in Accounting Utilising Web-Based Technology, Peer-Review Feedback and Reflective Practices: A Learning Community Approach to Assessment

    Science.gov (United States)

    Taylor, Sue; Ryan, Mary; Pearce, Jon

    2015-01-01

    Higher education is becoming a major driver of economic competitiveness in an increasingly knowledge-driven global economy. Maintaining the competitive edge has seen an increase in public accountability of higher education institutions through the mechanism of ranking universities based on the quality of their teaching and learning outcomes. As a…

  12. Mathematical Creative Thinking Ability of the Seventh Grade Students in Terms of Learning Styles to the Preview-Question-Read-Reflect-Recite-Review (PQ4R Learning

    Directory of Open Access Journals (Sweden)

    Fiatun Istiqomah

    2017-08-01

    Full Text Available The purpose of this study are: (1 to know the effectiveness of PQ4R learning model in improving the creative thinking skills of the learners; (2 to know the classifications of the learners based on the levels of creative thinking skills; and (3 to describe the misconception which hampers the creative thinking skills at low level in  from the learning styles of the learners. The population in this study is the seventh grade students of SMP N 21 Semarang. The method in this study is mixed method research. Quantitative data analysis uses t-test, z-test, and normalized gain test. Analysis of qualitative data using data reduction stages, data presentation, and conclusions. The results show: (1 PQ4R learning model is effective in improving the creative thinking ability of the learners; (2 the classifications of the learners based on the levels of creative thinking ability which have variations the are many of the learners who are different in each level; and (3 misconception which hampers the creative thinking skills at low level with the learning styles: (a visual meets four misconception indicators, (b auditorial meets three misconception indicators, and (c kinesthetic meets six misconception indicators.

  13. From research to self-reflection: learning about ourselves as academics through a support group's resistance to our intervention.

    Science.gov (United States)

    Scherr, Courtney Lynam; Mattson, Marifran

    2012-01-01

    Purdue University's Center for Healthcare Engineering developed a computer-assisted technology hub (CATHUB) designed to aid individuals with disabilities. Upon realizing the lack of input from the very individuals they were trying to help, Marifran approached the developers of CATHUB and offered to engage a group of amputees to aid in the design and implementation of the hub. In this essay, Courtney and Marifran recount, each from their own perspective, their experiences working with Amputees in Action as participants in their research project. Ultimately the researchers discovered their research agenda was not compatible with the amputees' needs, resulting in enlightened self-reflection by the researchers and abandonment of the research project.

  14. Findings of, and reflections on, the Gender, Lifelong Learning and Social Class (GLAS project. A UK partnership based perspective.

    Directory of Open Access Journals (Sweden)

    Sue Betts

    2014-06-01

    Full Text Available This paper describes the main findings of GLAS, a two-year, EC co-funded project to address potential barriers to lifelong learning. In considering the genesis of the project, its structure and partnership, we will discuss findings from the perspective of UK partners, Linking London. We will show that tackling complex issues of social inclusion requires the creative use of processes and strategies which already exist within higher education, and conclude by making recommendations for future research and action.

  15. Trying to Educate Employees to Participate in an Ongoing Change Process, Using an "Experimentarium" as the Scene for Reflective Learning

    DEFF Research Database (Denmark)

    Jensen, Lars Peter; Kofoed, L.B.

    2000-01-01

    The initiating question guiding this paper is how employee participation can be established during an organisational change process in order to improve the employees' involvement in the change process. A case study in which an "experimentarium" (learning lab) was conducted in a medium size Danish...... company is presented. The case study demonstrates that it is feasible to generate employee participation in designing their future working environment in the experimentarium during the change process, when careful attention is given to the influence of negative situational factors...

