WorldWideScience

Sample records for learning resources early

  1. Learning with Nature and Learning from Others: Nature as Setting and Resource for Early Childhood Education

    Science.gov (United States)

    MacQuarrie, Sarah; Nugent, Clare; Warden, Claire

    2015-01-01

    Nature-based learning is an increasingly popular type of early childhood education. Despite this, children's experiences--in particular, their form and function within different settings and how they are viewed by practitioners--are relatively unknown. Accordingly, the use of nature as a setting and a resource for learning was researched. A…

  2. Learning with nature and learning from others: nature as setting and resource for early childhood education

    OpenAIRE

    MacQuarrie, Sarah; Nugent, Clare; Warden, Claire

    2015-01-01

    Nature-based learning is an increasingly popular type of early childhood education. Despite this, children's experiences-in particular, their form and function within different settings and how they are viewed by practitioners-are relatively unknown. Accordingly, the use of nature as a setting and a resource for learning was researched. A description and an emerging understanding of nature-based learning were obtained through the use of a group discussion and case studies. Practitioners' view...

  3. Nature and the Outdoor Learning Environment: The Forgotten Resource in Early Childhood Education

    Science.gov (United States)

    Cooper, Allen

    2015-01-01

    Longitudinal studies now confirm the economic, academic, and social importance of high-quality early childhood education. At the same time, a substantial body of research indicates that an outdoor learning and play environment with diverse natural elements advances and enriches all of the domains relevant to the development, health, and well-being…

  4. Parents and Siblings As Early Resources for Young Children's Learning in Mexican-Descent Families.

    Science.gov (United States)

    Perez-Granados, Deanne R.; Callanan, Maureen A.

    1997-01-01

    Interviews with parents from 50 Mexican-descent families revealed that parents encouraged their preschool children to ask questions about science and causal relationships; older and younger siblings learned different skills from one another; and children learned through observation and imitation. Discusses issues of "match" between home…

  5. Learning Resources and MOOCs

    DEFF Research Database (Denmark)

    Christiansen, René Boyer

    MOOCs (Massive Open Online Courses) have become a serious player within the field of education and learning in the past few years. MOOC research is thus a new field but within the last 2-3 years, it has developed rapidly (Liyanagunawardena et al., 2013, Bayne & Ross, 2014). Much of this research...... has had an emphasis on learners and outcome as well as suitable business models. And even though the internet merely flows over with lists of MOOCs to attend (such as the list from “Top 5 onlinecolleges” which features a list of 99 MOOC environments) not much emphasis has been brought on the actual...... construction of learning resources within all these MOOCs – and what demands they lay on teachers competences and teachers skills....

  6. 75 FR 20830 - Early Learning

    Science.gov (United States)

    2010-04-21

    ... DEPARTMENT OF EDUCATION Early Learning AGENCY: Office of the Secretary, Department of Education... meetings and written submissions, is seeking input from State agencies responsible for early learning and... assistance providers, researchers of early learning, stakeholders who work with early learning and...

  7. e-Learning Resource Brokers

    NARCIS (Netherlands)

    Retalis, Symeon; Papasalouros, Andreas; Avgeriou, Paris; Siassiakos, Kostas

    2004-01-01

    There is an exponentially increasing demand for provisioning of high-quality learning resources, which is not satisfied by current web technologies and systems. E-Learning Resource Brokers are a potential solution to this problem, as they represent the state-of-the-art in facilitating the exchange

  8. Designing Learning Resources in Synchronous Learning Environments

    DEFF Research Database (Denmark)

    Christiansen, Rene B

    2015-01-01

    Computer-mediated Communication (CMC) and synchronous learning environments offer new solutions for teachers and students that transcend the singular one-way transmission of content knowledge from teacher to student. CMC makes it possible not only to teach computer mediated but also to design...... and create new learning resources targeted to a specific group of learners. This paper addresses the possibilities of designing learning resources within synchronous learning environments. The empirical basis is a cross-country study involving students and teachers in primary schools in three Nordic...... Countries (Denmark, Sweden and Norway). On the basis of these empirical studies a set of design examples is drawn with the purpose of showing how the design fulfills the dual purpose of functioning as a remote, synchronous learning environment and - using the learning materials used and recordings...

  9. U.S. DOE’s Energy Treasure Hunt Exchange In-Plant Trainings – DOE Resources, Early Results and Lessons Learned

    Energy Technology Data Exchange (ETDEWEB)

    Nimbalkar, Sachin U. [ORNL; Brockway, Walter F. [ORNL; Lung, Bruce [U.S. Department of Energy (DOE); Thirumaran, Kiran [ORNL; Wenning, Thomas J. [ORNL

    2017-06-01

    The primary objective of the Department of Energy’s (DOE) Energy Treasure Hunt In-Plant Training (INPLT) is to train Better Plants partner employees to lead and conduct future energy efficiency Treasure Hunts within their facilities without DOE assistance. By taking a “learning-by-doing” approach, this INPLT, like other DOE INPLT trainings, has the added benefit of uncovering real energy and cost-saving opportunities. This INPLT leverages DOE and Better Plants technical staff, resources and tools and the EPA “Energy Treasure Hunt Guide: Simple Steps to Finding Energy Savings” process. While Treasure Hunts are a relatively well-known approach to identifying energy-savings in manufacturing plants, DOE is adding several additional elements in its Treasure Hunt Exchanges. The first element is technical assistance and methodology. DOE provides high-quality technical resources, such as energy efficiency calculators, fact sheets, source books etc., to facilitate the Treasure Hunt process and teaches four fundamentals: 1) how to profile equipment, 2) how to collect data, and 3), data & ROI calculation methodologies. Another element is the “train the trainer” approach wherein the training facilitator will train at least one partner employee to facilitate future treasure hunts. Another element is that DOE provides energy diagnostic equipment and teaches the participants how to use them. Finally, DOE also offers partners the opportunity to exchange teams of employees either within a partners’ enterprise or with other partners to conduct the treasure hunt in each other’s facilities. This exchange of teams is important because each team can bring different insights and uncover energy-saving opportunities that would otherwise be missed. This paper will discuss DOE methodology and the early results and lessons learned from DOE’S Energy Treasure Hunt In-Plant Trainings at Better Plants Partner facilities.

  10. Resources and Resourcefulness in Language Teaching and Learning

    African Journals Online (AJOL)

    Attempts will be made in this paper to examine what we mean by language, language teaching and learning, resources and resourcefulness in language teaching and learning and the benefit of teachers being resourceful in language teaching and learning to both the learners, the teachers, the society and the nation at ...

  11. Early Adolescence: A Resource Directory.

    Science.gov (United States)

    Sheaves, David, Comp.

    This is a resource directory for professionals who work with young adolescents (10- to 15-year-olds). It is a multidisciplinary list of organizations, publications, and readings to help professionals in their research and practice. Although the directory is not meant to be all-inclusive, an attempt has been made to include the major networks,…

  12. Managing Human Resource Learning for Innovation

    DEFF Research Database (Denmark)

    Nielsen, Peter

    Managing human resource learning for innovation develops a systemic understanding of building innovative capabilities. Building innovative capabilities require active creation, coordination and absorption of useful knowledge and thus a cohesive management approach to learning. Often learning...... in organizations and work is approached without considerations on how to integrate it in the management of human resources. The book investigates the empirical conditions for managing human resources learning for innovation. With focus on innovative performance the importance of modes of innovation, clues...

  13. Medical student use of digital learning resources.

    Science.gov (United States)

    Scott, Karen; Morris, Anne; Marais, Ben

    2018-02-01

    University students expect to use technology as part of their studies, yet health professional teachers can struggle with the change in student learning habits fuelled by technology. Our research aimed to document the learning habits of contemporary medical students during a clinical rotation by exploring the use of locally and externally developed digital and print self-directed learning resources, and study groups. We investigated the learning habits of final-stage medical students during their clinical paediatric rotation using mixed methods, involving learning analytics and a student questionnaire. Learning analytics tracked aggregate student usage statistics of locally produced e-learning resources on two learning management systems and mobile learning resources. The questionnaire recorded student-reported use of digital and print learning resources and study groups. The students made extensive use of digital self-directed learning resources, especially in the 2 weeks before the examination, which peaked the day before the written examination. All students used locally produced digital formative assessment, and most (74/98; 76%) also used digital resources developed by other institutions. Most reported finding locally produced e-learning resources beneficial for learning. In terms of traditional forms of self-directed learning, one-third (28/94; 30%) indicated that they never read the course textbook, and few students used face-to-face 39/98 (40%) or online 6/98 (6%) study groups. Learning analytics and student questionnaire data confirmed the extensive use of digital resources for self-directed learning. Through clarification of learning habits and experiences, we think teachers can help students to optimise effective learning strategies; however, the impact of contemporary learning habits on learning efficacy requires further evaluation. Health professional teachers can struggle with the change in student learning habits fuelled by technology. © 2017 John

  14. Early successional forest habitats and water resources

    Science.gov (United States)

    James Vose; Chelcy Ford

    2011-01-01

    Tree harvests that create early successional habitats have direct and indirect impacts on water resources in forests of the Central Hardwood Region. Streamflow increases substantially immediately after timber harvest, but increases decline as leaf area recovers and biomass aggrades. Post-harvest increases in stormflow of 10–20%, generally do not contribute to...

  15. Early Learning Theories Made Visible

    Science.gov (United States)

    Beloglovsky, Miriam; Daly, Lisa

    2015-01-01

    Go beyond reading about early learning theories and see what they look like in action in modern programs and teacher practices. With classroom vignettes and colorful photographs, this book makes the works of Jean Piaget, Erik Erikson, Lev Vygotsky, Abraham Maslow, John Dewey, Howard Gardner, and Louise Derman-Sparks visible, accessible, and easier…

  16. Integrative learning for practicing adaptive resource management

    Directory of Open Access Journals (Sweden)

    Craig A. McLoughlin

    2015-03-01

    Full Text Available Adaptive resource management is a learning-by-doing approach to natural resource management. Its effective practice involves the activation, completion, and regeneration of the "adaptive management cycle" while working toward achieving a flexible set of collaboratively identified objectives. This iterative process requires application of single-, double-, and triple-loop learning, to strategically modify inputs, outputs, assumptions, and hypotheses linked to improving policies, management strategies, and actions, along with transforming governance. Obtaining an appropriate balance between these three modes of learning has been difficult to achieve in practice and building capacity in this area can be achieved through an emphasis on reflexive learning, by employing adaptive feedback systems. A heuristic reflexive learning framework for adaptive resource management is presented in this manuscript. It is built on the conceptual pillars of the following: stakeholder driven adaptive feedback systems; strategic adaptive management (SAM; and hierarchy theory. The SAM Reflexive Learning Framework (SRLF emphasizes the types, roles, and transfer of information within a reflexive learning context. Its adaptive feedback systems enhance the facilitation of single-, double-, and triple-loop learning. Focus on the reflexive learning process is further fostered by streamlining objectives within and across all governance levels; incorporating multiple interlinked adaptive management cycles; having learning as an ongoing, nested process; recognizing when and where to employ the three-modes of learning; distinguishing initiating conditions for this learning; and contemplating practitioner mandates for this learning across governance levels. The SRLF is a key enabler for implementing the "adaptive management cycle," and thereby translating the theory of adaptive resource management into practice. It promotes the heuristics of adaptive management within a cohesive

  17. From Learning Object to Learning Cell: A Resource Organization Model for Ubiquitous Learning

    Science.gov (United States)

    Yu, Shengquan; Yang, Xianmin; Cheng, Gang; Wang, Minjuan

    2015-01-01

    This paper presents a new model for organizing learning resources: Learning Cell. This model is open, evolving, cohesive, social, and context-aware. By introducing a time dimension into the organization of learning resources, Learning Cell supports the dynamic evolution of learning resources while they are being used. In addition, by introducing a…

  18. Can student engagement serve as a motivational resource for academic coping, persistence, and learning during late elementary and early middle school?

    Science.gov (United States)

    Skinner, Ellen A; Pitzer, Jennifer R; Steele, Joel S

    2016-12-01

    How children and youth deal with academic challenges and setbacks can make a material difference to their learning and school success. Hence, it is important to investigate the factors that allow students to cope constructively. A process model focused on students' motivational resources was used to frame a study examining whether engagement in the classroom shapes students' academic coping, and whether coping in turn contributes to subsequent persistence on challenging tasks and learning, which then feed back into ongoing engagement. In fall and spring of the same school year, 880 children in 4th through 6th grades and their teachers completed measures of students' engagement and disaffection in the classroom, and of their re-engagement in the face of obstacles and difficulties; students also reported on 5 adaptive and 6 maladaptive ways of academic coping; and information on a subset of students' classroom grades was collected. Structural analyses, incorporating student-reports, teacher-reports, and their combination, indicated that the model of motivational processes was a good fit for time-ordered data from fall to spring. Multiple regressions examining each step in the process model also indicated that it was the profile of coping responses, rather than any specific individual way of coping, that was most centrally connected to changes in engagement and persistence. Taken together, findings suggest that these internal dynamics may form self-perpetuating cycles that could cement or augment the development of children's motivational resilience and vulnerability across time. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  19. Resource Guide for Persons with Learning Impairments.

    Science.gov (United States)

    IBM, Atlanta, GA. National Support Center for Persons with Disabilities.

    The resource guide identifies products which assist learning disabled and mentally retarded individuals in accessing IBM (International Business Machine) Personal Computers or the IBM Personal System/2 family of products. An introduction provides a general overview of ways computers can help learning disabled or retarded persons. The document then…

  20. Early Learning and Educational Technology Policy Brief

    Science.gov (United States)

    Lee, Joan

    2016-01-01

    Recognizing the growth of technology use in early learning settings, the U.S. Department of Education and U.S. Department of Health and Human Services collaborated in the development of the "Early Learning and Educational Technology Policy Brief" to promote developmentally appropriate use of technology in homes and early learning…

  1. Metadata and Ontologies in Learning Resources Design

    Science.gov (United States)

    Vidal C., Christian; Segura Navarrete, Alejandra; Menéndez D., Víctor; Zapata Gonzalez, Alfredo; Prieto M., Manuel

    Resource design and development requires knowledge about educational goals, instructional context and information about learner's characteristics among other. An important information source about this knowledge are metadata. However, metadata by themselves do not foresee all necessary information related to resource design. Here we argue the need to use different data and knowledge models to improve understanding the complex processes related to e-learning resources and their management. This paper presents the use of semantic web technologies, as ontologies, supporting the search and selection of resources used in design. Classification is done, based on instructional criteria derived from a knowledge acquisition process, using information provided by IEEE-LOM metadata standard. The knowledge obtained is represented in an ontology using OWL and SWRL. In this work we give evidence of the implementation of a Learning Object Classifier based on ontology. We demonstrate that the use of ontologies can support the design activities in e-learning.

  2. Early Childhood Systems: Transforming Early Learning

    Science.gov (United States)

    Kagan, Sharon Lynn, Ed.; Kauertz, Kristie, Ed.

    2012-01-01

    In this seminal volume, leading authorities strategize about how to create early childhood systems that transcend politics and economics to serve the needs of all young children. The authors offer different interpretations of the nature of early childhood systems, discuss the elements necessary to support their development, and examine how…

  3. Queensland Museum Online Learning Resources

    Science.gov (United States)

    Bauer, Adriana

    2009-01-01

    This article evaluates three online educational resources on the Queensland Museum website in terms of their use of ICTs in science education; how they relate to the Queensland Middle School Science Curriculum and the Senior Biology, Marine Studies, Science 21 syllabuses; their visual appeal and level of student engagement; the appropriateness of…

  4. Desktop Publishing as a Learning Resources Service.

    Science.gov (United States)

    Drake, David

    In late 1988, Midland College in Texas implemented a desktop publishing service to produce instructional aids and reduce and complement the workload of the campus print shop. The desktop service was placed in the Media Services Department of the Learning Resource Center (LRC) for three reasons: the LRC was already established as a campus-wide…

  5. Introducing RFID at Middlesex University Learning Resources

    Science.gov (United States)

    Hopkinson, Alan; Chandrakar, Rajesh

    2006-01-01

    Purpose: To describe the first year of the implementation of radio frequency identification (RFID) in Middlesex University Learning Resources. Design/methodology/approach: The technology is explained in detail to set the scene. Information on the implementation is presented in chronological order. Findings: Problems which would generally be…

  6. Relationship between learning resources and student's academic ...

    African Journals Online (AJOL)

    The study investigated relationship between learning resources and student's academic achievement in science subjects in Taraba State Secondary Schools. A total of 35 science teachers and 18 science head of departments from 6 schools from three geopolitical zones of Taraba State were involved in the study.

  7. Enhanced Resource Descriptions Help Learning Matrix Users.

    Science.gov (United States)

    Roempler, Kimberly S.

    2003-01-01

    Describes the Learning Matrix digital library which focuses on improving the preparation of math and science teachers by supporting faculty who teach introductory math and science courses in two- and four-year colleges. Suggests it is a valuable resource for school library media specialists to support new science and math teachers. (LRW)

  8. Learning Resource Centre in a Company

    Directory of Open Access Journals (Sweden)

    Aleksander Pokovec

    2001-12-01

    Full Text Available In the conditions of growing competition people are becoming the essential competitive advantage. Because of too much work, stress, too many responsibilities and other factors, employees are often unmotivated. Everyday self-study is the best way that leads to excellence. In order to enable self-study for all employees, the organisation should organise their own learning resource centre that includes: educational videoprogrammes, audio tapes, books and e-learning programmes. All educational programmes should cover business and personal topics.