  16. The Application of Learning Model SQ4R (Survey, Question, Read, Reflect, Recite, Review can Increase Activeness and Learning Outcomes of Student

    Directory of Open Access Journals (Sweden)

    Olivia Frances Rivan

    2017-07-01

    Full Text Available The objective of this study is to analyze implementation of SQ4R learning method, students ' active participation and students ' achievement in the subject " Public Administration of Public Relations and Protocol " for students of class XI ADMINISTRATIVE OFFICE 1 at SMK PGRI Turen. This type of research is a Classroom Action Research (CAR. Data collection was done by interview, observation, documentation, test, and field note. The result of the research shows that (1 the implementation of learning goes well, proved by the increase of students ' active participation and students ' achievement, (2 the students ' active participation increased from the percentage of 61% in the circle 1 to 82% in circle 2, (3 Students ' achievement from the cognitive aspect increased from the average of 6.7 in circle 1 to 88.7 on circle 2.

  17. The Application of Learning Model SQ4R (Survey, Question, Read, Reflect, Recite, Review) can Increase Activeness and Learning Outcomes of Student

    OpenAIRE

    Olivia Frances Rivan; Suharto -; Neny Chuinda

    2017-01-01

    The objective of this study is to analyze implementation of SQ4R learning method, students ' active participation and students ' achievement in the subject " Public Administration of Public Relations and Protocol " for students of class XI ADMINISTRATIVE OFFICE 1 at SMK PGRI Turen. This type of research is a Classroom Action Research (CAR). Data collection was done by interview, observation, documentation, test, and field note. The result of the research shows that (1) the implementation of l...

  18. Developing a yearlong Next Generation Science Standard (NGSS) learning sequence focused on climate solutions: opportunities, challenges and reflections

    Science.gov (United States)

    Cordero, E.; Centeno, D.

    2015-12-01

    Over the last four years, the Green Ninja Project (GNP) has been developing educational media (e.g., videos, games and online lessons) to help motivate student interest and engagement around climate science and solutions. Inspired by the new emphasis in NGSS on climate change, human impact and engineering design, the GNP is developing a technology focused, integrative, and yearlong science curriculum focused around solutions to climate change. Recognizing the importance of teacher training on the successful implementation of NGSS, we have also integrated teacher professional development into our curriculum. During the presentation, we will describe the design philosophy around our middle school curriculum and share data from a series of classes that are piloting the curriculum during Fall 2015. We will also share our perspectives on how data, media creation and engineering can be used to create educational experiences that model the type of 'three-dimensional learning' encouraged by NGSS.

  19. Reconstructed Solar-Induced Fluorescence: A Machine Learning Vegetation Product Based on MODIS Surface Reflectance to Reproduce GOME-2 Solar-Induced Fluorescence

    Science.gov (United States)

    Gentine, P.; Alemohammad, S. H.

    2018-04-01

    Solar-induced fluorescence (SIF) observations from space have resulted in major advancements in estimating gross primary productivity (GPP). However, current SIF observations remain spatially coarse, infrequent, and noisy. Here we develop a machine learning approach using surface reflectances from Moderate Resolution Imaging Spectroradiometer (MODIS) channels to reproduce SIF normalized by clear sky surface irradiance from the Global Ozone Monitoring Experiment-2 (GOME-2). The resulting product is a proxy for ecosystem photosynthetically active radiation absorbed by chlorophyll (fAPARCh). Multiplying this new product with a MODIS estimate of photosynthetically active radiation provides a new MODIS-only reconstruction of SIF called Reconstructed SIF (RSIF). RSIF exhibits much higher seasonal and interannual correlation than the original SIF when compared with eddy covariance estimates of GPP and two reference global GPP products, especially in dry and cold regions. RSIF also reproduces intense productivity regions such as the U.S. Corn Belt contrary to typical vegetation indices and similarly to SIF.

  20. Reflection in Russian Educational Psychology.

    Science.gov (United States)

    Nelissen, Jo M. C.; Tomic, Welko

    This paper discusses the cultural-historical school founded by Vygotsky, Luria, and Leontiev as the theoretical background of Russian educational psychologists who have been studying how children learn to reflect. Two approaches to reflection are examined within the cultural-historical tradition: first, reflection--like other higher psychological…

  1. Teaching health-care trainees empathy and homelessness IQ through service learning, reflective practice, and altruistic attribution.

    Science.gov (United States)

    Chrisman-Khawam, Leanne; Abdullah, Neelab; Dhoopar, Arjun

    2017-05-01

    This article describes a novel inter-professional curriculum designed to address the needs of homeless patients in a Midwestern region of the United States which has high rates of poverty. The curriculum is intended for healthcare trainees coming from undergraduate pre-medical programs, nursing, pharmacy, social work, clinical psychology, medical school and post-graduate medical training in family medicine, medicine-pediatrics, and psychiatry. The clinical component is specifically designed to reach destitute patients and the curriculum is structured to reverse commonly held myths about homelessness among the trainees, thereby improving their Homelessness Information Quotient, the ability to more fully understand homelessness. Participants across all disciplines and specialties have shown greater empathy and helper behavior as determined by qualitative measures. Learners have also developed a greater understanding of health-care systems allowing them to more consistently address social determinants of health identified by the authors as their Disparity Information Quotient. This article outlines the process of initiating a homeless service program, a curriculum for addressing common myths about homelessness and the effective use of narrative methods, relational connections, and reflective practice to enable trainees to process their experience and decrease burnout by focusing on the value of altruism and finding meaning in their work.

  2. Tensions in mentoring medical students toward self-directed and reflective learning in a longitudinal portfolio-based mentoring system - An activity theory analysis.

    Science.gov (United States)

    Heeneman, Sylvia; de Grave, Willem

    2017-04-01

    In medical education, students need to acquire skills to self-direct(ed) learning (SDL), to enable their development into self-directing and reflective professionals. This study addressed the mentor perspective on how processes in the mentor-student interaction influenced development of SDL. n = 22 mentors of a graduate-entry medical school with a problem-based curriculum and longitudinal mentoring system were interviewed (n = 1 recording failed). Using activity theory (AT) as a theoretical framework, thematic analysis was applied to the interview data to identify important themes. Four themes emerged: centered around the role of the portfolio, guiding of students' SDL in the context of assessment procedures, mentor-role boundaries and longitudinal development of skills by both the mentor and mentee. Application of AT showed that in the interactions between themes tensions or supportive factors could emerge for activities in the mentoring process. The mentors' perspective on coaching and development of reflection and SDL of medical students yielded important insights into factors that can hinder or support students' SDL, during a longitudinal mentor-student interaction. Coaching skills of the mentor, the interaction with a portfolio and the context of a mentor community are important factors in a longitudinal mentor-student interaction that can translate to students' SDL skills.

  3. Deep Learning-Based Banknote Fitness Classification Using the Reflection Images by a Visible-Light One-Dimensional Line Image Sensor

    Directory of Open Access Journals (Sweden)

    Tuyen Danh Pham

    2018-02-01

    Full Text Available In automatic paper currency sorting, fitness classification is a technique that assesses the quality of banknotes to determine whether a banknote is suitable for recirculation or should be replaced. Studies on using visible-light reflection images of banknotes for evaluating their usability have been reported. However, most of them were conducted under the assumption that the denomination and input direction of the banknote are predetermined. In other words, a pre-classification of the type of input banknote is required. To address this problem, we proposed a deep learning-based fitness-classification method that recognizes the fitness level of a banknote regardless of the denomination and input direction of the banknote to the system, using the reflection images of banknotes by visible-light one-dimensional line image sensor and a convolutional neural network (CNN. Experimental results on the banknote image databases of the Korean won (KRW and the Indian rupee (INR with three fitness levels, and the Unites States dollar (USD with two fitness levels, showed that our method gives better classification accuracy than other methods.

  4. Deep Learning-Based Banknote Fitness Classification Using the Reflection Images by a Visible-Light One-Dimensional Line Image Sensor.