  9. Predictable Locations Aid Early Object Name Learning

    Science.gov (United States)

    Benitez, Viridiana L.; Smith, Linda B.

    2012-01-01

    Expectancy-based localized attention has been shown to promote the formation and retrieval of multisensory memories in adults. Three experiments show that these processes also characterize attention and learning in 16- to 18-month old infants and, moreover, that these processes may play a critical role in supporting early object name learning. The…

  10. Early Identification of Ineffective Cooperative Learning Teams

    Science.gov (United States)

    Hsiung, C .M.; Luo, L. F.; Chung, H. C.

    2014-01-01

    Cooperative learning has many pedagogical benefits. However, if the cooperative learning teams become ineffective, these benefits are lost. Accordingly, this study developed a computer-aided assessment method for identifying ineffective teams at their early stage of dysfunction by using the Mahalanobis distance metric to examine the difference…

  11. The High Scope Approach To Early Learning

    OpenAIRE

    French, Geraldine

    2012-01-01

    Learning Objectives: After studying this chapter the reader should be able to: • Describe the historical origins, the longitudinal research, and the theoretical underpinnings of the HighScope approach. • Identify the teaching strategies adopted by HighScope educators. • Appreciate the curriculum content. • Understand the HighScope approach to the assessment of children’s learning. • Consider some criticisms of the HighScope research and approach to early learning. This ...

  12. MEAT: An Authoring Tool for Generating Adaptable Learning Resources

    Science.gov (United States)

    Kuo, Yen-Hung; Huang, Yueh-Min

    2009-01-01

    Mobile learning (m-learning) is a new trend in the e-learning field. The learning services in m-learning environments are supported by fundamental functions, especially the content and assessment services, which need an authoring tool to rapidly generate adaptable learning resources. To fulfill the imperious demand, this study proposes an…

  13. Dorsolateral Striatum Engagement Interferes with Early Discrimination Learning

    Directory of Open Access Journals (Sweden)

    Hadley C. Bergstrom

    2018-05-01

    Full Text Available Summary: In current models, learning the relationship between environmental stimuli and the outcomes of actions involves both stimulus-driven and goal-directed systems, mediated in part by the DLS and DMS, respectively. However, though these models emphasize the importance of the DLS in governing actions after extensive experience has accumulated, there is growing evidence of DLS engagement from the onset of training. Here, we used in vivo photosilencing to reveal that DLS recruitment interferes with early touchscreen discrimination learning. We also show that the direct output pathway of the DLS is preferentially recruited and causally involved in early learning and find that silencing the normal contribution of the DLS produces plasticity-related alterations in a PL-DMS circuit. These data provide further evidence suggesting that the DLS is recruited in the construction of stimulus-elicited actions that ultimately automate behavior and liberate cognitive resources for other demands, but with a cost to performance at the outset of learning. : What is the contribution of the DLS in early discrimination learning? Bergstrom et al. show using in vivo optogenetics, fluorescence in situ hybridization, and brain-wide activity mapping that silencing the DLS facilitates early discrimination learning, drives activity in a parallel PL-DMS circuit, and preferentially recruits the DLS “direct” output pathway. Keywords: striatum, reward, goal-directed, habit, optogenetics, plasticity, cognition, Arc

  14. Resource Prospector (RP) - Early Prototyping and Development

    Science.gov (United States)

    Andrews, D.; Colaprete, A.; Quinn, J.; Bluethmann, B.; Trimble, J.

    2015-01-01

    The Resource Prospector (RP) is an In-Situ Resource Utilization (ISRU) technology demonstration mission under study by the NASA Human Exploration and Operations Mission Directorate's (HEOMD) Advanced Exploration Systems (AES) Division. The mission, currently planned to launch in 2020, will demonstrate extraction of oxygen from lunar regolith to validate ISRU capability. The mission will address key Strategic Knowledge Gaps (SKGs) for robotic and human exploration to the Moon, Near Earth Asteroids (NEAs), and ultimately Mars, as well as meet the strategic goals of the Global Exploration Roadmap (GER), offered by the International Space Exploration Coordination Group (ISECG). In this roadmap, the use of local resources is specifically addressed relating to human exploration. RP will provide knowledge to inform the selection of future mission destinations, support the development of exploration systems, and reduce the risk associated with human exploration. Expanding human presence beyond low-Earth orbit to asteroids and Mars will require the maximum possible use of local materials, so-called in-situ resources. The moon presents a unique destination to conduct robotic investigations that advance ISRU capabilities, as well as providing significant exploration and science value. Lunar regolith contains useful resources such as oxygen, water, silicon, and light metals, like aluminum and titanium. Oxygen can be separated from the regolith for life support (breathable air), or used to create rocket propellant (oxidizer). Regolith can be used to protect against radiation exposure, be processed into solar cells, or used to manufacture construction materials such as bricks and glass. RP will characterize the constituents and distribution of water and other volatiles at the poles of the Moon, enabling innovative uses of local resources, in addition to validating ISRU capabilities. This capability, as well as a deeper understanding of regolith, will be valuable in the

  15. Learning Method, Facilities And Infrastructure, And Learning Resources In Basic Networking For Vocational School

    OpenAIRE

    Pamungkas, Bian Dwi

    2017-01-01

    This study aims to examine the contribution of learning methods on learning output, the contribution of facilities and infrastructure on output learning, the contribution of learning resources on learning output, and the contribution of learning methods, the facilities and infrastructure, and learning resources on learning output. The research design is descriptive causative, using a goal-oriented assessment approach in which the assessment focuses on assessing the achievement of a goal. The ...

  16. Discovery and Use of Online Learning Resources: Case Study Findings

    Science.gov (United States)

    Recker, Mimi M.; Dorward, James; Nelson, Laurie Miller

    2004-01-01

    Much recent research and funding have focused on building Internet-based repositories that contain collections of high-quality learning resources, often called "learning objects." Yet little is known about how non-specialist users, in particular teachers, find, access, and use digital learning resources. To address this gap, this article…

  17. Early Pleistocene aquatic resource use in the Turkana Basin.

    Science.gov (United States)

    Archer, Will; Braun, David R; Harris, Jack W K; McCoy, Jack T; Richmond, Brian G

    2014-12-01

    Evidence for the acquisition of nutritionally dense food resources by early Pleistocene hominins has implications for both hominin biology and behavior. Aquatic fauna may have comprised a source of highly nutritious resources to hominins in the Turkana Basin at ∼1.95 Ma. Here we employ multiple datasets to examine the issue of aquatic resource use in the early Pleistocene. This study focuses on four components of aquatic faunal assemblages (1) taxonomic diversity, (2) skeletal element proportion, (3) bone fragmentation and (4) bone surface modification. These components are used to identify associations between early Pleistocene aquatic remains and hominin behavior at the site of FwJj20 in the Koobi Fora Fm. (Kenya). We focus on two dominant aquatic species: catfish and turtles. Further we suggest that data on aquatic resource availability as well as ethnographic examples of aquatic resource use complement our observations on the archaeological remains from FwJj20. Aquatic food items provided hominins with a valuable nutritional alternative to an exclusively terrestrial resource base. We argue that specific advantages afforded by an aquatic alternative to terrestrial resources include (1) a probable reduction in required investment of energy relative to economic return in the form of nutritionally dense food items, (2) a decrease in the technological costs of resource acquisition, and (3) a reduced level of inter-specific competition associated with carcass access and an associated reduction of predation risk relative to terrestrial sources of food. The combined evidence from FwJj20 suggests that aquatic resources may have played a substantial role in early Pleistocene diets and these resources may have been overlooked in previous interpretations of hominin behavior. Copyright © 2014 Elsevier Ltd. All rights reserved.

  18. Early Language Learning and the Social Brain.

    Science.gov (United States)

    Kuhl, Patricia K

    2014-01-01

    Explaining how every typically developing child acquires language is one of the grand challenges of cognitive neuroscience. Historically, language learning provoked classic debates about the contributions of innately specialized as opposed to general learning mechanisms. Now, new data are being brought to bear from studies that employ magnetoencephalograph (MEG), electroencephalograph (EEG), magnetic resonance imaging (MRI), and diffusion tensor imaging (DTI) studies on young children. These studies examine the patterns of association between brain and behavioral measures. The resulting data offer both expected results and surprises that are altering theory. As we uncover what it means to be human through the lens of young children, and their ability to speak, what we learn will not only inform theories of human development, but also lead to the discovery of neural biomarkers, early in life, that indicate risk for language impairment and allow early intervention for children with developmental disabilities involving language. Copyright © 2014 Cold Spring Harbor Laboratory Press; all rights reserved.

  19. Discovery and Use of Online Learning Resources: Case Study Findings

    OpenAIRE

    Laurie Miller Nelson; James Dorward; Mimi M. Recker

    2004-01-01

    Much recent research and funding have focused on building Internet-based repositories that contain collections of high-quality learning resources, often called learning objects. Yet little is known about how non-specialist users, in particular teachers, find, access, and use digital learning resources. To address this gap, this article describes a case study of mathematics and science teachers practices and desires surrounding the discovery, selection, and use of digital library resources for...

  20. Towards the Sigma Online Learning Model for crowdsourced recommendations of good web-based learning resources

    OpenAIRE

    Aaberg, Robin Garen

    2016-01-01

    The web based learning resources is believed to be playing an active role in the learning environment of higher education today. This qualitative study is exploring how students at Bergen University College incorporate web-based learning resources in their learning activities. At the core of this research is the problem of retrieving good web-resources after their first discovery. Usefull and knowledge granting web-resources are discovered within a context of topics, objectives. It is here ar...

  1. Early Learning Foundations. Indiana's Early Learning Development Framework Aligned to the Indiana Academic Standards, 2014

    Science.gov (United States)

    Indiana Department of Education, 2015

    2015-01-01

    The "Foundations" (English/language arts, mathematics, social emotional skills, approaches to play and learning, science, social studies, creative arts, and physical health and growth) are Indiana's early learning development framework and are aligned to the 2014 Indiana Academic Standards. This framework provides core elements that…

  2. The Resources of the Past in Early Medieval Europe

    NARCIS (Netherlands)

    Gantner, C.; McKitterick, R.M.; Meeder, S.M.

    2015-01-01

    This volume analyses the importance of history, the textual resources of the past and the integration of Christian and imperial Rome into the cultural memory of early medieval Europe within the wider question of identity formation. The case studies in this book shed new light on the process of

  3. Health professional learner attitudes and use of digital learning resources.

    Science.gov (United States)

    Maloney, Stephen; Chamberlain, Michael; Morrison, Shane; Kotsanas, George; Keating, Jennifer L; Ilic, Dragan

    2013-01-16

    Web-based digital repositories allow educational resources to be accessed efficiently and conveniently from diverse geographic locations, hold a variety of resource formats, enable interactive learning, and facilitate targeted access for the user. Unlike some other learning management systems (LMS), resources can be retrieved through search engines and meta-tagged labels, and content can be streamed, which is particularly useful for multimedia resources. The aim of this study was to examine usage and user experiences of an online learning repository (Physeek) in a population of physiotherapy students. The secondary aim of this project was to examine how students prefer to access resources and which resources they find most helpful. The following data were examined using an audit of the repository server: (1) number of online resources accessed per day in 2010, (2) number of each type of resource accessed, (3) number of resources accessed during business hours (9 am to 5 pm) and outside business hours (years 1-4), (4) session length of each log-on (years 1-4), and (5) video quality (bit rate) of each video accessed. An online questionnaire and 3 focus groups assessed student feedback and self-reported experiences of Physeek. Students preferred the support provided by Physeek to other sources of educational material primarily because of its efficiency. Peak usage commonly occurred at times of increased academic need (ie, examination times). Students perceived online repositories as a potential tool to support lifelong learning and health care delivery. The results of this study indicate that today's health professional students welcome the benefits of online learning resources because of their convenience and usability. This represents a transition away from traditional learning styles and toward technological learning support and may indicate a growing link between social immersions in Internet-based connections and learning styles. The true potential for Web

  4. Mobile authoring of open educational resources for authentic learning scenarios

    NARCIS (Netherlands)

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

    2014-01-01

    The proliferation of smartphones in the last decade and the number of publications in the field of authoring systems for computer-assisted learning depict a scenario that needs to be explored in order to facilitate the scaffolding of learning activities across contexts. Learning resources are

  5. What can we learn from resource pulses?

    Science.gov (United States)

    Yang, Louie H; Bastow, Justin L; Spence, Kenneth O; Wright, Amber N

    2008-03-01

    An increasing number of studies in a wide range of natural systems have investigated how pulses of resource availability influence ecological processes at individual, population, and community levels. Taken together, these studies suggest that some common processes may underlie pulsed resource dynamics in a wide diversity of systems. Developing a common framework of terms and concepts for the study of resource pulses may facilitate greater synthesis among these apparently disparate systems. Here, we propose a general definition of the resource pulse concept, outline some common patterns in the causes and consequences of resource pulses, and suggest a few key questions for future investigations. We define resource pulses as episodes of increased resource availability in space and time that combine low frequency (rarity), large magnitude (intensity), and short duration (brevity), and emphasize the importance of considering resource pulses at spatial and temporal scales relevant to specific resource-onsumer interactions. Although resource pulses are uncommon events for consumers in specific systems, our review of the existing literature suggests that pulsed resource dynamics are actually widespread phenomena in nature. Resource pulses often result from climatic and environmental factors, processes of spatiotemporal accumulation and release, outbreak population dynamics, or a combination of these factors. These events can affect life history traits and behavior at the level of individual consumers, numerical responses at the population level, and indirect effects at the community level. Consumers show strategies for utilizing ephemeral resources opportunistically, reducing resource variability by averaging over larger spatial scales, and tolerating extended interpulse periods of reduced resource availability. Resource pulses can also create persistent effects in communities through several mechanisms. We suggest that the study of resource pulses provides opportunities

  6. Discovery and Use of Online Learning Resources: Case Study Findings

    Directory of Open Access Journals (Sweden)

    Laurie Miller Nelson

    2004-04-01

    Full Text Available Much recent research and funding have focused on building Internet-based repositories that contain collections of high-quality learning resources, often called ‘learning objects.’ Yet little is known about how non-specialist users, in particular teachers, find, access, and use digital learning resources. To address this gap, this article describes a case study of mathematics and science teachers’ practices and desires surrounding the discovery, selection, and use of digital library resources for instructional purposes. Findings suggest that the teacher participants used a broad range of search strategies in order to find resources that they deemed were age-appropriate, current, and accurate. They intended to include these resources with little modifications into planned instructional activities. The article concludes with a discussion of the implications of the findings for improving the design of educational digital library systems, including tools supporting resource reuse.

  7. The fluidities of digital learning environments and resources

    DEFF Research Database (Denmark)

    Hansbøl, Mikala

    2012-01-01

    The research project “Educational cultures and serious games on a global market place” (2009-2011) dealt with the challenge of the digital learning environment and hence it’s educational development space always existing outside the present space and hence scope of activities. With a reference...... and establishments of the virtual universe called Mingoville.com, the research shows a need to include in researchers’ conceptualizations of digital learning environments and resources, their shifting materialities and platformations and hence emerging (often unpredictable) agencies and educational development...... spaces. Keywords: Fluidity, digital learning environment, digital learning resource, educational development space...

  8. Collaborative Learning in Practice: Examples from Natural Resource ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    2010-12-01

    Dec 1, 2010 ... Case studies show how, through joint efforts with researchers and other actors, local ... address and learn from challenges in managing natural resources. ... health, and health systems research relevant to the emerging crisis.

  9. Parenting styles and learned resourcefulness of Turkish adolescents.

    Science.gov (United States)

    Türkel, Yeşim Deniz; Tezer, Esin

    2008-01-01

    This study investigated the differences among 834 high school students regarding learned resourcefulness in terms of perceived parenting style and gender. The data were gathered by administering the Parenting Style Inventory (PSI) and Rosenbaum's Self-Control Schedule (SCS). The results of ANOVA pertaining to the scores of learned resourcefulness yielded a significant main effect for parenting style groups. Neither the main effect for gender nor the gender and parenting style interaction effect was significant. The findings suggest that those who perceived their parents as authoritative had a relatively high level of learned resourcefulness as compared to those who perceived their parents as neglectful and authoritarian. Findings also indicated that those who perceived their parents as indulgent had a higher level of learned resourcefulness than those who perceived their parents as neglectful and authoritarian.

  10. CLOUD EDUCATIONAL RESOURCES FOR PHYSICS LEARNING RESEARCHES SUPPORT

    Directory of Open Access Journals (Sweden)

    Oleksandr V. Merzlykin

    2015-10-01

    Full Text Available The definition of cloud educational resource is given in paper. Its program and information components are characterized. The virtualization as the technological ground of transforming from traditional electronic educational resources to cloud ones is reviewed. Such levels of virtualization are described: data storage device virtualization (Data as Service, hardware virtualization (Hardware as Service, computer virtualization (Infrastructure as Service, software system virtualization (Platform as Service, «desktop» virtualization (Desktop as Service, software user interface virtualization (Software as Service. Possibilities of designing the cloud educational resources system for physics learning researches support taking into account standards of learning objects metadata (accessing via OAI-PMH protocol and standards of learning tools interoperability (LTI are shown. The example of integration cloud educational resources into Moodle learning management system with use of OAI-PMH and LTI is given.

  11. Human resource management and learning for innovation: pharmaceuticals in Mexico

    OpenAIRE

    Santiago-Rodriguez, Fernando

    2010-01-01

    This paper investigates the influence of human resource management on learning from internal and external sources of knowledge. Learning for innovation is a key ingredient of catching-up processes. The analysis builds on survey data about pharmaceutical firms in Mexico. Results show that the influence of human resource management is contingent on the knowledge flows and innovation goals pursued by the firm. Practices such as training-- particularly from external partners; and remuneration for...