    Science.gov (United States)

    Pham, Tuyen Danh; Nguyen, Dat Tien; Kim, Wan; Park, Sung Ho; Park, Kang Ryoung

    2018-02-06

    In automatic paper currency sorting, fitness classification is a technique that assesses the quality of banknotes to determine whether a banknote is suitable for recirculation or should be replaced. Studies on using visible-light reflection images of banknotes for evaluating their usability have been reported. However, most of them were conducted under the assumption that the denomination and input direction of the banknote are predetermined. In other words, a pre-classification of the type of input banknote is required. To address this problem, we proposed a deep learning-based fitness-classification method that recognizes the fitness level of a banknote regardless of the denomination and input direction of the banknote to the system, using the reflection images of banknotes by visible-light one-dimensional line image sensor and a convolutional neural network (CNN). Experimental results on the banknote image databases of the Korean won (KRW) and the Indian rupee (INR) with three fitness levels, and the Unites States dollar (USD) with two fitness levels, showed that our method gives better classification accuracy than other methods.

  5. Student reflections on learning with challenging tasks: `I think the worksheets were just for practice, and the challenges were for maths'

    Science.gov (United States)

    Russo, James; Hopkins, Sarah

    2017-09-01

    The current study considered young students' (7 and 8 years old) experiences and perceptions of mathematics lessons involving challenging (i.e. cognitively demanding) tasks. We used the Constant Comparative Method to analyse the interview responses ( n = 73) regarding what work artefacts students were most proud of creating and why. Five themes emerged that characterised student reflections: enjoyment, effort, learning, productivity and meaningful mathematics. Overall, there was evidence that students embraced struggle and persisted when engaged in mathematics lessons involving challenging tasks and, moreover, that many students enjoyed the process of being challenged. In the second section of the paper, the lesson structure preferences of a subset of participants ( n = 23) when learning with challenging tasks are considered. Overall, more students preferred the teach-first lesson structure to the task-first lesson structure, primarily because it activated their cognition to prepare them for work on the challenging task. However, a substantial minority of students (42 %) instead endorsed the task-first lesson structure, with several students explaining they preferred this structure precisely because it was so cognitively demanding. Other reasons for preferring the task-first structure included that it allowed the focus of the lesson to be on the challenging task and the subsequent discussion of student work. A key implication of these combined findings is that, for many students, work on challenging tasks appeared to remain cognitively demanding irrespective of the structure of the lesson.

  6. Learning and Unlearning: Some Reflections on Feminist Praxis and Pedagogic Practice in Religious Studies and Religious Education

    Directory of Open Access Journals (Sweden)

    Catherine Robinson

    2018-03-01

    Full Text Available This article evaluates the actual impact and potential implications of feminist pedagogy for Religious Studies in universities and Religious Education in schools. It is based on the authors’ experience in the UK, including some international comparisons, with a focus on teaching and learning from a feminist perspective. Applying Grimmitt’s threefold model of pedagogy as encompassing aims and content as well as method, this article examines the evidence and extent of change in curricula both in universities and in schools in order to identify where change is required and what that change might be. It demonstrates how feminist pedagogy challenges Religious Studies and Religious Education to rethink their content, methods and aims in a variety of ways, pointing to significant advances and areas yet to be addressed. In so doing, it takes account of diverse feminist voices, other pedagogical priorities and other issues surrounding sex, gender and sexuality that challenge the category of the feminine and the appropriateness of a gendered analysis.

  7. Introduction of the U.S. Nuclear Regulatory Commission's Activities to Reflect Lessons Learned from Fukushima Nuclear Accident

    Energy Technology Data Exchange (ETDEWEB)

    Kim, Jongtae; Hong, Seong-Wan [Korea Atomic Energy Research Institute, Daejeon (Korea, Republic of); Kim, Gun Hong [Kyungwon E-C Co., Seongnam (Korea, Republic of)

    2014-10-15

    The Charter requires the staff to highlight potential policy issues for the Commission and provide the Commission every 6 months an update on the review work conducted under the Charter. The recent status of NRC's activities and related program to reflect the lesson-learned from the Fukushima Daiichi nuclear power plant's severe accident are introduced in this paper. A wide variety of the U.S. NRC's activities to reflect lessons learned from the Fukushima nuclear accidents was investigated. From the investigation, it was found that most of NRC's activities, based on the Fukushima Near-Term Task Force (NTTF) recommendations, are being implemented in a comprehensive and systematic manner. The NRC staff initially prioritized the NTTF recommendations based on its judgment of the potential and relative safety enhancement which could be realized by each. As a result of the staff's prioritization and assessment process, the NTTF recommendations were prioritized into three tiers (i.e., Tier 1, 2 and 3). Tier 1 recommendations are which the staff determined should be started without unnecessary delay and for which sufficient resource flexibility, including availability of critical skill sets, exists. Tier 2 recommendations are which could not be initiated in the near term due to factors that include the need for further technical assessment and alignment, dependence on Tier 1 issues, or availability of critical skill sets. Tier 3 recommendations are that require further staff study to support a regulatory action, have an associated shorter term action that needs to be completed to inform the longer-term action, are dependent on the availability of critical skill sets, or are dependent on the resolution of NTTF Recommendation 1. Through the implementation of each tier activities, existing layers of defense in depth are expected to be gradually bolstered, and such a regulatory approach is much similar in the other countries. It was also found that

  8. Introduction of the U.S. Nuclear Regulatory Commission's Activities to Reflect Lessons Learned from Fukushima Nuclear Accident

    International Nuclear Information System (INIS)

    Kim, Jongtae; Hong, Seong-Wan; Kim, Gun Hong

    2014-01-01

    The Charter requires the staff to highlight potential policy issues for the Commission and provide the Commission every 6 months an update on the review work conducted under the Charter. The recent status of NRC's activities and related program to reflect the lesson-learned from the Fukushima Daiichi nuclear power plant's severe accident are introduced in this paper. A wide variety of the U.S. NRC's activities to reflect lessons learned from the Fukushima nuclear accidents was investigated. From the investigation, it was found that most of NRC's activities, based on the Fukushima Near-Term Task Force (NTTF) recommendations, are being implemented in a comprehensive and systematic manner. The NRC staff initially prioritized the NTTF recommendations based on its judgment of the potential and relative safety enhancement which could be realized by each. As a result of the staff's prioritization and assessment process, the NTTF recommendations were prioritized into three tiers (i.e., Tier 1, 2 and 3). Tier 1 recommendations are which the staff determined should be started without unnecessary delay and for which sufficient resource flexibility, including availability of critical skill sets, exists. Tier 2 recommendations are which could not be initiated in the near term due to factors that include the need for further technical assessment and alignment, dependence on Tier 1 issues, or availability of critical skill sets. Tier 3 recommendations are that require further staff study to support a regulatory action, have an associated shorter term action that needs to be completed to inform the longer-term action, are dependent on the availability of critical skill sets, or are dependent on the resolution of NTTF Recommendation 1. Through the implementation of each tier activities, existing layers of defense in depth are expected to be gradually bolstered, and such a regulatory approach is much similar in the other countries. It was also found that

  9. Reflective photovoltaics

    Energy Technology Data Exchange (ETDEWEB)

    Lentine, Anthony L.; Nielson, Gregory N.; Cruz-Campa, Jose Luis; Okandan, Murat; Goeke, Ronald S.

    2018-03-06

    A photovoltaic module includes colorized reflective photovoltaic cells that act as pixels. The colorized reflective photovoltaic cells are arranged so that reflections from the photovoltaic cells or pixels visually combine into an image on the photovoltaic module. The colorized photovoltaic cell or pixel is composed of a set of 100 to 256 base color sub-pixel reflective segments or sub-pixels. The color of each pixel is determined by the combination of base color sub-pixels forming the pixel. As a result, each pixel can have a wide variety of colors using a set of base colors, which are created, from sub-pixel reflective segments having standard film thicknesses.