  12. eLearning resources to supplement postgraduate neurosurgery training.

    OpenAIRE

    Stienen, MN; Schaller, K; Cock, H; Lisnic, V; Regli, L; Thomson, S

    2017-01-01

    BACKGROUND: In an increasingly complex and competitive professional environment, improving methods to educate neurosurgical residents is key to ensure high-quality patient care. Electronic (e)Learning resources promise interactive knowledge acquisition. We set out to give a comprehensive overview on available eLearning resources that aim to improve postgraduate neurosurgical training and review the available literature. MATERIAL AND METHODS: A MEDLINE query was performed, using the search ter...

  13. Sustainable Development in the Engineering Curriculum: Teaching and Learning Resources

    OpenAIRE

    Penlington, Roger; Steiner, Simon

    2014-01-01

    This repository of teaching and learning resources is a companion to the 2nd edition of “An Introduction to Sustainable Development in the Engineering Curriculum”, by Roger Penlington and Simon Steiner, originally created by The Higher Education Academy Engineering Subject Centre, Loughborough University. \\ud The purpose of this collection of teaching and learning re-sources is to provide access, with a brief resumé, to materials in curricula reform, recognition awards, and university movemen...

  14. eLearning resources to supplement postgraduate neurosurgery training.

    Science.gov (United States)

    Stienen, Martin N; Schaller, Karl; Cock, Hannah; Lisnic, Vitalie; Regli, Luca; Thomson, Simon

    2017-02-01

    In an increasingly complex and competitive professional environment, improving methods to educate neurosurgical residents is key to ensure high-quality patient care. Electronic (e)Learning resources promise interactive knowledge acquisition. We set out to give a comprehensive overview on available eLearning resources that aim to improve postgraduate neurosurgical training and review the available literature. A MEDLINE query was performed, using the search term "electronic AND learning AND neurosurgery". Only peer-reviewed English-language articles on the use of any means of eLearning to improve theoretical knowledge in postgraduate neurosurgical training were included. Reference lists were crosschecked for further relevant articles. Captured parameters were the year, country of origin, method of eLearning reported, and type of article, as well as its conclusion. eLearning resources were additionally searched for using Google. Of n = 301 identified articles by the MEDLINE search, n = 43 articles were analysed in detail. Applying defined criteria, n = 28 articles were excluded and n = 15 included. Most articles were generated within this decade, with groups from the USA, the UK and India having a leadership role. The majority of articles reviewed existing eLearning resources, others reported on the concept, development and use of generated eLearning resources. There was no article that scientifically assessed the effectiveness of eLearning resources (against traditional learning methods) in terms of efficacy or costs. Only one article reported on satisfaction rates with an eLearning tool. All authors of articles dealing with eLearning and the use of new media in neurosurgery uniformly agreed on its great potential and increasing future use, but most also highlighted some weaknesses and possible dangers. This review found only a few articles dealing with the modern aspects of eLearning as an adjunct to postgraduate neurosurgery training. Comprehensive

  15. Motivational Factors in Self-Directed Informal Learning from Online Learning Resources

    Science.gov (United States)

    Song, Donggil; Bonk, Curtis J.

    2016-01-01

    Learning is becoming more self-directed and informal with the support of emerging technologies. A variety of online resources have promoted informal learning by allowing people to learn on demand and just when needed. It is significant to understand self-directed informal learners' motivational aspects, their learning goals, obstacles, and…

  16. Learning Resources Organization Using Ontological Framework

    Science.gov (United States)

    Gavrilova, Tatiana; Gorovoy, Vladimir; Petrashen, Elena

    The paper describes the ontological approach to the knowledge structuring for the e-learning portal design as it turns out to be efficient and relevant to current domain conditions. It is primarily based on the visual ontology-based description of the content of the learning materials and this helps to provide productive and personalized access to these materials. The experience of ontology developing for Knowledge Engineering coursetersburg State University is discussed and “OntolingeWiki” tool for creating ontology-based e-learning portals is described.

  17. Differencial training facilitates early consolidation in motor learning

    Directory of Open Access Journals (Sweden)

    Diana Henz

    2016-10-01

    Full Text Available Current research demonstrates increased learning rates in differencial learning (DL compared to repetitive training. To date, little is known on the underlying neurophysiological processes in DL that contribute to superior performance over repetitive practice. In the present study, we measured electroencephalographic (EEG brain activation patterns after DL and repetitive badminton serve training. Twenty-four semi-professional badminton players performed badminton serves in a DL and repetitive training schedule in a within-subjects design. EEG activity was recorded from nineteen electrodes according to the 10-20 system before and immediately after each 20-minute exercise. Increased theta activity was obtained in contralateral parieto-occipital regions after DL. Further, increased posterior alpha activity was obtained in DL compared to repetitive training. Results indicate different underlying neuronal processes in DL and repetitive training with a higher involvement of parieto-occipital areas in DL. We argue that DL facilitates early consolidation in motor learning indicated by post-training increases in theta and alpha activity. Further, brain activation patterns indicate somatosensory working memory processes where attentional resources are allocated in processing of somatosensory information in DL. Reinforcing a somatosensory memory trace might explain increased motor learning rates in DL. Finally, this memory trace is more stable against interference from internal and external disturbances that afford executively controlled processing such as attentional processes.

  18. Parenting Styles and Learned Resourcefulness of Turkish Adolescents

    Science.gov (United States)

    Turkel, Yesim Deniz; Tezer, Esin

    2008-01-01

    This study investigated the differences among 834 high school students regarding learned resourcefulness in terms of perceived parenting style and gender. The data were gathered by administering the Parenting Style Inventory (PSI) and Rosenbaum's Self-Control Schedule (SCS). The results of ANOVA pertaining to the scores of learned resourcefulness…

  19. Measuring Social Learning in Participatory Approaches to Natural Resource Management

    NARCIS (Netherlands)

    Wal, van der M.M.; Kraker, de J.; Offermans, A.; Kroeze, C.; Kirschner, P.; Ittersum, van M.K.

    2014-01-01

    The role of social learning as a governance mechanism in natural resource management has been frequently highlighted, but progress in finding evidence for this role and gaining insight into the conditions that promote it are hampered by the lack of operational definitions of social learning and

  20. Measuring social learning in participatory approaches to natural resource management.

    NARCIS (Netherlands)

    Van der Wal, Merel; De Kraker, Joop; Offermans, Astrid; Kroeze, Carolien; Kirschner, Paul A.; Van Ittersum, Martin

    2018-01-01

    The role of social learning as a governance mechanism in natural resource management has been frequently highlighted, but progress in finding evidence for this role and gaining insight into the conditions that promote it are hampered by the lack of operational definitions of social learning and

  1. Video interviewing as a learning resource

    DEFF Research Database (Denmark)

    Hedemann, Lars; Søndergaard, Helle Alsted

    2011-01-01

    The present investigation was carried out as a pilot study, with the aim of obtaining exploratory insights into the field of learning, and more specifically, how the use of video technology can be used as a mean to excel the outcome of the learning process. The motivation behind the study has its...... basis in the management education literature, and thereby in the discussion of how to organize teaching, in order to equip students with improved skills in reflective realization. Following the notion that experience is the basis for knowledge, the study was set out to explore how students at higher...... education programmes, i.e. at MSc and MBA level, can benefit from utilizing video recorded interviews in their process of learning and reflection. On the basis of the study, it is suggested that video interviewing makes up an interesting alternative to other learning approaches such as Simulation...

  2. Learning foreign languages in teletandem: Resources and strategies

    Directory of Open Access Journals (Sweden)

    João A. TELLES

    2015-12-01

    Full Text Available ABSTRACT Teletandem is a virtual, collaborative, and autonomous context in which two speakers of different languages use the text, voice, and webcam image resources of VOIP technology (Skype to help each other learn their native language (or language of proficiency. This paper focuses on learners' studying processes and their responses to teletandem. We collected quantitative and qualitative data from 134 university students through an online questionnaire. Results show the content of students' learning processes, resources, activities, and strategies. We conclude with a critical discussion of the results and raise pedagogical implications for the use o-f teletandem as a mode of online intercultural contact to learn foreign languages.

  3. Stressors, academic performance, and learned resourcefulness in baccalaureate nursing students.

    Science.gov (United States)

    Goff, Anne-Marie

    2011-01-01

    High stress levels in nursing students may affect memory, concentration, and problem-solving ability, and may lead to decreased learning, coping, academic performance, and retention. College students with higher levels of learned resourcefulness develop greater self-confidence, motivation, and academic persistence, and are less likely to become anxious, depressed, and frustrated, but no studies specifically involve nursing students. This explanatory correlational study used Gadzella's Student-life Stress Inventory (SSI) and Rosenbaum's Self Control Scale (SCS) to explore learned resourcefulness, stressors, and academic performance in 53 baccalaureate nursing students. High levels of personal and academic stressors were evident, but not significant predictors of academic performance (p = .90). Age was a significant predictor of academic performance (p = learned resourcefulness scores than females and Caucasians. Studies in larger, more diverse samples are necessary to validate these findings.

  4. Learning about water resource sharing through game play

    Science.gov (United States)

    Ewen, Tracy; Seibert, Jan

    2016-10-01

    Games are an optimal way to teach about water resource sharing, as they allow real-world scenarios to be enacted. Both students and professionals learning about water resource management can benefit from playing games, through the process of understanding both the complexity of sharing of resources between different groups and decision outcomes. Here we address how games can be used to teach about water resource sharing, through both playing and developing water games. An evaluation of using the web-based game Irrigania in the classroom setting, supported by feedback from several educators who have used Irrigania to teach about the sustainable use of water resources, and decision making, at university and high school levels, finds Irrigania to be an effective and easy tool to incorporate into a curriculum. The development of two water games in a course for masters students in geography is also presented as a way to teach and communicate about water resource sharing. Through game development, students learned soft skills, including critical thinking, problem solving, team work, and time management, and overall the process was found to be an effective way to learn about water resource decision outcomes. This paper concludes with a discussion of learning outcomes from both playing and developing water games.

  5. Personalized Resource Recommendations using Learning from Positive and Unlabeled Examples

    Directory of Open Access Journals (Sweden)

    Priyank Thakkar

    2016-08-01

    Full Text Available This paper proposes a novel approach for recommending social resources using learning from positive and unlabeled examples. Bookmarks submitted on social bookmarking system delicious1 and artists on online music system last.fm2 are considered as social resources. The foremost feature of this problem is that there are no labeled negative resources/examples available for learning a recommender/classifier. The memory based collaborative filtering has served as the most widely used algorithm for social resource recommendation. However, its predictions are based on some ad hoc heuristic rules and its success depends on the availability of a critical mass of users. This paper proposes model based two-step techniques to learn a classifier using positive and unlabeled examples to address personalized resource recommendations. In the first step of these techniques, naïve Bayes classifier is employed to identify reliable negative resources. In the second step, to generate effective resource recommender, classification and regression tree and least square support vector machine (LS-SVM are exercised. A direct method based on LS-SVM is also put forward to realize the recommendation task. LS-SVM is customized for learning from positive and unlabeled data. Furthermore, the impact of feature selection on our proposed techniques is also studied. Memory based collaborative filtering as well as our proposed techniques exploit usage data to generate personalized recommendations. Experimental results show that the proposed techniques outperform existing method appreciably.

  6. Learning about water resource sharing through game play

    Directory of Open Access Journals (Sweden)

    T. Ewen

    2016-10-01

    Full Text Available Games are an optimal way to teach about water resource sharing, as they allow real-world scenarios to be enacted. Both students and professionals learning about water resource management can benefit from playing games, through the process of understanding both the complexity of sharing of resources between different groups and decision outcomes. Here we address how games can be used to teach about water resource sharing, through both playing and developing water games. An evaluation of using the web-based game Irrigania in the classroom setting, supported by feedback from several educators who have used Irrigania to teach about the sustainable use of water resources, and decision making, at university and high school levels, finds Irrigania to be an effective and easy tool to incorporate into a curriculum. The development of two water games in a course for masters students in geography is also presented as a way to teach and communicate about water resource sharing. Through game development, students learned soft skills, including critical thinking, problem solving, team work, and time management, and overall the process was found to be an effective way to learn about water resource decision outcomes. This paper concludes with a discussion of learning outcomes from both playing and developing water games.

  7. Diagnostic imaging learning resources evaluated by students and recent graduates.

    Science.gov (United States)

    Alexander, Kate; Bélisle, Marilou; Dallaire, Sébastien; Fernandez, Nicolas; Doucet, Michèle

    2013-01-01

    Many learning resources can help students develop the problem-solving abilities and clinical skills required for diagnostic imaging. This study explored veterinary students' perceptions of the usefulness of a variety of learning resources. Perceived resource usefulness was measured for different levels of students and for academic versus clinical preparation. Third-year (n=139) and final (fifth) year (n=105) students and recent graduates (n=56) completed questionnaires on perceived usefulness of each resource. Resources were grouped for comparison: abstract/low complexity (e.g., notes, multimedia presentations), abstract/high complexity (e.g., Web-based and film case repositories), concrete/low complexity (e.g., large-group "clicker" workshops), and concrete/high complexity (e.g., small-group interpretation workshops). Lower-level students considered abstract/low-complexity resources more useful for academic preparation and concrete resources more useful for clinical preparation. Higher-level students/recent graduates also considered abstract/low-complexity resources more useful for academic preparation. For all levels, lecture notes were considered highly useful. Multimedia slideshows were an interactive complement to notes. The usefulness of a Web-based case repository was limited by accessibility problems and difficulty. Traditional abstract/low-complexity resources were considered useful for more levels and contexts than expected. Concrete/high-complexity resources need to better represent clinical practice to be considered more useful for clinical preparation.

  8. Learning Networks: connecting people, organizations, autonomous agents and learning resources to establish the emergence of effective lifelong learning

    NARCIS (Netherlands)

    Koper, Rob; Sloep, Peter

    2003-01-01

    Koper, E.J.R., Sloep, P.B. (2002) Learning Networks connecting people, organizations, autonomous agents and learning resources to establish the emergence of effective lifelong learning. RTD Programma into Learning Technologies 2003-2008. More is different… Heerlen, Nederland: Open Universiteit

  9. Mentors, networks, and resources for early career female atmospheric scientists

    Science.gov (United States)

    Hallar, A. G.; Avallone, L. M.; Edwards, L. M.; Thiry, H.; Ascent

    2011-12-01

    Atmospheric Science Collaborations and Enriching NeTworks (ASCENT) is a workshop series designed to bring together early career female scientists in the field of atmospheric science and related disciplines. ASCENT is a multi-faceted approach to retaining these junior scientists through the challenges in their research and teaching career paths. During the workshop, senior women scientists discuss their career and life paths. They also lead seminars on tools, resources and methods that can help early career scientists to be successful. Networking is a significant aspect of ASCENT, and many opportunities for both formal and informal interactions among the participants (of both personal and professional nature) are blended in the schedule. The workshops are held in Steamboat Springs, Colorado, home of a high-altitude atmospheric science laboratory - Storm Peak Laboratory, which also allows for nearby casual outings and a pleasant environment for participants. Near the conclusion of each workshop, junior and senior scientists are matched in mentee-mentor ratios of two junior scientists per senior scientist. An external evaluation of the three workshop cohorts concludes that the workshops have been successful in establishing and expanding personal and research-related networks, and that seminars have been useful in creating confidence and sharing resources for such things as preparing promotion and tenure packages, interviewing and negotiating job offers, and writing successful grant proposals.

  10. Work Identification - Inhibition or Resource for Learning?

    DEFF Research Database (Denmark)

    Olesen, Henning Salling

    2006-01-01

    This chapter discusses ways in which the subjective identification with work influences one's motivation to engage in learning. The chapter argues that a life history approach, which takes into account the subjective as well as the objective aspects of work can help us to understand the life...... transition challenges faced by older workers. The chapter draws on research and experience of the life history project at Roskilde University...

  11. Traces of an Early Learned Second Language in Discontinued Bilingualism

    Science.gov (United States)

    Sadat, Jasmin; Pureza, Rita; Alario, F.-Xavier

    2016-01-01

    Can an early learned second language influence speech production after living many years in an exclusively monolingual environment? To address this issue, we investigated the consequences of discontinued early bilingualism in heritage speakers who moved abroad and switched language dominance from the second to the primary learned language. We used…

  12. Alberta Learning: Early Development Instrument Pilot Project Evaluation.

    Science.gov (United States)

    Meaney, Wanda; Harris-Lorenze, Elayne

    The Early Development Instrument (EDI) was designed by McMaster University to measure the outcomes of childrens early years as they influence their readiness to learn at school. The EDI was piloted in several Canadian cities in recent years through two national initiatives. Building on these initiatives, Alberta Learning piloted the EDI as a…

  13. Big Rock Candy Mountain. Resources for Our Education. A Learning to Learn Catalog. Winter 1970.

    Science.gov (United States)

    Portola Inst., Inc., Menlo Park, CA.

    Imaginative learning resources of various types are reported in this catalog under the subject headings of process learning, education environments, classroom materials and methods, home learning, and self discovery. Books reviewed are on the subjects of superstition, Eastern religions, fairy tales, philosophy, creativity, poetry, child care,…

  14. Pupil Science Learning in Resource-Based e-Learning Environments

    Science.gov (United States)

    So, Wing-mui Winnie; Ching, Ngai-ying Fiona

    2011-01-01

    With the rapid expansion of broadband Internet connection and availability of high performance yet low priced computers, many countries around the world are advocating the adoption of e-learning, the use of computer technology to improve learning and teaching. The trend of e-learning has urged many teachers to incorporate online resources in their…

  15. Foods and Families Learning Package: An Educational Supplement to Early Childhood News.

    Science.gov (United States)

    General Mills, Inc., Minneapolis, Minn.