  10. Guided and Unguided Student Reflections

    OpenAIRE

    Matheson, Amanda; Wood, Laura; Franklin, Scott V.

    2017-01-01

    Self-reflection is important metacognitive skill, enabling students to build coherence into their learning and embed content in a broader context. While various pedagogical techniques exist to encourage student reflection, little research has examined the differences between formally guided, partially guided and unguided reflections. This study focuses on student responses to online Guided Reflection Forms (GRFs) from students in a first-semester non-physics class and, separately, a sophomore...

  11. Demystifying the reflective clinical journal

    International Nuclear Information System (INIS)

    Milinkovic, Danielle; Field, Nikki

    2005-01-01

    Student learning on clinical placement is a complex issue and cannot be defined solely by just doing things. Reflection during clinical practice is essential if the student is going to learn from the experience. Therefore it is important for educators to include as part of clinical education programs learning strategies that encourage reflection. The reflective clinical journal is an educational tool that is employed by the School of Medical Radiation Sciences at the University of Sydney to encourage reflection of undergraduate radiation therapy students whilst on clinical placement. This discussion paper explores the key concepts of reflection and the reflective clinical journal. Due to the paucity of information about this issue in radiation therapy the literature reviewed is from across all areas of the health sciences

  12. Reflections on "La Esperanza"

    Science.gov (United States)

    Cortez, Anita

    2007-01-01

    The author was recently asked to reflect on her "educational journey." As far as she can remember she has been hungry to learn. A friend once described her as having "hambres atrasadas," which he described as a kind of "hunger nipping at her heels." It goes back, of course, to her parents: Her father's and her early…

  13. An investigation into the relationship among EFL teachers’ reflection, classroom management orientations, and perceptions of language learning strategies and students’ L2 achievement

    Directory of Open Access Journals (Sweden)

    Mohammad Hadi Mahmoodi

    2015-08-01

    Full Text Available The  present  study  was  conducted  to  investigate  the  relationship  among  three  important  teacher variables and students’ L2 achievement. To this end, 105 high school EFL teachers from Shiraz and Hamadan were asked to fill out three sets of instruments: the reflective teaching instrument, (Akbari, Behzadpour  &  Dadvand,  2010,  the  Attitudes  and  Beliefs  on  Classroom  Control  Inventory  (Martin, Yin,  &  Baldwin,  1998,  and  the  Strategy  Inventory  for  Language  Learning  (Ardasheva  &  Tretter, 2013.  Also,  the  scores  of  the  English  final  exams  of  2673  third-grade  high  school  students  were collected. The  results  of  Pearson  Product  Moment  Correlations  revealed  that  there  was  a  significant correlation  between  the  above-mentioned  three  teachers’  variables  and  their  students’  L2 achievement.  The  results  also  showed  a  significant  difference  between  male  and  female  teachers  in the  degree  of  perceptions  of  LLSs,  while  no  significant  differences  were  found  between  the  two genders  regarding  their  classroom  management  orientations  and  reflection.  Moreover,  running multiple  regression  analysis,  it  was  revealed  that  among  the teachers’ variables, reflection was  the strongest  predicator  of  students’ L2 achievement. Finally, based on the results of this study, some practical implications for maximizing students’ L2 achievement in English language classrooms are presented.

  14. Biology Reflective Assessment Curriculum

    Science.gov (United States)