    This resource guide for the early childhood professional contains creative art activities, active learning experiences, interactive bulletin boards, teacher-made materials, simple cooking projects, inviting fingerplays, songs, and music. The activities are planned to stimulate children's curiosity and senses. Through experiencing these activities,…

  16. "From Bricks to Clicks": Hybrid Commercial Spaces in the Landscape of Early Literacy and Learning

    Science.gov (United States)

    Nixon, Helen

    2011-01-01

    In their quest for resources to support children's early literacy learning and development, parents encounter and traverse different spaces in which discourses and artifacts are produced and circulated. This paper uses conceptual tools from the field of geosemiotics to examine some commercial spaces designed for parents and children that…

  17. Introducing the ICF: the development of an online resource to support learning, teaching and curriculum design.

    Science.gov (United States)

    Jones, Lester E

    2011-03-01

    The International Classification of Functioning, Disability and Health (ICF) was adopted as one of the key models to support early health professional learning across a suite of new preregistration health science courses. It was decided that an online resource should be developed to enable students, course designers and teaching staff, across all disciplines, to have access to the same definitions, government policies and other supporting information on disability. As part of the comprehensive curriculum review, enquiry-based learning was adopted as the educational approach. Enquiry-based learning promotes deeper learning by encouraging students to engage in authentic challenges. As such, it was important that the online resource was not merely a site for accessing content, but enabled students to make decisions about where else to explore for credible information about the ICF. The selection of a host location that all students and staff could access meant that the resource could not be located in the existing online learning management system. Construction using software being trialled by the library at La Trobe University allowed for the required access, as well as alignment with an enquiry-based learning approach. Consultation for the content of the online resource included formal and informal working groups on curriculum review. The published version included resources from the World Health Organization, examples of research completed within different disciplines, a test of knowledge and a preformatted search page. The format of the online resource allows for updating of information, and feedback on the utilisation of the software has been used to enhance the student experience. The key issues for the development of this online resource were accessibility for students and staff, alignment with the adopted educational approach, consultation with all disciplines, and ease of modification of information and format once published. Copyright © 2010 Chartered

  18. Educational resources and tools for robotic learning

    Directory of Open Access Journals (Sweden)

    Pablo Gil Vazquez

    2012-07-01

    Full Text Available Normal.dotm 0 0 1 139 795 Universidad de Salamanca 6 1 976 12.0 0 false 18 pt 18 pt 0 0 false false false /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin-top:0cm; mso-para-margin-right:0cm; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0cm; line-height:115%; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin;} This paper discusses different teaching experiences which aims are the learning robotics in the university. These experiences are reflected in the development of several robotics courses and subjects at the University of Alicante.  The authors have created various educational platforms or they have used tools of free distribution and open source for the implementation of these courses. The main objetive of these courses is to teach the design and implementation of robotic solutions to solve various problems not only such as the control, programming and handling of robot but also the assembly, building and programming of educational mini-robots. On the one hand, new teaching tools are used such as simulators and virtual labs which make flexible the learning of robot arms. On the other hand, competitions are used to motivate students because this way, the students put into action the skills learned through building and programming low-cost mini-robots.

  19. Remembering New Words: Integrating Early Memory Development into Word Learning

    OpenAIRE

    Wojcik, Erica H.

    2013-01-01

    In order to successfully acquire a new word, young children must learn the correct associations between labels and their referents. For decades, word-learning researchers have explored how young children are able to form these associations. However, in addition to learning label-referent mappings, children must also remember them. Despite the importance of memory processes in forming a stable lexicon, there has been little integration of early memory research into the study of early word lear...

  20. Early clinical experience: do students learn what we expect?

    NARCIS (Netherlands)

    Helmich, E.; Bolhuis, S.; Laan, R.F.J.M.; Koopmans, R.T.C.M.

    2011-01-01

    CONTEXT: Early clinical experience is thought to contribute to the professional development of medical students, but little is known about the kind of learning processes that actually take place. Learning in practice is highly informal and may be difficult to direct by predefined learning outcomes.

  1. Early clinical experience : do students learn what we expect?

    NARCIS (Netherlands)

    Helmich, Esther; Bolhuis, Sanneke; Laan, Roland; Koopmans, Raymond

    CONTEXT Early clinical experience is thought to contribute to the professional development of medical students, but little is known about the kind of learning processes that actually take place. Learning in practice is highly informal and may be difficult to direct by predefined learning outcomes.

  2. Resource-based learning strategies: implications for students and institutions

    Directory of Open Access Journals (Sweden)

    Malcolm Ryan

    1996-12-01

    Full Text Available In its strategic plan, the University of Greenwich envisages a significant shift to resource-based learning (RBL. Enterprise in Higher Education (EHE has funded five pilot RBL projects during the past year, including one in introductory economics. The project was managed by three lecturers in the School of Social Sciences, supported by an Academic Development Officer. Learning outcomes were completely revised, and a range of assessment strategies, including computer-based tests, was identified. A resources guide was produced which identified the materials and activities that would enable students to achieve the learning outcomes. A number of innovations were adopted, including: • computer-based curriculum delivery, assessment, and student evaluation of the course; • an open approach to assessment; • abolishing lectures in favour of a diverse range of teaching and learning activities.

  3. Teaching with technology: free Web resources for teaching and learning.

    Science.gov (United States)

    Wink, Diane M; Smith-Stoner, Marilyn

    2011-01-01

    In this bimonthly series, the department editor examines how nurse educators can use Internet and Web-based computer technologies such as search, communication, collaborative writing tools; social networking, and social bookmarking sites; virtual worlds; and Web-based teaching and learning programs. In this article, the department editor and her coauthor describe free Web-based resources that can be used to support teaching and learning.

  4. Sustainability Learning in Natural Resource Use and Management

    Directory of Open Access Journals (Sweden)

    J. David Tàbara

    2007-12-01

    Full Text Available We contribute to the normative discussion on sustainability learning and provide a theoretical integrative framework intended to underlie the main components and interrelations of what learning is required for social learning to become sustainability learning. We demonstrate how this framework has been operationalized in a participatory modeling interface to support processes of natural resource integrated assessment and management. The key modeling components of our view are: structure (S, energy and resources (E, information and knowledge (I, social-ecological change (C, and the size, thresholds, and connections of different social-ecological systems. Our approach attempts to overcome many of the cultural dualisms that exist in the way social and ecological systems are perceived and affect many of the most common definitions of sustainability. Our approach also emphasizes the issue of limits within a total social-ecological system and takes a multiscale, agent-based perspective. Sustainability learning is different from social learning insofar as not all of the outcomes of social learning processes necessarily improve what we consider as essential for the long-term sustainability of social-ecological systems, namely, the co-adaptive systemic capacity of agents to anticipate and deal with the unintended, undesired, and irreversible negative effects of development. Hence, the main difference of sustainability learning from social learning is the content of what is learned and the criteria used to assess such content; these are necessarily related to increasing the capacity of agents to manage, in an integrative and organic way, the total social-ecological system of which they form a part. The concept of sustainability learning and the SEIC social-ecological framework can be useful to assess and communicate the effectiveness of multiple agents to halt or reverse the destructive trends affecting the life-support systems upon which all humans

  5. Mediated learning in the workplace: student perspectives on knowledge resources.

    Science.gov (United States)

    Shanahan, Madeleine

    2015-01-01

    In contemporary clinical practice, student radiographers can use many types of knowledge resources to support their learning. These include workplace experts, digital and nondigital information sources (eg, journals, textbooks, and the Internet), and electronic communication tools such as e-mail and social media. Despite the range of knowledge tools available, there is little available data about radiography students' use of these resources during clinical placement. A 68-item questionnaire was distributed to 62 students enrolled in an Australian university undergraduate radiography program after they completed a clinical placement. Researchers used descriptive statistics to analyze student access to workplace experts and their use of digital and nondigital information sources and electronic communication tools. A 5-point Likert scale (1 = very important; 5 = not important) was used to assess the present importance and perceived future value of knowledge tools for workplace learning. Of the 53 students who completed and returned the questionnaire anonymously, most rely on the knowledge of practicing technologists and on print and electronic information sources to support their learning; some students also use electronic communication tools. Students perceive that these knowledge resources also will be important tools for their future learning as qualified health professionals. The findings from this study present baseline data regarding the value students attribute to multiple knowledge tools and regarding student access to and use of these tools during clinical placement. In addition, most students have access to multiple knowledge tools in the workplace and incorporate these tools simultaneously into their overall learning practice during clinical placement. Although a range of knowledge tools is used in the workplace to support learning among student radiographers, the quality of each tool should be critically analyzed before it is adopted in practice

  6. Fostering Environmental Knowledge and Action through Online Learning Resources

    DEFF Research Database (Denmark)

    Maier, Carmen Daniela

    2010-01-01

    In order to secure correct understanding of environmental issues, to promote behavioral change and to encourage environmental action, more and more educational practices support and provide environmental programs. This article explores the design of online learning resources created for teachers...... and students by the GreenLearning environmental education program. The topic is approached from a social semiotic perspective. I conduct a multimodal analysis of the knowledge processes and the knowledge selection types that characterize the GreenLearning environmental education program and its online...

  7. Applying Learning Analytics for the Early Prediction of Students' Academic Performance in Blended Learning

    Science.gov (United States)

    Lu, Owen H. T.; Huang, Anna Y. Q.; Huang, Jeff C. H.; Lin, Albert J. Q.; Ogata, Hiroaki; Yang, Stephen J. H.

    2018-01-01

    Blended learning combines online digital resources with traditional classroom activities and enables students to attain higher learning performance through well-defined interactive strategies involving online and traditional learning activities. Learning analytics is a conceptual framework and is a part of our Precision education used to analyze…

  8. Early clinical experience: do students learn what we expect?

    Science.gov (United States)

    Helmich, Esther; Bolhuis, Sanneke; Laan, Roland; Koopmans, Raymond

    2011-07-01

    Early clinical experience is thought to contribute to the professional development of medical students, but little is known about the kind of learning processes that actually take place. Learning in practice is highly informal and may be difficult to direct by predefined learning outcomes. Learning in medical practice includes a socialisation process in which some learning outcomes may be valued, but others neglected or discouraged. This study describes students' learning goals (prior to a Year 1 nursing attachment) and learning outcomes (after the attachment) in relation to institutional educational goals, and evaluates associations between learning outcomes, student characteristics and place of attachment. A questionnaire containing open-ended questions about learning goals and learning outcomes was administered to all Year 1 medical students (n = 347) before and directly after a 4-week nursing attachment in either a hospital or a nursing home. Two confirmatory focus group interviews were conducted and data were analysed using qualitative and quantitative content analyses. Students' learning goals corresponded with educational goals with a main emphasis on communication and empathy. Other learning goals included gaining insight into the organisation of health care and learning to deal with emotions. Self-reported learning outcomes were the same, but students additionally mentioned reflection on professional behaviour and their own future development. Women and younger students mentioned communication and empathy more often than men and older students. Individual learning goals, with the exception of communicating and empathising with patients, did not predict learning outcomes. Students' learning goals closely match educational goals, which are adequately met in early nursing attachments in both hospitals and nursing homes. Learning to deal with emotions was under-represented as a learning goal and learning outcome, which may indicate that emotional aspects

  9. Reinforcement learning techniques for controlling resources in power networks

    Science.gov (United States)

    Kowli, Anupama Sunil

    As power grids transition towards increased reliance on renewable generation, energy storage and demand response resources, an effective control architecture is required to harness the full functionalities of these resources. There is a critical need for control techniques that recognize the unique characteristics of the different resources and exploit the flexibility afforded by them to provide ancillary services to the grid. The work presented in this dissertation addresses these needs. Specifically, new algorithms are proposed, which allow control synthesis in settings wherein the precise distribution of the uncertainty and its temporal statistics are not known. These algorithms are based on recent developments in Markov decision theory, approximate dynamic programming and reinforcement learning. They impose minimal assumptions on the system model and allow the control to be "learned" based on the actual dynamics of the system. Furthermore, they can accommodate complex constraints such as capacity and ramping limits on generation resources, state-of-charge constraints on storage resources, comfort-related limitations on demand response resources and power flow limits on transmission lines. Numerical studies demonstrating applications of these algorithms to practical control problems in power systems are discussed. Results demonstrate how the proposed control algorithms can be used to improve the performance and reduce the computational complexity of the economic dispatch mechanism in a power network. We argue that the proposed algorithms are eminently suitable to develop operational decision-making tools for large power grids with many resources and many sources of uncertainty.

  10. DELIVERing Library Resources to the Virtual Learning Environment

    Science.gov (United States)

    Secker, Jane

    2005-01-01

    Purpose: Examines a project to integrate digital libraries and virtual learning environments (VLE) focusing on requirements for online reading list systems. Design/methodology/approach: Conducted a user needs analysis using interviews and focus groups and evaluated three reading or resource list management systems. Findings: Provides a technical…

  11. Human resource recommendation algorithm based on ensemble learning and Spark

    Science.gov (United States)

    Cong, Zihan; Zhang, Xingming; Wang, Haoxiang; Xu, Hongjie

    2017-08-01

    Aiming at the problem of “information overload” in the human resources industry, this paper proposes a human resource recommendation algorithm based on Ensemble Learning. The algorithm considers the characteristics and behaviours of both job seeker and job features in the real business circumstance. Firstly, the algorithm uses two ensemble learning methods-Bagging and Boosting. The outputs from both learning methods are then merged to form user interest model. Based on user interest model, job recommendation can be extracted for users. The algorithm is implemented as a parallelized recommendation system on Spark. A set of experiments have been done and analysed. The proposed algorithm achieves significant improvement in accuracy, recall rate and coverage, compared with recommendation algorithms such as UserCF and ItemCF.

  12. Correlating students' educational background, study habits, and resource usage with learning success in medical histology.

    Science.gov (United States)

    Selvig, Daniel; Holaday, Louisa W; Purkiss, Joel; Hortsch, Michael

    2015-01-01

    Histology is a traditional core basic science component of most medical and dental education programs and presents a didactic challenge for many students. Identifying students that are likely to struggle with histology would allow for early intervention to support and encourage their learning success. To identify student characteristics that are associated with learning success in histology, three first-year medical school classes at the University of Michigan (>440 students) were surveyed about their educational background, attitudes toward learning histology, and their use of histology learning strategies and resources. These characteristics were linked with the students' quiz and examination results in histology. Students who reported previous experience in histology or pathology and hold science or biomedical science college degrees usually did well in histology. Learning success in histology was also positively associated with students' perception that histology is important for their professional career. Other positive indicators were in-person participation in teacher-guided learning experiences, specifically lecture and laboratory sessions. In contrast, students who relied on watching histology lectures by video rather than going to lectures in-person performed significantly worse. These characteristics and learning strategies of students who did well in this very visual and challenging study subject should be of help for identifying and advising students early, who might be at risk of failing a histology course or component. © 2014 American Association of Anatomists.

  13. Resource Letter ALIP-1: Active-Learning Instruction in Physics

    Science.gov (United States)

    Meltzer, David E.; Thornton, Ronald K.

    2012-06-01

    This Resource Letter provides a guide to the literature on research-based active-learning instruction in physics. These are instructional methods that are based on, assessed by, and validated through research on the teaching and learning of physics. They involve students in their own learning more deeply and more intensely than does traditional instruction, particularly during class time. The instructional methods and supporting body of research reviewed here offer potential for significantly improved learning in comparison to traditional lecture-based methods of college and university physics instruction. We begin with an introduction to the history of active learning in physics in the United States, and then discuss some methods for and outcomes of assessing pedagogical effectiveness. We enumerate and describe common characteristics of successful active-learning instructional strategies in physics. We then discuss a range of methods for introducing active-learning instruction in physics and provide references to those methods for which there is published documentation of student learning gains.

  14. Development of Water Resources Drought Early Warning System

    Science.gov (United States)

    Chen, B. P. T.; Chen, C. H.

    2017-12-01

    Signs of impending drought are often vague and result from hydrologic uncertainty. Because of this, determining the appropriate time to enforce water supply restrictions is difficult. This study proposes a drought early warning index (DEWI) that can help water resource managers to anticipate droughts so that preparations can be made to mitigate the impact of water shortages. This study employs the expected-deficit-rate of normal water supply conditions as the drought early warning index. An annual-use-reservoir-based water supply system in southern Taiwan was selected as the case study. The water supply simulation was based on reservoir storage at the evaluation time and the reservoir inflow series to cope with the actual water supply process until the end of the hydrologic year. A variety of deficits could be realized during different hydrologic years of records and assumptions of initial reservoir storage. These deficits are illustrated using the Average Shortage Rate (ASR) and the value of the ASR, namely the DEWI. The ASR is divided into 5 levels according to 5 deficit-tolerance combinations of each kind of annual demand. A linear regression model and a Neuro-Fuzzy Computing Technique model were employed to estimate the DEWI using selected factors deduced from supply-demand traits and available information, including: rainfall, reservoir inflow and storage data. The chosen methods mentioned above are used to explain a significant index is useful for both model development and decision making. Tests in the Tsengwen-Wushantou reservoir system showed this DEWI to perform very well in adopting the proper mitigation policy at the end of the wet season.

  15. Adoption of Technology and Augmentation of Resources for Teaching-Learning in Higher Education

    OpenAIRE

    P. M. Suresh Kumar

    2017-01-01

    Learner centred education through appropriate methodologies facilitates effective learning as teaching-learning modalities of higher education are considered to be relevant to the learner group. Curriculum delivery and pedagogy should incorporate multitude of learning experiences and innovative learning methodologies through adoption of technology. Plenty of resources external to the curriculum come into use, which offer valuable learning experiences. Augmentation of resources for teaching...

  16. A New Tool to Facilitate Learning Reading for Early Childhood

    Science.gov (United States)

    Puspitasari, Cita; Subiyanto

    2017-01-01

    This paper proposes a new android application for early childhood learning reading. The description includes a design, development, and an evaluation experiment of an educational game for learning reading on android. Before developing the game, Unified Modeling Language (UML) diagrams, interfaces, animation, narrative or audio were designed.…

  17. KidSmart© in Early Childhood Learning Practices

    DEFF Research Database (Denmark)

    Petersson, Eva; Borum, Nanna

    2014-01-01

    This paper reports on a study exploring the outcomes from young children’s play with digital technology in formal and semi-formal learning practices. The study is part of a bigger project being conducted by IBM KidSmart Early Learning Program, Denmark, the Danish Agency of Culture, 13 kindergartens...

  18. Formula for Success: Engaging Families in Early Math Learning

    Science.gov (United States)

    Global Family Research Project, 2017

    2017-01-01

    Early math ability is one of the best predictors of children's later success in school. Because children's learning begins in the home, families are fundamental in shaping children's interest and skills in math. The experience of learning and doing math, however, looks different from the instruction that was offered when most adults were in…

  19. iPads: Improving Numeracy Learning in the Early Years

    Science.gov (United States)

    Spencer, Peta

    2013-01-01

    The concept of mobile technologies is now an emergency theme in educational research, yet the playing of these edutainment applications and their impact on early childhood learning needs to be fully explored. This study highlights current research and explores how iPads improve student learning. It also examines how the introduction of iPads,…

  20. The effect of early administration of glucocorticoids on learning and ...

    African Journals Online (AJOL)

    It has been observed that steroids administered postnatally may have transient retarding effect on learning and memory functions, and that animal age and sex may modify such effects. This study aims to illustrate the effect of early administration of glucocorticoids on learning and spatial memory. Wistar rat pups were ...

  1. Early Boost and Slow Consolidation in Motor Skill Learning

    Science.gov (United States)

    Hotermans, Christophe; Peigneux, Philippe; de Noordhout, Alain Maertens; Moonen, Gustave; Maquet, Pierre

    2006-01-01

    Motor skill learning is a dynamic process that continues covertly after training has ended and eventually leads to delayed increments in performance. Current theories suggest that this off-line improvement takes time and appears only after several hours. Here we show an early transient and short-lived boost in performance, emerging as early as…

  2. Learning a Music Instrument in Early Childhood: What Can We Learn from Professional Musicians' Childhood Memories?

    Science.gov (United States)

    Smith, Wyverne

    2008-01-01

    Professional early childhood educators are often asked for advice about whether or when a young child should learn to play a music instrument. Many educators who do not have a background in music education may not be confident in providing such advice. A range of overseas research has supported learning a music instrument in the early childhood…

  3. Perceptual learning as improved probabilistic inference in early sensory areas.

    Science.gov (United States)

    Bejjanki, Vikranth R; Beck, Jeffrey M; Lu, Zhong-Lin; Pouget, Alexandre

    2011-05-01

    Extensive training on simple tasks such as fine orientation discrimination results in large improvements in performance, a form of learning known as perceptual learning. Previous models have argued that perceptual learning is due to either sharpening and amplification of tuning curves in early visual areas or to improved probabilistic inference in later visual areas (at the decision stage). However, early theories are inconsistent with the conclusions of psychophysical experiments manipulating external noise, whereas late theories cannot explain the changes in neural responses that have been reported in cortical areas V1 and V4. Here we show that we can capture both the neurophysiological and behavioral aspects of perceptual learning by altering only the feedforward connectivity in a recurrent network of spiking neurons so as to improve probabilistic inference in early visual areas. The resulting network shows modest changes in tuning curves, in line with neurophysiological reports, along with a marked reduction in the amplitude of pairwise noise correlations.

  4. Learning in Early Childhood: Experiences, Relationships and "Learning to Be"

    Science.gov (United States)

    Tayler, Collette

    2015-01-01

    Learning in the earliest stage of life--the infancy, toddlerhood and preschool period--is relational and rapid. Child-initiated and adult-mediated conversations, playful interactions and learning through active involvement are integral to young children making sense of their environments and to their development over time. The child's experience…

  5. Early onset marijuana use is associated with learning inefficiencies.

    Science.gov (United States)

    Schuster, Randi Melissa; Hoeppner, Susanne S; Evins, A Eden; Gilman, Jodi M

    2016-05-01

    Verbal memory difficulties are the most widely reported and persistent cognitive deficit associated with early onset marijuana use. Yet, it is not known what memory stages are most impaired in those with early marijuana use. Forty-eight young adults, aged 18-25, who used marijuana at least once per week and 48 matched nonusing controls (CON) completed the California Verbal Learning Test, Second Edition (CVLT-II). Marijuana users were stratified by age of initial use: early onset users (EMJ), who started using marijuana at or before age 16 (n = 27), and late onset marijuana user group (LMJ), who started using marijuana after age 16 (n = 21). Outcome variables included trial immediate recall, total learning, clustering strategies (semantic clustering, serial clustering, ratio of semantic to serial clustering, and total number of strategies used), delayed recall, and percent retention. Learning improved with repetition, with no group effect on the learning slope. EMJ learned fewer words overall than LMJ or CON. There was no difference between LMJ and CON in total number of words learned. Reduced overall learning mediated the effect on reduced delayed recall among EMJ, but not CON or LMJ. Learning improved with greater use of semantic versus serial encoding, but this did not vary between groups. EMJ was not related to delayed recall after adjusting for encoding. Young adults reporting early onset marijuana use had learning weaknesses, which accounted for the association between early onset marijuana use and delayed recall. No amnestic effect of marijuana use was observed. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  6. Lessons learned from early criticality accidents

    International Nuclear Information System (INIS)

    Malenfant, R.E.

    1996-01-01

    Four accidents involving the approach to criticality occurred during the period July, 1945, through May, 1996. These have been described in the format of the OPERATING EXPERIENCE WEEKLY SUMMARY which is distributed by the Office of Nuclear and Facility Safety. Although the lessons learned have been incorporated in standards, codes, and formal procedures during the last fifty years, this is their first presentation in this format. It is particularly appropriate that they be presented in the forum of the Nuclear Criticality Technology Safety Project Workshop closest to the fiftieth anniversary of the last of the four accidents, and that which was most instrumental in demonstrating the need to incorporate lessons learned

  7. National Resource Center for Health and Safety in Child Care and Early Education

    Science.gov (United States)

    ... National Resource Center for Health and Safety in Child Care and Early Education (NRC) at the University of Colorado College of ... National Resource Center for Health and Safety in Child Care and Early Education Email: info@NRCKids.org Please read our disclaimer ...

  8. Adaptation of mathematical educational content in e-learning resources

    Directory of Open Access Journals (Sweden)

    Yuliya V. Vainshtein

    2017-01-01

    Full Text Available Modern trends in the world electronic educational system development determine the necessity of adaptive learning intellectual environments and resources’ development and implementation. An upcoming trend in improvement the quality of studying mathematical disciplines is the development and application of adaptive electronic educational resources. However, the development and application experience of adaptive technologies in higher education is currently extremely limited and does not imply the usage flexibility. Adaptive educational resources in the electronic environment are electronic educational resources that provide the student with a personal educational space, filled with educational content that “adapts” to the individual characteristics of the students and provides them with the necessary information.This article focuses on the mathematical educational content adaptation algorithms development and their implementation in the e-learning system. The peculiarity of the proposed algorithms is the possibility of their application and distribution for adaptive e-learning resources construction. The novelty of the proposed approach is the three-step content organization of the adaptive algorithms for the educational content: “introductory adaptation of content”, “the current adaptation of content”, “estimative and a corrective adaptation”. For each stage of the proposed system, mathematical algorithms for educational content adaptation in adaptive e-learning resources are presented.Due to the high level of abstraction and complexity perception of mathematical disciplines, educational content is represented in the various editions of presentation that correspond to the levels of assimilation of the course material. Adaptation consists in the selection of the optimal edition of the material that best matches the individual characteristics of the student. The introduction of a three-step content organization of the adaptive

  9. Early Language Learning: Complexity and Mixed Methods

    Science.gov (United States)

    Enever, Janet, Ed.; Lindgren, Eva, Ed.

    2017-01-01

    This is the first collection of research studies to explore the potential for mixed methods to shed light on foreign or second language learning by young learners in instructed contexts. It brings together recent studies undertaken in Cameroon, China, Croatia, Ethiopia, France, Germany, Italy, Kenya, Mexico, Slovenia, Spain, Sweden, Tanzania and…

  10. Baby Steps: Learn the Signs. Act Early.

    Centers for Disease Control (CDC) Podcasts

    2008-09-22

    CDC recognized the impact of developmental disabilities and invested in a campaign to help parents measure their children's progress by monitoring how they play, learn, speak, and act. .  Created: 9/22/2008 by National Center on Birth Defects and Developmental Disabilities, Division of Human Development and Disability, Child Development Studies Team.   Date Released: 9/23/2008.

  11. Visual variability affects early verb learning.

    Science.gov (United States)

    Twomey, Katherine E; Lush, Lauren; Pearce, Ruth; Horst, Jessica S

    2014-09-01

    Research demonstrates that within-category visual variability facilitates noun learning; however, the effect of visual variability on verb learning is unknown. We habituated 24-month-old children to a novel verb paired with an animated star-shaped actor. Across multiple trials, children saw either a single action from an action category (identical actions condition, for example, travelling while repeatedly changing into a circle shape) or multiple actions from that action category (variable actions condition, for example, travelling while changing into a circle shape, then a square shape, then a triangle shape). Four test trials followed habituation. One paired the habituated verb with a new action from the habituated category (e.g., 'dacking' + pentagon shape) and one with a completely novel action (e.g., 'dacking' + leg movement). The others paired a new verb with a new same-category action (e.g., 'keefing' + pentagon shape), or a completely novel category action (e.g., 'keefing' + leg movement). Although all children discriminated novel verb/action pairs, children in the identical actions condition discriminated trials that included the completely novel verb, while children in the variable actions condition discriminated the out-of-category action. These data suggest that - as in noun learning - visual variability affects verb learning and children's ability to form action categories. © 2014 The British Psychological Society.

  12. [Associative Learning between Orientation and Color in Early Visual Areas].

    Science.gov (United States)

    Amano, Kaoru; Shibata, Kazuhisa; Kawato, Mitsuo; Sasaki, Yuka; Watanabe, Takeo

    2017-08-01

    Associative learning is an essential neural phenomenon where the contingency of different items increases after training. Although associative learning has been found to occur in many brain regions, there is no clear evidence that associative learning of visual features occurs in early visual areas. Here, we developed an associative decoded functional magnetic resonance imaging (fMRI) neurofeedback (A-DecNef) to determine whether associative learning of color and orientation can be induced in early visual areas. During the three days' training, A-DecNef induced fMRI signal patterns that corresponded to a specific target color (red) mostly in early visual areas while a vertical achromatic grating was simultaneously, physically presented to participants. Consequently, participants' perception of "red" was significantly more frequently than that of "green" in an achromatic vertical grating. This effect was also observed 3 to 5 months after training. These results suggest that long-term associative learning of two different visual features such as color and orientation, was induced most likely in early visual areas. This newly extended technique that induces associative learning may be used as an important tool for understanding and modifying brain function, since associations are fundamental and ubiquitous with respect to brain function.

  13. Multimedia support of early literacy learning

    NARCIS (Netherlands)

    Segers, P.C.J.; Verhoeven, L.T.W.

    2002-01-01

    In the present article, the development of a child-friendly computer software program to enhance the early literacy skills of kindergarteners in the Netherlands is described. The ergonomic aspects of designing software for young children are described along with the content of the program in

  14. Learning on human resources management in the radiology residency program

    Energy Technology Data Exchange (ETDEWEB)

    Oliveira, Aparecido Ferreira de; Lederman, Henrique Manoel; Batista, Nildo Alves, E-mail: aparecidoliveira@ig.com.br [Universidade Federal de Sao Paulo (EPM/UNIFESP), Sao Paulo, SP (Brazil). Escola Paulista de Medicina

    2014-03-15

    Objective: to investigate the process of learning on human resource management in the radiology residency program at Escola Paulista de Medicina - Universidade Federal de Sao Paulo, aiming at improving radiologists' education. Materials and methods: exploratory study with a quantitative and qualitative approach developed with the faculty staff, preceptors and residents of the program, utilizing a Likert questionnaire (46), taped interviews (18), and categorization based on thematic analysis. Results: According to 71% of the participants, residents have clarity about their role in the development of their activities, and 48% said that residents have no opportunity to learn how to manage their work in a multidisciplinary team. Conclusion: Isolation at medical records room, little interactivity between sectors with diversified and fixed activities, absence of a previous culture and lack of a training program on human resources management may interfere in the development of skills for the residents' practice. There is a need to review objectives of the medical residency in the field of radiology, incorporating, whenever possible, the commitment to the training of skills related to human resources management thus widening the scope of abilities of the future radiologists. (author)

  15. Learning on human resources management in the radiology residency program

    International Nuclear Information System (INIS)

    Oliveira, Aparecido Ferreira de; Lederman, Henrique Manoel; Batista, Nildo Alves

    2014-01-01

    Objective: to investigate the process of learning on human resource management in the radiology residency program at Escola Paulista de Medicina - Universidade Federal de Sao Paulo, aiming at improving radiologists' education. Materials and methods: exploratory study with a quantitative and qualitative approach developed with the faculty staff, preceptors and residents of the program, utilizing a Likert questionnaire (46), taped interviews (18), and categorization based on thematic analysis. Results: According to 71% of the participants, residents have clarity about their role in the development of their activities, and 48% said that residents have no opportunity to learn how to manage their work in a multidisciplinary team. Conclusion: Isolation at medical records room, little interactivity between sectors with diversified and fixed activities, absence of a previous culture and lack of a training program on human resources management may interfere in the development of skills for the residents' practice. There is a need to review objectives of the medical residency in the field of radiology, incorporating, whenever possible, the commitment to the training of skills related to human resources management thus widening the scope of abilities of the future radiologists. (author)

  16. Active Learning Techniques Applied to an Interdisciplinary Mineral Resources Course.

    Science.gov (United States)

    Aird, H. M.

    2015-12-01

    An interdisciplinary active learning course was introduced at the University of Puget Sound entitled 'Mineral Resources and the Environment'. Various formative assessment and active learning techniques that have been effective in other courses were adapted and implemented to improve student learning, increase retention and broaden knowledge and understanding of course material. This was an elective course targeted towards upper-level undergraduate geology and environmental majors. The course provided an introduction to the mineral resources industry, discussing geological, environmental, societal and economic aspects, legislation and the processes involved in exploration, extraction, processing, reclamation/remediation and recycling of products. Lectures and associated weekly labs were linked in subject matter; relevant readings from the recent scientific literature were assigned and discussed in the second lecture of the week. Peer-based learning was facilitated through weekly reading assignments with peer-led discussions and through group research projects, in addition to in-class exercises such as debates. Writing and research skills were developed through student groups designing, carrying out and reporting on their own semester-long research projects around the lasting effects of the historical Ruston Smelter on the biology and water systems of Tacoma. The writing of their mini grant proposals and final project reports was carried out in stages to allow for feedback before the deadline. Speakers from industry were invited to share their specialist knowledge as guest lecturers, and students were encouraged to interact with them, with a view to employment opportunities. Formative assessment techniques included jigsaw exercises, gallery walks, placemat surveys, think pair share and take-home point summaries. Summative assessment included discussion leadership, exams, homeworks, group projects, in-class exercises, field trips, and pre-discussion reading exercises

  17. An assessment of student experiences and learning based on a novel undergraduate e-learning resource.

    Science.gov (United States)

    Mehta, S; Clarke, F; Fleming, P S

    2016-08-12

    Purpose/objectives The aims of this study were to describe the development of a novel e-learning resource and to assess its impact on student learning experiences and orthodontic knowledge.Methods Thirty-two 4th year dental undergraduate students at Queen Mary University of London were randomly allocated to receive electronic access to e-learning material covering various undergraduate orthodontic topics over a 6-week period. Thirty-one control students were not given access during the study period. All students were asked to complete electronic quizzes both before (T0) and after (T1) the study period and a general questionnaire concerning familiarity with e-learning. The test group also completed a user satisfaction questionnaire at T1. Two focus groups were also undertaken to explore learners' experiences and suggestions in relation to the resource.Results The mean quiz result improved by 3.9% and 4.5% in the control and test groups, respectively. An independent t-test, however, demonstrated a lack of statistical significance in knowledge gain between control and test groups (P = 0.941). The qualitative feedback indicated that students believed that use of the resource enhanced knowledge and basic understanding with students expressing a wish to ingrain similar resources in other areas of undergraduate teaching.Conclusions Use of the novel orthodontic e-resource by 4th year undergraduate students over a 6-week period did not result in a significant improvement in subject knowledge. However, the e-learning has proven popular among undergraduates and the resources will continue to be refined.