    Bayley, Cheryl Ann

    Often students and educators view assessments as an obligation and finality for a unit. In the current climate of high-stakes testing and accountability, the balance of time, resources and emphasis on students' scores related to assessment have been slanted considerably toward the summative side. This tension between assessment for accountability and assessment to inform teaching strains instruction and educators' ability to use that information to design learning opportunities that help students develop deeper conceptual understanding. A substantive body of research indicates that formative and reflective assessment can significantly improve student learning. Biology Reflective Assessment Curriculum (BRAC) examines support provided for high school science students through assessment practices. This investigation incorporates the usage of reflective assessments as a guiding practice for differentiated instruction and student choice. Reflective assessment is a metacognitive strategy that promotes self-monitoring and evaluation. The goals of the curriculum are to promote self-efficacy and conceptual understanding in students learning biology through developing their metacognitive awareness. BRAC was implemented in a high school biology classroom. Data from assessments, metacognitive surveys, self-efficacy surveys, reflective journals, student work, a culminating task and field notes were used to evaluate the effectiveness of the curriculum. The results suggest that students who develop their metacognitive skills developed a deeper conceptual understanding and improved feelings of self-efficacy when they were engaged in a reflective assessment unit embedded with student choice. BRAC is a tool for teachers to use assessments to assist students in becoming metacognitive and to guide student choice in learning opportunities.

  15. Developing Mathematical Practices through Reflection Cycles

    Science.gov (United States)

    Reinholz, Daniel L.

    2016-01-01

    This paper focuses on reflection in learning mathematical practices. While there is a long history of research on reflection in mathematics, it has focused primarily on the development of conceptual understanding. Building on notion of learning as participation in social practices, this paper broadens the theory of reflection in mathematics…

  16. Personal Reflections

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education. Personal Reflections. Articles in Resonance – Journal of Science Education. Volume 6 Issue 3 March 2001 pp 90-93 Personal Reflections. Why did I opt for Career in Science? Jayant V Narlikar · More Details Fulltext PDF. Volume 9 Issue 8 August 2004 pp 89-89 ...

  17. Reflection groups

    International Nuclear Information System (INIS)

    Eggermont, G.

    2006-01-01

    In 2005, PISA organised proactive meetings of reflection groups on involvement in decision making, expert culture and ethical aspects of radiation protection.All reflection group meetings address particular targeted audiences while the output publication in book form is put forward

  18. Reflection ciphers

    DEFF Research Database (Denmark)

    Boura, Christina; Canteaut, Anne; Knudsen, Lars Ramkilde

    2017-01-01

    study the necessary properties for this coupling permutation. Special care has to be taken of some related-key distinguishers since, in the context of reflection ciphers, they may provide attacks in the single-key setting.We then derive some criteria for constructing secure reflection ciphers...

  19. Improved nuclear emergency management system reflecting lessons learned from the emergency response at Fukushima Daini Nuclear Power Station after the Great East Japan Earthquake

    International Nuclear Information System (INIS)

    Kawamura, Shinichi; Narabayashi, Tadashi

    2016-01-01

    Three nuclear reactors at Fukushima Daini Nuclear Power Station lost all their ultimate heat sinks owing to damage from the tsunami caused by the Great East Japan Earthquake on March 11, 2011. Water was injected into the reactors by alternate measures, damaged cooling systems were restored with promptly supplied substitute materials, and all the reactors were brought to a cold shutdown state within four days. Lessons learned from this experience were identified to improve emergency management, especially in the areas of strategic response planning, logistics, and functions supporting response activities continuing over a long period. It was found that continuous planning activities reflecting information from plant parameters and response action results were important, and that relevant functions in emergency response organizations should be integrated. Logistics were handled successfully but many difficulties were experienced. Therefore, their functions should be clearly established and improved by emergency response organizations. Supporting emergency responders in the aspects of their physical and mental conditions was important for sustaining continuous response. As a platform for improvement, the concept of the Incident Command System was applied for the first time to a nuclear emergency management system, with specific improvement ideas such as a phased approach in response planning and common operation pictures. (author)

  20. Effects of Concept-Mapping-Based Interactive E-Books on Active and Reflective-Style Students' Learning Performances in Junior High School Law Courses

    Science.gov (United States)

    Hwang, Gwo-Jen; Sung, Han-Yu; Chang, Hsuan

    2017-01-01

    Researchers have pointed out that interactive e-books have rich content and interactive features which can promote students' learning interest. However, researchers have also indicated the need to integrate effective learning supports or tools to help students organize what they have learned so as to increase their learning performance, in…