  18. Building multilingual learning environments in early years education

    Directory of Open Access Journals (Sweden)

    Martin Dodman

    2016-07-01

    Full Text Available This paper examines the early language development of children with particular reference to the importance of personal multilingualism and the reasons why this should be promoted in early years education. It is argued that such an objective is best achieved by building multilingual learning environments at the level of nursery and infant schools. The characteristics of such environments are described and ways of evaluating projects designed to build them are presented.

  19. Developing Online Learning Resources: Big Data, Social Networks, and Cloud Computing to Support Pervasive Knowledge

    Science.gov (United States)

    Anshari, Muhammad; Alas, Yabit; Guan, Lim Sei

    2016-01-01

    Utilizing online learning resources (OLR) from multi channels in learning activities promise extended benefits from traditional based learning-centred to a collaborative based learning-centred that emphasises pervasive learning anywhere and anytime. While compiling big data, cloud computing, and semantic web into OLR offer a broader spectrum of…

  20. Optional Anatomy and Physiology e-Learning Resources: Student Access, Learning Approaches, and Academic Outcomes

    Science.gov (United States)

    Guy, Richard,; Byrne, Bruce; Dobos, Marian

    2018-01-01

    Anatomy and physiology interactive video clips were introduced into a blended learning environment, as an optional resource, and were accessed by ~50% of the cohort. Student feedback indicated that clips were engaging, assisted understanding of course content, and provided lecture support. Students could also access two other optional online…

  1. Early boost and slow consolidation in motor skill learning.

    Science.gov (United States)

    Hotermans, Christophe; Peigneux, Philippe; Maertens de Noordhout, Alain; Moonen, Gustave; Maquet, Pierre

    2006-01-01

    Motorskill learning is a dynamic process that continues covertly after training has ended and eventually leads to delayed increments in performance. Current theories suggest that this off-line improvement takes time and appears only after several hours. Here we show an early transient and short-lived boost in performance, emerging as early as 5-30 min after training but no longer observed 4 h later. This early boost is predictive of the performance achieved 48 h later, suggesting its functional relevance for memory processes.

  2. Accounting Early for Life Long Learning: The AcE Project.

    Science.gov (United States)

    University Coll. Worcester (England). Centre for Research in Early Childhood Education.

    Building upon the work of the Effective Early Learning (EEL) Project in raising the quality of early learning for young children in the United Kingdom, the 3-year Accounting Early for Life Long Learning Project (AcE Project) focuses on enhancing in 3- to 6-year-olds those attitudes and dispositions that are important to life-long learning. This…

  3. Family Concepts in Early Learning and Development Standards

    Science.gov (United States)

    Walsh, Bridget A.; Sanchez, Claudia; Lee, Angela M.; Casillas, Nicole; Hansen, Caitlynn

    2016-01-01

    This exploratory study investigated the use of concepts related to families, parents, and the home in 51 state-level early learning and development standards documents. Guidelines from six national family involvement, engagement, and school-partnership models were used to create the Family Involvement Models Analysis Chart (FIMAC), which served as…

  4. Rethinking Early Learning and Development Standards in the Ugandan Context

    Science.gov (United States)

    Ejuu, Godfrey

    2013-01-01

    Concerns that the African child is being tailored to be a "global child," alongside other homogenizing and dominating projections, such as early learning and development standards (ELDS), have increased. African communities need to be assured that global standards and global indicators will not further homogenize nations and thereby risk…

  5. A Study of Early Learning Services in Museums and Libraries

    Science.gov (United States)

    Sirinides, P.; Fink, R.; DuBois, T.

    2017-01-01

    Museums and libraries can play a role in providing opportunities for early learning, and there is clear momentum and infrastructure already in place to help make this happen. Researchers conducted a mixed-methods descriptive study to generate new evidence about the availability of services for young children in museums and libraries, and the…

  6. Waldorf Schools: Seventy-Six Years of Early Language Learning.

    Science.gov (United States)

    Navascues, Michael

    1997-01-01

    Describes the history, curriculum, and methodology of elementary school foreign-language (FL) learning within Waldorf schools, using information from Waldorf FL teachers, class observations, and research readings. Waldorf students study two FLs. An oral/choral method is used in the early years. Reading, writing, and formal grammar are introduced…

  7. Report to the Legislature: Child Welfare and Early Learning Partnerships

    Science.gov (United States)

    Washington State Department of Early Learning, 2015

    2015-01-01

    House Bill 2519, sponsored by Representative Tana Senn, was passed during the 2014 legislative session and signed into law by Governor Jay Inslee. HB 2519 directs the Department of Early Learning (DEL) and the Department of Social and Health Services (DSHS) to jointly develop recommendations on methods to "better partner to ensure children…

  8. When Do Computer Graphics Contribute to Early Literacy Learning?

    Science.gov (United States)

    Wepner, Shelley B.; Cotter, Michelle

    2002-01-01

    Notes that new literacies use computer graphics to tell a story, demonstrate a theory, or support a definition. Offers a functionality framework for assessing the value of computer graphics for early literacy learning. Provides ideas for determining the value of CD-ROM software and websites. Concludes that graphics that give text meaning or…

  9. Stress and resource pathways connecting early socioeconomic adversity to young adults' physical health risk.

    Science.gov (United States)

    Wickrama, Kandauda K A S; Lee, Tae Kyoung; O'Neal, Catherine Walker; Kwon, Josephine A

    2015-05-01

    Although research has established the impact of early stress, including stressful life contexts, and early resources, such as educational attainment, on various adolescent health outcomes, previous research has not adequately investigated "integrative models" incorporating both stress and resource mediational pathways to explain how early socioeconomic adversity impacts physical health outcomes, particularly in early life stages. Data on early childhood/adolescent stress and socioeconomic resources as well as biomarkers indicating physical health status in young adulthood were collected from 11,798 respondents (54 % female) over a 13-year period from youth participating in the National Study of Adolescent Health (Add Health). Physical health risk in young adulthood was measured using a composite index of nine regulatory biomarkers of cardiovascular and metabolic systems. Heterogeneity in stress and socioeconomic resource pathways was assessed using latent class analysis to identify clusters, or classes, of stress and socioeconomic resource trajectories. The influence of early socioeconomic adversity on young adults' physical health risk, as measured by biomarkers, was estimated, and the role of stress and socioeconomic resource trajectory classes as linking mechanisms was assessed. There was evidence for the influence of early socioeconomic adversity on young adults' physical health risk directly and indirectly through stress and socioeconomic resource trajectory classes over the early life course. These findings suggest that health models should be broadened to incorporate both stress and resource experiences simultaneously. Furthermore, these findings have prevention and intervention implications, including the importance of early socioeconomic adversity and key intervention points for "turning" the trajectories of at-risk youth.

  10. A Video Game for Learning Brain Evolution: A Resource or a Strategy?

    Science.gov (United States)

    Barbosa Gomez, Luisa Fernanda; Bohorquez Sotelo, Maria Cristina; Roja Higuera, Naydu Shirley; Rodriguez Mendoza, Brigitte Julieth

    2016-01-01

    Learning resources are part of the educational process of students. However, how video games act as learning resources in a population that has not selected the virtual formation as their main methodology? The aim of this study was to identify the influence of a video game in the learning process of brain evolution. For this purpose, the opinions…

  11. PBL, Hands-On/ Digital resources in Geology, (Teaching/ Learning)

    Science.gov (United States)

    Soares, Rosa; Santos, Cátia; Carvalho, Sara

    2015-04-01

    The present study reports the elaboration, application and evaluation of a problem-based learning (PBL) program that aims to evaluate the effectiveness in students learning the Rock Cycle theme. Prior research on both PBL and Rock Cycle was conducted within the context of science education so as to elaborate and construct the intervention program. Findings from these studies indicated both the PBL methodology and Rock Cycle as helpful for teachers and students. PBL methodology has been adopted in this study since it is logically incorporated in a constructivism philosophy application and it was expected that this approach would assist students towards achieving a specific set of competencies. PBL is a student-centered method based on the principle of using problems as the starting point for the acquisition of new knowledge. Problems are based on complex real-world situations. All information needed to solve the problem is initially not given. Students will identify, find, and use appropriate resources to complete the exercise. They work permanently in small groups, developing self-directed activities and increasing participation in discussions. Teacher based guidance allows students to be fully engaged in knowledge building. That way, the learning process is active, integrated, cumulative, and connected. Theme "Rock Cycle" was introduced using a problematic situation, which outlined the geological processes highlighted in "Foz do Douro" the next coastline of the school where the study was developed. The questions proposed by the students were solved, using strategies that involved the use of hands-on activities and virtual labs in Geology. The systematization of the selected theme was performed in a field excursion, implemented according to the organizational model of Nir Orion, to The "Foz do Douro" metamorphic complex. In the evaluation of the learning process, data were obtained on students' development of knowledge and competencies through the application of

  12. The gap between medical faculty's perceptions and use of e-learning resources.

    Science.gov (United States)

    Kim, Kyong-Jee; Kang, Youngjoon; Kim, Giwoon

    2017-01-01

    e-Learning resources have become increasingly popular in medical education; however, there has been scant research on faculty perceptions and use of these resources. To investigate medical faculty's use of e-learning resources and to draw on practical implications for fostering their use of such resources. Approximately 500 full-time faculty members in 35 medical schools across the nation in South Korea were invited to participate in a 30-item questionnaire on their perceptions and use of e-learning resources in medical education. The questionnaires were distributed in both online and paper formats. Descriptive analysis and reliability analysis were conducted of the data. Eighty faculty members from 28 medical schools returned the questionnaires. Twenty-two percent of respondents were female and 78% were male, and their rank, disciplines, and years of teaching experience all varied. Participants had positive perceptions of e-learning resources in terms of usefulness for student learning and usability; still, only 39% of them incorporated those resources in their teaching. The most frequently selected reasons for not using e-learning resources in their teaching were 'lack of resources relevant to my lectures,' 'lack of time to use them during lectures,' and 'was not aware of their availability.' Our study indicates a gap between medical faculty's positive perceptions of e-learning resources and their low use of such resources. Our findings highlight the needs for further study of individual and institutional barriers to faculty adoption of e-learning resources to bridge this gap.

  13. Race to the Top--Early Learning Challenge: An Analysis of Impact on IDEIA, Part C Early Intervention Programs

    Science.gov (United States)

    Bohjanen, Sharon L.

    2016-01-01

    Infants and toddlers who live in poverty are more likely to experience developmental delays or disabilities and less likely to access early intervention (EI) services. The federal initiative Race to the Top--Early Learning Challenge (RTT-ELC) was designed to increase access to high quality early learning programs for children at risk for…

  14. Exogenous and Endogenous Learning Resources in the Actiotope Model of Giftedness and Its Significance for Gifted Education

    Science.gov (United States)

    Ziegler, Albert; Chandler, Kimberley L.; Vialle, Wilma; Stoeger, Heidrun

    2017-01-01

    Based on the Actiotope Model of Giftedness, this article introduces a learning-resource-oriented approach for gifted education. It provides a comprehensive categorization of learning resources, including five exogenous learning resources termed "educational capital" and five endogenous learning resources termed "learning…

  15. Early Foundations for Mathematics Learning and Their Relations to Learning Disabilities.

    Science.gov (United States)

    Geary, David C

    2013-02-01

    Children's quantitative competencies upon entry into school can have lifelong consequences. Children who start behind generally stay behind, and mathematical skills at school completion influence employment prospects and wages in adulthood. I review the current debate over whether early quantitative learning is supported by (a) an inherent system for representing approximate magnitudes, (b) an attentional-control system that enables explicit processing of quantitative symbols, such as Arabic numerals, or (c) the logical problem-solving abilities that facilitate learning of the relations among numerals. Studies of children with mathematical learning disabilities and difficulties have suggested that each of these competencies may be involved, but to different degrees and at different points in the learning process. Clarifying how and when these competencies facilitate early quantitative learning and developing interventions to address their impact on children have the potential to yield substantial benefits for individuals and for society.

  16. Omid Early Intervention Resource Kit for Children with Autism Spectrum Disorders and Their Families

    Science.gov (United States)

    Samadi, Sayyed Ali; Mahmoodizadeh, Ameneh

    2014-01-01

    Omid early intervention resource kit containing information booklets on autism spectrum disorders (ASD) and related issues, five packs of tangible selected playthings and communication facilitating aids was developed and evaluated with 65 Iranian parents. Beside a pretest before the resource kit deliverance, parents in the control group took part…

  17. Functional asymmetries in early learning during right, left, and bimanual performance in right-handed subjects.

    Science.gov (United States)

    Aznárez-Sanado, Maite; Fernández-Seara, Maria A; Loayza, Francis R; Pastor, Maria A

    2013-03-01

    To elucidate differences in activity and connectivity during early learning due to the performing hand. Twenty right-handed subjects were recruited. The neural correlates of explicit visuospatial learning executed with the right, the left hand, and bimanually were investigated using functional magnetic resonance imaging. Connectivity analyses were carried out using the psychophysiological interactions model, considering right and left anterior putamen as index regions. A common neural network was found for the three tasks during learning. Main activity increases were located in posterior cingulate cortex, supplementary motor area, parietal cortex, anterior putamen, and cerebellum (IV-V), whereas activity decrements were observed in prefrontal regions. However, the left hand task showed a greater recruitment of left hippocampal areas when compared with the other tasks. In addition, enhanced connectivity between the right anterior putamen and motor cortical and cerebellar regions was found for the left hand when compared with the right hand task. An additional recruitment of brain regions and increased striato-cortical and striato-cerebellar functional connections is needed when early learning is performed with the nondominant hand. In addition, access to brain resources during learning may be directed by the dominant hand in the bimanual task. Copyright © 2012 Wiley Periodicals, Inc.

  18. Cost-Benefit Analysis of Computer Resources for Machine Learning

    Science.gov (United States)

    Champion, Richard A.

    2007-01-01

    Machine learning describes pattern-recognition algorithms - in this case, probabilistic neural networks (PNNs). These can be computationally intensive, in part because of the nonlinear optimizer, a numerical process that calibrates the PNN by minimizing a sum of squared errors. This report suggests efficiencies that are expressed as cost and benefit. The cost is computer time needed to calibrate the PNN, and the benefit is goodness-of-fit, how well the PNN learns the pattern in the data. There may be a point of diminishing returns where a further expenditure of computer resources does not produce additional benefits. Sampling is suggested as a cost-reduction strategy. One consideration is how many points to select for calibration and another is the geometric distribution of the points. The data points may be nonuniformly distributed across space, so that sampling at some locations provides additional benefit while sampling at other locations does not. A stratified sampling strategy can be designed to select more points in regions where they reduce the calibration error and fewer points in regions where they do not. Goodness-of-fit tests ensure that the sampling does not introduce bias. This approach is illustrated by statistical experiments for computing correlations between measures of roadless area and population density for the San Francisco Bay Area. The alternative to training efficiencies is to rely on high-performance computer systems. These may require specialized programming and algorithms that are optimized for parallel performance.

  19. Current Policy Issues in Early Foreign Language Learning

    Directory of Open Access Journals (Sweden)

    Janet Enever

    2012-01-01

    Full Text Available The development of policy in relation to language learning at the early primary level of schooling has received only limited attention in the literature on policy studies in general, and within the framework of an emerging education policy space across Europe specifically. This paper offers an introductory discussion of the growth of education policy in Europe, identifying the extent to which the histories of national language policies are being re-shaped by the rise of numerical data and comparison within a newly-formed European education space. A summary review of key measures of particular relevance to early language learning illustrates thescale of “soft” policy mechanisms now available as tools in an on-going process of shaping, adapting and refining policy in response to the continuously shifting language priorities that arise particularly during periods of economic instability. This paper draws on key themes from a transnational, longitudinal study of early language learning in Europe to discuss the extent to which implementation in schools has so far been moulded by a plethora of recommendations, reports and indicators formulated in response to the step change in policy development that has occurred since the publication of the Lisbon Strategy (2000.

  20. A Literature Survey for Earliness/Tardiness Scheduling Problems with Learning Effect

    Directory of Open Access Journals (Sweden)

    Mesut Cemil İŞLER

    2009-02-01

    Full Text Available When a task or work is done continuously, there will be an experience so following times needs of required resources (manpower, materials, etc. will be reduced. This learning curve described first by Wright. Wright determined how workmanship costs decreased while proceed plain increasing. This investigations correctness found consistent by plain producers. Learning effect is an effect that, works can be done in shorter time in the rate of repeat of work with repeating same or similar works in production process. Nowadays classical production systems adapted more acceptable systems with new approaches. Just in time production system (JIT philosophy is one of the most important production system philosophies. JIT which is known production without stock stands on using all product resources optimum. Minimization problem of Earliness/Tardiness finishing penalty, which we can describe Just in time scheduling, appeared by inspired from JIT philosophy. In this study, there is literature survey which directed to earliness/tardiness performance criteria and learning effect processing in scheduling and as a result of this it is obtained some establishing for literature.

  1. Determining discourses: Constraints and resources influencing early career science teachers

    Science.gov (United States)

    Grindstaff, Kelly E.

    This study explores the thinking and practices of five early-career teachers of grades eight to ten science, in relation to their histories, schools, students, and larger cultural and political forces. All the teachers are young women, two in their fourth year of teaching, who teach together in an affluent suburb, along with one first-year teacher. The other two are first-year teachers who teach in an urban setting. All of these teachers most closely associated good science teaching with forming relationships with students. They filtered science content through a lens of relevance (mostly to everyday life) and interest for students. Thus they filtered science content through a commitment to serving students, which makes sense since I argue that the primary motivations for teaching had more to do with working with students and helping people than the disciplines of science. Thus, within the discourse of the supremacy of curriculum and the prevalence of testing, these teachers enact hybrid practices which focus on covering content -- to help ensure the success of students -- and on relevance and interest, which has more to do with teaching styles and personality than disciplines of science. Ideas of good teaching are not very focused on science, which contradicts the type of support they seek and utilize around science content. This presents a challenge to pre- and in-service education and support to question what student success means, what concern for students entails and how to connect caring and concern for students with science.

  2. A neurocomputational theory of how explicit learning bootstraps early procedural learning.

    Science.gov (United States)

    Paul, Erick J; Ashby, F Gregory

    2013-01-01

    It is widely accepted that human learning and memory is mediated by multiple memory systems that are each best suited to different requirements and demands. Within the domain of categorization, at least two systems are thought to facilitate learning: an explicit (declarative) system depending largely on the prefrontal cortex, and a procedural (non-declarative) system depending on the basal ganglia. Substantial evidence suggests that each system is optimally suited to learn particular categorization tasks. However, it remains unknown precisely how these systems interact to produce optimal learning and behavior. In order to investigate this issue, the present research evaluated the progression of learning through simulation of categorization tasks using COVIS, a well-known model of human category learning that includes both explicit and procedural learning systems. Specifically, the model's parameter space was thoroughly explored in procedurally learned categorization tasks across a variety of conditions and architectures to identify plausible interaction architectures. The simulation results support the hypothesis that one-way interaction between the systems occurs such that the explicit system "bootstraps" learning early on in the procedural system. Thus, the procedural system initially learns a suboptimal strategy employed by the explicit system and later refines its strategy. This bootstrapping could be from cortical-striatal projections that originate in premotor or motor regions of cortex, or possibly by the explicit system's control of motor responses through basal ganglia-mediated loops.

  3. A Neurocomputational Theory of how Explicit Learning Bootstraps Early Procedural Learning

    Directory of Open Access Journals (Sweden)

    Erick Joseph Paul

    2013-12-01

    Full Text Available It is widely accepted that human learning and memory is mediated by multiple memory systems that are each best suited to different requirements and demands. Within the domain of categorization, at least two systems are thought to facilitate learning: an explicit (declarative system depending largely on the prefrontal cortex, and a procedural (non-declarative system depending on the basal ganglia. Substantial evidence suggests that each system is optimally suited to learn particular categorization tasks. However, it remains unknown precisely how these systems interact to produce optimal learning and behavior. In order to investigate this issue, the present research evaluated the progression of learning through simulation of categorization tasks using COVIS, a well-known model of human category learning that includes both explicit and procedural learning systems. Specifically, the model's parameter space was thoroughly explored in procedurally learned categorization tasks across a variety of conditions and architectures to identify plausible interaction architectures. The simulation results support the hypothesis that one-way interaction between the systems occurs such that the explicit system "bootstraps" learning early on in the procedural system. Thus, the procedural system initially learns a suboptimal strategy employed by the explicit system and later refines its strategy. This bootstrapping could be from cortical-striatal projections that originate in premotor or motor regions of cortex, or possibly by the explicit system’s control of motor responses through basal ganglia-mediated loops.

  4. Use of Online Learning Resources in the Development of Learning Environments at the Intersection of Formal and Informal Learning: The Student as Autonomous Designer

    Science.gov (United States)

    Lebenicnik, Maja; Pitt, Ian; Istenic Starcic, Andreja

    2015-01-01

    Learning resources that are used in the education of university students are often available online. The nature of new technologies causes an interweaving of formal and informal learning, with the result that a more active role is expected from students with regard to the use of ICT for their learning. The variety of online learning resources…

  5. Listening to Students: Customer Journey Mapping at Birmingham City University Library and Learning Resources

    Science.gov (United States)

    Andrews, Judith; Eade, Eleanor

    2013-01-01

    Birmingham City University's Library and Learning Resources' strategic aim is to improve student satisfaction. A key element is the achievement of the Customer Excellence Standard. An important component of the standard is the mapping of services to improve quality. Library and Learning Resources has developed a methodology to map these…

  6. Usability Testing of a Multimedia e-Learning Resource for Electrolyte and Acid-Base Disorders

    Science.gov (United States)

    Davids, Mogamat Razeen; Chikte, Usuf; Grimmer-Somers, Karen; Halperin, Mitchell L.

    2014-01-01

    The usability of computer interfaces may have a major influence on learning. Design approaches that optimize usability are commonplace in the software development industry but are seldom used in the development of e-learning resources, especially in medical education. We conducted a usability evaluation of a multimedia resource for teaching…

  7. Children's Participation Rights in Early Childhood Education and Care: The Case of Early Literacy Learning and Pedagogy

    Science.gov (United States)

    Dunphy, Elizabeth

    2012-01-01

    This position article argues that educators' knowledge of young children's perspectives on aspects of early learning, including literacy learning, and subsequent interpretations of the ways that these perspectives can inform and shape pedagogy are key to promoting children's participation rights in early childhood education and care. Drawing on…

  8. The equivalence of learning paths in early science instruction: effect of direct instruction and discovery learning.

    Science.gov (United States)

    Klahr, David; Nigam, Milena

    2004-10-01

    In a study with 112 third- and fourth-grade children, we measured the relative effectiveness of discovery learning and direct instruction at two points in the learning process: (a) during the initial acquisition of the basic cognitive objective (a procedure for designing and interpreting simple, unconfounded experiments) and (b) during the subsequent transfer and application of this basic skill to more diffuse and authentic reasoning associated with the evaluation of science-fair posters. We found not only that many more children learned from direct instruction than from discovery learning, but also that when asked to make broader, richer scientific judgments, the many children who learned about experimental design from direct instruction performed as well as those few children who discovered the method on their own. These results challenge predictions derived from the presumed superiority of discovery approaches in teaching young children basic procedures for early scientific investigations.

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

    Directory of Open Access Journals (Sweden)

    Kong Xiangsheng

    2014-09-01

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

  10. A Resource-Oriented Functional Approach to English Language Learning

    Science.gov (United States)

    Li, Jia

    2018-01-01

    This article reports on a case study that investigates the learning preferences and strategies of Chinese students learning English as a second language (ESL) in Canadian school settings. It focuses on the interaction between second language (L2) learning methods that the students have adopted from their previous learning experience in China and…

  11. Integrating gender into natural resources management projects: USAID lessons learned.

    Science.gov (United States)

    1998-01-01

    This article discusses USAID's lessons learned about integrating gender into natural resource management (NRM) projects in Peru, the Philippines, and Kenya. In Peru, USAID integrated women into a solid waste management project by lending money to invest in trash collection supplies. The loans allowed women to collect household waste, transfer it to a landfill, and provide additional sanitary disposal. The women were paid through direct fees from households and through service contracts with municipalities. In Mindanao, the Philippines, women were taught about the health impact of clean water and how to monitor water quality, including the monitoring of E. coli bacteria. Both men and women were taught soil conservation techniques for reducing the amount of silt running into the lake, which interferes with the generation of electricity and affects the health of everyone. The education helped women realize the importance of reducing silt and capitalized on their interest in protecting the health of their families. The women were thus willing to monitor the lake's water quality to determine if the conservation efforts were effective. In Kenya, USAID evaluated its Ecology, Community Organization, and Gender project in the Rift Valley, which helped resettle a landless community and helped with sustainable NRM. The evaluation revealed that women's relative bargaining power was less than men's. Organized capacity building that strengthened women's networks and improved their capacity to push issues onto the community agenda assured women a voice in setting the local NRM agenda.

  12. Learn-and-Adapt Stochastic Dual Gradients for Network Resource Allocation

    OpenAIRE

    Chen, Tianyi; Ling, Qing; Giannakis, Georgios B.

    2017-01-01

    Network resource allocation shows revived popularity in the era of data deluge and information explosion. Existing stochastic optimization approaches fall short in attaining a desirable cost-delay tradeoff. Recognizing the central role of Lagrange multipliers in network resource allocation, a novel learn-and-adapt stochastic dual gradient (LA-SDG) method is developed in this paper to learn the sample-optimal Lagrange multiplier from historical data, and accordingly adapt the upcoming resource...

  13. Learning from Children: Learning from Caroline Pratt (1867-1954). Early Progressives in Early Years Education

    Science.gov (United States)

    Drummond, Mary Jane

    2014-01-01

    This review of Caroline Pratt's life and work in early years education includes an account of how a six-year-old boy taught a woman in her thirties what she needed to know in order to open a school--in 1914--that continues to this day, a school that was, in the founder's own words, fitted to the child and not the other way around. It finds a clear…

  14. Facilitating Teachers' Reuse of Mobile Assisted Language Learning Resources Using Educational Metadata

    Science.gov (United States)

    Zervas, Panagiotis; Sampson, Demetrios G.

    2014-01-01

    Mobile assisted language learning (MALL) and open access repositories for language learning resources are both topics that have attracted the interest of researchers and practitioners in technology enhanced learning (TeL). Yet, there is limited experimental evidence about possible factors that can influence and potentially enhance reuse of MALL…

  15. The RISE Framework: Using Learning Analytics to Automatically Identify Open Educational Resources for Continuous Improvement

    Science.gov (United States)

    Bodily, Robert; Nyland, Rob; Wiley, David

    2017-01-01

    The RISE (Resource Inspection, Selection, and Enhancement) Framework is a framework supporting the continuous improvement of open educational resources (OER). The framework is an automated process that identifies learning resources that should be evaluated and either eliminated or improved. This is particularly useful in OER contexts where the…

  16. A Connected Space for Early Experiential Learning in Teacher Education

    Directory of Open Access Journals (Sweden)

    Yong Yu

    2016-11-01

    Full Text Available Carefully constructed field-based experiences in teacher education programs have been recognized as one of the essential conditions for effective teacher learning. Most college/university-based teacher education programs, however, are still dominated by the epistemology that academic knowledge is the authoritative source of knowledge about teaching, while spaces outside the college classroom remain the “practice fields.” This study examined Project CONNECT (PC, an after-school program designed to create early experiential learning opportunities for pre-service teachers (PSTs by bringing together different aspects of expertise from the schools, communities, and universities. Pre-service teachers in this study worked with children one afternoon a week in school-based sites during their sophomore and junior years. Case study was adopted to assess the impact of the experience on teacher learning and the factors contributing to the effect. Multiple data sources, including weekly reflection journals, field observation notes, and an exit survey were collected and analyzed. Results revealed participants’ transformation of professional identity, and development of professional skills and dispositions. Several factors emerged as important to PSTs’ learning throughout the experience, including connections between the course and the program, quality of faculty supervision, and systematic reflection. Implications for teacher education were discussed.

  17. Lexically-based learning and early grammatical development.

    Science.gov (United States)

    Lieven, E V; Pine, J M; Baldwin, G

    1997-02-01

    Pine & Lieven (1993) suggest that a lexically-based positional analysis can account for the structure of a considerable proportion of children's early multiword corpora. The present study tests this claim on a second, larger sample of eleven children aged between 1;0 and 3;0 from a different social background, and extends the analysis to later in development. Results indicate that the positional analysis can account for a mean of 60% of all the children's multiword utterances and that the great majority of all other utterances are defined as frozen by the analysis. Alternative explanations of the data based on hypothesizing underlying syntactic or semantic relations are investigated through analyses of pronoun case marking and of verbs with prototypical agent-patient roles. Neither supports the view that the children's utterances are being produced on the basis of general underlying rules and categories. The implications of widespread distributional learning in early language development are discussed.

  18. Blended learning in dentistry: 3-D resources for inquiry-based learning

    Directory of Open Access Journals (Sweden)

    Susan Bridges

    2012-06-01

    Full Text Available Motivation is an important factor for inquiry-based learning, so creative design of learning resources and materials is critical to enhance students’ motivation and hence their cognition. Modern dentistry is moving towards “electronic patient records” for both clinical treatment and teaching. Study models have long been an essential part of dental records. Traditional plaster casts are, however, among the last type of clinical record in the dental field to be converted into digital media as virtual models. Advantages of virtual models include: simpler storage; reduced risk of damage, disappearance, or misplacement; simpler and effective measuring; and easy transferal to colleagues. In order to support student engagement with the rapidly changing world of digital dentistry, and in order to stimulate the students’ motivation and depth of inquiry, this project aims to introduce virtual models into a Bachelor and Dental Surgery (BDS curriculum. Under a “blended” e-learning philosophy, students are first introduced to the new software then 3-D models are incorporated into inquiry-based problems as stimulus materials. Face-to-face tutorials blend virtual model access via interactive whiteboards (IWBs. Students’ perceptions of virtual models including motivation and cognition as well as the virtual models’ functionality were rated after a workshop introducing virtual models and plaster models in parallel. Initial student feedback indicates that the 3-D models have been generally well accepted, which confirmed the functionality of the programme and the positive perception of virtual models for enhancing students’ learning motivation. Further investigation will be carried out to assess the impact of virtual models on students’ learning outcomes.

  19. Learning abilities and disabilities: generalist genes in early adolescence.

    Science.gov (United States)

    Davis, Oliver S P; Haworth, Claire M A; Plomin, Robert

    2009-01-01

    The new view of cognitive neuropsychology that considers not just case studies of rare severe disorders but also common disorders, as well as normal variation and quantitative traits, is more amenable to recent advances in molecular genetics, such as genome-wide association studies, and advances in quantitative genetics, such as multivariate genetic analysis. A surprising finding emerging from multivariate quantitative genetic studies across diverse learning abilities is that most genetic influences are shared: they are "generalist", rather than "specialist". We exploited widespread access to inexpensive and fast Internet connections in the United Kingdom to assess over 5000 pairs of 12-year-old twins from the Twins Early Development Study (TEDS) on four distinct batteries: reading, mathematics, general cognitive ability (g) and, for the first time, language. Genetic correlations remain high among all of the measured abilities, with language as highly correlated genetically with g as reading and mathematics. Despite developmental upheaval, generalist genes remain important into early adolescence, suggesting optimal strategies for molecular genetic studies seeking to identify the genes of small effect that influence learning abilities and disabilities.

  20. How learning analytics can early predict under-achieving students in a blended medical education course.

    Science.gov (United States)

    Saqr, Mohammed; Fors, Uno; Tedre, Matti

    2017-07-01

    Learning analytics (LA) is an emerging discipline that aims at analyzing students' online data in order to improve the learning process and optimize learning environments. It has yet un-explored potential in the field of medical education, which can be particularly helpful in the early prediction and identification of under-achieving students. The aim of this study was to identify quantitative markers collected from students' online activities that may correlate with students' final performance and to investigate the possibility of predicting the potential risk of a student failing or dropping out of a course. This study included 133 students enrolled in a blended medical course where they were free to use the learning management system at their will. We extracted their online activity data using database queries and Moodle plugins. Data included logins, views, forums, time, formative assessment, and communications at different points of time. Five engagement indicators were also calculated which would reflect self-regulation and engagement. Students who scored below 5% over the passing mark were considered to be potentially at risk of under-achieving. At the end of the course, we were able to predict the final grade with 63.5% accuracy, and identify 53.9% of at-risk students. Using a binary logistic model improved prediction to 80.8%. Using data recorded until the mid-course, prediction accuracy was 42.3%. The most important predictors were factors reflecting engagement of the students and the consistency of using the online resources. The analysis of students' online activities in a blended medical education course by means of LA techniques can help early predict underachieving students, and can be used as an early warning sign for timely intervention.

  1. Creating a Framework of a Resource-Based E-Learning Environment for Science Learning in Primary Classrooms

    Science.gov (United States)

    So, Winnie W. M.

    2012-01-01

    Advancements in information and communications technology and the rapid expansion of the Internet have changed the nature and the mode of the presentation and delivery of teaching and learning resources. This paper discusses the results of a study aimed at investigating how five teachers planned to integrate online resources in their teaching of…

  2. Development of Human Resources Using New Technologies in Long-Life Learning

    Directory of Open Access Journals (Sweden)

    Micu Bogdan Ghilic

    2011-01-01

    Full Text Available Information and communication technologies (ICT offer new opportunities to reinvent the education and to make people and makes learning more fun and contemporary but poses many problems to educational institutions. Implementation of ICT determines major structural changes in the organizations and mental switch from bureaucratic mentality to customer-oriented one. In this paper I try to evaluate methods of developing the lifelong learning programs, impact to human resources training and development and the impact of this process on educational institutions. E-learning usage in training the human resources can make a new step in development of the education institutions, human resources and companies.

  3. Native language change during early stages of second language learning.

    Science.gov (United States)

    Bice, Kinsey; Kroll, Judith F

    2015-11-11

    Research on proficient bilinguals has demonstrated that both languages are always active, even when only one is required. The coactivation of the two languages creates both competition and convergence, facilitating the processing of cognate words, but slowing lexical access when there is a requirement to engage control mechanisms to select the target language. Critically, these consequences are evident in the native language (L1) as well as in the second language (L2). The present study questioned whether L1 changes can be detected at early stages of L2 learning and how they are modulated by L2 proficiency. Native English speakers learning Spanish performed an English (L1) lexical decision task that included cognates while event-related potentials were recorded. They also performed verbal fluency, working memory, and inhibitory control tasks. A group of matched monolinguals performed the same tasks in English only. The results revealed that intermediate learners demonstrate a reduced N400 for cognates compared with noncognates in English (L1), and an emerging effect is visually present in beginning learners as well; however, no behavioral cognate effect was present for either group. In addition, slower reaction times in English (L1) are related to a larger cognate N400 magnitude in English (L1) and Spanish (L2), and to better inhibitory control for learners but not for monolinguals. The results suggest that contrary to the claim that L2 affects L1 only when L2 speakers are highly proficient, L2 learning begins to impact L1 early in the development of the L2 skill.

  4. Jump-Starting Early Childhood Education at Home: Early Learning, Parent Motivation, and Public Policy.

    Science.gov (United States)

    Maloney, Erin A; Converse, Benjamin A; Gibbs, Chloe R; Levine, Susan C; Beilock, Sian L

    2015-11-01

    By the time children begin formal schooling, their experiences at home have already contributed to large variations in their math and language development, and once school begins, academic achievement continues to depend strongly on influences outside of school. It is thus essential that educational reform strategies involve primary caregivers. Specifically, programs and policies should promote and support aspects of caregiver-child interaction that have been empirically demonstrated to boost early learning and should seek to impede "motivational sinkholes" that threaten to undermine caregivers' desires to engage their children effectively. This article draws on cognitive and behavioral science to detail simple, low-cost, and effective tools caregivers can employ to prepare their children for educational success and then describes conditions that can protect and facilitate caregivers' motivation to use those tools. Policy recommendations throughout focus on using existing infrastructure to more deeply engage caregivers in effective early childhood education at home. © The Author(s) 2015.

  5. Can e-learning help you to connect compassionately? Commentary on a palliative care e-learning resource for India.

    Science.gov (United States)

    Datta, Soumitra Shankar; Agrawal, Sanjit

    2017-01-01

    e-learning resources need to be customised to the audience and learners to make them culturally relevant. The ' Palliative care e-learning resource for health care professionals in India' has been developed by the Karunashraya Hospice, Bengaluru in collaboration with the Cardiff Palliative Care Education Team, Wales to address the training needs of professionals in India. The resource, comprising over 20 modules, integrates psychological, social and medical care for patients requiring palliative care for cancer and other diseases. With increased internet usage, it would help in training a large number of professionals and volunteers in India who want to work in the field of palliative care.

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

    Science.gov (United States)

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

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

  7. Impact of e-resources on learning in biochemistry: first-year medical students’ perceptions

    Science.gov (United States)

    2012-01-01

    Background E-learning resources (e-resources) have been widely used to facilitate self-directed learning among medical students. The Department of Biochemistry at Christian Medical College (CMC), Vellore, India, has made available e-resources to first-year medical students to supplement conventional lecture-based teaching in the subject. This study was designed to assess students’ perceptions of the impact of these e-resources on various aspects of their learning in biochemistry. Methods Sixty first-year medical students were the subjects of this study. At the end of the one-year course in biochemistry, the students were administered a questionnaire that asked them to assess the impact of the e-resources on various aspects of their learning in biochemistry. Results Ninety-eight percent of students had used the e-resources provided to varying extents. Most of them found the e-resources provided useful and of a high quality. The majority of them used these resources to prepare for periodic formative and final summative assessments in the course. The use of these resources increased steadily as the academic year progressed. Students said that the extent to which they understood the subject (83%) and their ability to answer questions in assessments (86%) had improved as a result of using these resources. They also said that they found biochemistry interesting (73%) and felt motivated to study the subject (59%). Conclusions We found that first-year medical students extensively used the e-resources in biochemistry that were provided. They perceived that these resources had made a positive impact on various aspects of their learning in biochemistry. We conclude that e-resources are a useful supplement to conventional lecture-based teaching in the medical curriculum. PMID:22510159

  8. Impact of e-resources on learning in biochemistry: first-year medical students' perceptions.

    Science.gov (United States)

    Varghese, Joe; Faith, Minnie; Jacob, Molly

    2012-05-16

    E-learning resources (e-resources) have been widely used to facilitate self-directed learning among medical students. The Department of Biochemistry at Christian Medical College (CMC), Vellore, India, has made available e-resources to first-year medical students to supplement conventional lecture-based teaching in the subject. This study was designed to assess students' perceptions of the impact of these e-resources on various aspects of their learning in biochemistry. Sixty first-year medical students were the subjects of this study. At the end of the one-year course in biochemistry, the students were administered a questionnaire that asked them to assess the impact of the e-resources on various aspects of their learning in biochemistry. Ninety-eight percent of students had used the e-resources provided to varying extents. Most of them found the e-resources provided useful and of a high quality. The majority of them used these resources to prepare for periodic formative and final summative assessments in the course. The use of these resources increased steadily as the academic year progressed. Students said that the extent to which they understood the subject (83%) and their ability to answer questions in assessments (86%) had improved as a result of using these resources. They also said that they found biochemistry interesting (73%) and felt motivated to study the subject (59%). We found that first-year medical students extensively used the e-resources in biochemistry that were provided. They perceived that these resources had made a positive impact on various aspects of their learning in biochemistry. We conclude that e-resources are a useful supplement to conventional lecture-based teaching in the medical curriculum.

  9. An Investigation into Saudi Students' Knowledge of and Attitudes towards E-Resources on BBC Learning English

    Science.gov (United States)

    Alzahrani, Khalid Saleh

    2017-01-01

    The BBC Learning English website has become an important method of learning and studying English as a second language, a resource that enhances the importance of e-learning. The aim of the current research is to find Saudi students' knowledge of and attitude towards e-resources on BBC Learning English. The sample size was 28 participants (17 male…

  10. Measuring learning gain: Comparing anatomy drawing screencasts and paper-based resources.

    Science.gov (United States)

    Pickering, James D

    2017-07-01

    The use of technology-enhanced learning (TEL) resources is now a common tool across a variety of healthcare programs. Despite this popular approach to curriculum delivery there remains a paucity in empirical evidence that quantifies the change in learning gain. The aim of the study was to measure the changes in learning gain observed with anatomy drawing screencasts in comparison to a traditional paper-based resource. Learning gain is a widely used term to describe the tangible changes in learning outcomes that have been achieved after a specific intervention. In regard to this study, a cohort of Year 2 medical students voluntarily participated and were randomly assigned to either a screencast or textbook group to compare changes in learning gain across resource type. Using a pre-test/post-test protocol, and a range of statistical analyses, the learning gain was calculated at three test points: immediate post-test, 1-week post-test and 4-week post-test. Results at all test points revealed a significant increase in learning gain and large effect sizes for the screencast group compared to the textbook group. Possible reasons behind the difference in learning gain are explored by comparing the instructional design of both resources. Strengths and weaknesses of the study design are also considered. This work adds to the growing area of research that supports the effective design of TEL resources which are complimentary to the cognitive theory of multimedia learning to achieve both an effective and efficient learning resource for anatomical education. Anat Sci Educ 10: 307-316. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

  11. Recommendations for Implementing the New Illinois Early Learning and Development Standards to Affect Classroom Practices for Social and Emotional Learning

    Science.gov (United States)

    Zinsser, Katherine M.; Dusenbury, Linda

    2015-01-01

    The state of Illinois in the central United States has long been a trendsetter both in the development of learning standards and in addressing social and emotional learning in education settings. With a recent revision to the state's early learning standards, published in 2013, the Illinois State Board of Education (ISBE) fully aligned its…

  12. Criteria and foundations for the implementation of the Learning Resource Centers

    OpenAIRE

    Raquel Zamora Fonseca

    2013-01-01

    Review the criteria and rationale basis for the implementation of research - library and learning resource centers. The analysis focused on the implementation of CRAIs in university libraries and organizational models that can take.

  13. Criteria and foundations for the implementation of the Learning Resource Centers

    Directory of Open Access Journals (Sweden)

    Raquel Zamora Fonseca

    2013-03-01

    Full Text Available Review the criteria and rationale basis for the implementation of research - library and learning resource centers. The analysis focused on the implementation of CRAIs in university libraries and organizational models that can take.

  14. Tags and self-organisation: a metadata ecology for learning resources in a multilingual context

    OpenAIRE

    Vuorikari, Riina Hannuli

    2010-01-01

    Vuorikari, R. (2009). Tags and self-organisation: a metadata ecology for learning resources in a multilingual context. Doctoral thesis. November, 13, 2009, Heerlen, The Netherlands: Open University of the Netherlands, CELSTEC.

  15. Tags and self-organisation: a metadata ecology for learning resources in a multilingual context

    NARCIS (Netherlands)

    Vuorikari, Riina

    2009-01-01

    Vuorikari, R. (2009). Tags and self-organisation: a metadata ecology for learning resources in a multilingual context. Doctoral thesis. November, 13, 2009, Heerlen, The Netherlands: Open University of the Netherlands, CELSTEC.

  16. Using a Metro Map Metaphor for organizing Web-based learning resources

    DEFF Research Database (Denmark)

    Grønbæk, Kaj; Bang, Tove; Hansen, Per Steen

    2002-01-01

    This paper briefly describes the WebNize system and how it applies a Metro Map metaphor for organizing guided tours in Web based resources. Then, experiences in using the Metro Map based tours in a Knowledge Sharing project at the library at Aarhus School of Business (ASB) in Denmark, are discussed...... is to create models for Intelligent Knowledge Solutions that can contribute to form the learning environments of the School in the 21st century. The WebNize system is used for sharing of knowledge through metro maps for specific subject areas made available in the Learning Resource Centre at ASB. The metro....... The Library has been involved in establishing a Learning Resource Center (LRC). The LRC serves as an exploratorium for the development and the testing of new forms of communication and learning, at the same time as it integrates the information resources of the electronic research library. The objective...

  17. Professional learning communities (PLCs) for early childhood science education

    Science.gov (United States)

    Eum, Jungwon

    beliefs toward science teaching. Face-to-face group teachers' comfort with planning and doing different science activities increased significantly after the workshop and after the combination of workshop and face-to-face PLC. This study contributes to the research about various forms of professional development and their process and outcome in early childhood science education and informs early childhood professional communities of creative ways to improve science teaching and learning.

  18. Chinese View of Learning and Implications for Developing Human Resources

    Science.gov (United States)

    Yang, Baiyin; Zheng, Wei; Li, Mingfei

    2006-01-01

    Chinese society has a unique view of teaching and learning that has evolved from its long history and is heavily embedded in its social and cultural roots. However, no systematic effort has been made to outline how cultural factors such as values and beliefs influence learning. This paper identifies traditional Chinese values and beliefs in…

  19. Electronic learning and open educational resources in the health ...

    African Journals Online (AJOL)

    All of the UG students viewed the TAH programme; 82% (130) of the KNUST students viewed the PCR animations. All students who viewed the programmes at both institutions indicated that the e-learning pro-grammes were “more effective” in comparison to other methods of learning. Conclusion: Computer ownership or ...

  20. Children’s participation rights in early childhood education and care: the case of early literacy learning and pedagogy

    OpenAIRE

    Dunphy, Elizabeth

    2012-01-01

    This position article argues that educators’ knowledge of young children’s perspectives on aspects of early learning, including literacy learning, and subsequent interpretations of the ways that these perspectives can inform and shape pedagogy are key to promoting children’s participation rights in early childhood education and care. Drawing on ideas such as guided participation and Bruner’s notion of a pedagogy of mutuality, it is argued that pedagogy, as it is now understood, implies that c...

  1. Getting educated: e-learning resources in the design and execution of surgical trials.

    Science.gov (United States)

    Bains, Simrit

    2009-01-01

    An evidence-based approach to research, which includes important aspects such as critical appraisal, is essential for the effective conduct of clinical trials. Researchers who are interested in educating themselves about its principles in order to incorporate them into their trials face challenges when attempting to acquire this information from traditional learning sources. E-learning resources offer an intriguing possibility of overcoming the challenges posed by traditional learning, and show promise as a way to expand accessibility to quality education about evidence-based principles. An assessment of existing e-learning resources reveals positive educational avenues for researchers, although significant flaws exist. The Global EducatorTM by Global Research Solutions addresses many of these flaws and is an e-learning resource that combines convenience with comprehensiveness.

  2. Learning about Sex: Resource Guide for Sex Educators. Revised Edition

    Science.gov (United States)

    Huberman, Barbara

    2011-01-01

    Whether you are someone new to the field of sex education, trying to start a library or resource center on adolescent sexual health, or an old pro, this guide should give you a basic orientation to what's available to support your work. These resources are important to advancing positive attitudes toward adolescent sexual health and the author…

  3. Attitudes and Motivation in Early Foreign Language Learning

    Directory of Open Access Journals (Sweden)

    Jelena Mihaljević Djigunović

    2012-01-01

    Full Text Available This paper focuses on young foreign language learners’ attitudes andmotivations. An overview is given of the main issues in this researcharea, based on key European studies. Approaches to studying these affective learner characteristics are described. Some attention is devoted to data elicitation techniques and the importance of triangulation. Research findings are presented through overviews of cross-sectional and longitudinal studies carried out in different European settings. The latter are presented in more detail, because their findings seem to be more revealing of the early foreign language learning process. The overall conclusion of this review paper is that young foreign language learners’ attitudes and motivations are not stable learner characteristics but change over time, creating layers of complexity that warrant further research.Suggestions about possible future directions in researching young foreign language learner attitudes and motivations, and the application of its findings are also made.

  4. The use of public health e-learning resources by pharmacists in Wales: a quantitative evaluation.

    Science.gov (United States)

    Evans, Andrew; Evans, Sian; Roberts, Debra

    2016-08-01

    The aim of this study was to examine how communicable disease e-learning resources were utilised by pharmacy professionals and to identify whether uptake of the resources was influenced by disease outbreaks. Retrospective analysis of routine data regarding the number of individuals completing e-learning resources and statutory notifications of communicable disease. A high proportion of pharmacy professionals in Wales (38.8%, n = 915/2357) accessed the resources; around one in six completed multiple resources (n = 156). The most commonly accessed were those where there had been a disease outbreak during the study period. There was a strong positive correlation between e-learning uptake and number of disease cases; this was observed both for measles and scarlet fever. Communicable disease e-learning appears to be an acceptable method for providing communicable disease information to pharmacy professionals. Study findings suggest that e-learning uptake is positively influenced by disease outbreaks this reflects well both on pharmacy professionals and on the e-learning resources themselves. © 2016 Royal Pharmaceutical Society.

  5. Competitive debate classroom as a cooperative learning technique for the human resources subject

    Directory of Open Access Journals (Sweden)

    Guillermo A. SANCHEZ PRIETO

    2018-01-01

    Full Text Available The paper shows an academic debate model as a cooperative learning technique for teaching human resources at University. The general objective of this paper is to conclude if academic debate can be included in the category of cooperative learning. The Specific objective it is presenting a model to implement this technique. Thus the first part of the paper shows the concept of cooperative learning and its main characteristics. The second part presents the debate model believed to be labelled as cooperative learning. Last part concludes with the characteristics of the model that match different aspects or not of the cooperative learning.

  6. Digital Cadavers: Online 2D Learning Resources Enhance Student Learning in Practical Head and Neck Anatomy within Dental Programs

    Directory of Open Access Journals (Sweden)

    Mahmoud M. Bakr

    2016-01-01

    Full Text Available Head and neck anatomy provides core concepts within preclinical dental curricula. Increased student numbers, reduced curricula time, and restricted access to laboratory-based human resources have increased technology enhanced learning approaches to support student learning. Potential advantages include cost-effectiveness, off-campus access, and self-directed review or mastery opportunities for students. This study investigated successful student learning within a first-year head and neck anatomy course at the School of Dentistry and Oral Health, Griffith University, Australia, taught by the same teaching team, between 2010 and 2015. Student learning success was compared, for cohorts before and after implementation of a supplementary, purpose-designed online digital library and quiz bank. Success of these online resources was confirmed using overall students’ performance within the course assessment tasks and Student Evaluation of Course surveys and online access data. Engagement with these supplementary 2D online resources, targeted at improving laboratory study, was positively evaluated by students (mean 85% and significantly increased their laboratory grades (mean difference 6%, P<0.027, despite being assessed using cadaveric resources. Written assessments in final exams were not significantly improved. Expanded use of supplementary online resources is planned to support student learning and success in head and neck anatomy, given the success of this intervention.

  7. Napping facilitates word learning in early lexical development.

    Science.gov (United States)

    Horváth, Klára; Myers, Kyle; Foster, Russell; Plunkett, Kim

    2015-10-01

    Little is known about the role that night-time sleep and daytime naps play in early cognitive development. Our aim was to investigate how napping affects word learning in 16-month-olds. Thirty-four typically developing infants were assigned randomly to nap and wake groups. After teaching two novel object-word pairs to infants, we tested their initial performance with an intermodal preferential looking task in which infants are expected to increase their target looking time compared to a distracter after hearing its auditory label. A second test session followed after approximately a 2-h delay. The delay contained sleep for the nap group or no sleep for the wake group. Looking behaviour was measured with an automatic eye-tracker. Vocabulary size was assessed using the Oxford Communicative Development Inventory. A significant interaction between group and session was found in preferential looking towards the target picture. The performance of the nap group increased after the nap, whereas that of the wake group did not change. The gain in performance correlated positively with the expressive vocabulary size in the nap group. These results indicate that daytime napping helps consolidate word learning in infancy. © 2015 European Sleep Research Society.

  8. Students' "Uses and Gratification Expectancy" Conceptual Framework in Relation to E-Learning Resources

    Science.gov (United States)

    Mondi, Makingu; Woods, Peter; Rafi, Ahmad

    2007-01-01

    This paper presents the systematic development of a "Uses and Gratification Expectancy" (UGE) conceptual framework which is able to predict students' "Perceived e-Learning Experience." It is argued that students' UGE as regards e-learning resources cannot be implicitly or explicitly explored without first examining underlying communication…

  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. Enhancing Teaching and Learning Wi-Fi Networking Using Limited Resources to Undergraduates

    Science.gov (United States)

    Sarkar, Nurul I.

    2013-01-01

    Motivating students to learn Wi-Fi (wireless fidelity) wireless networking to undergraduate students is often difficult because many students find the subject rather technical and abstract when presented in traditional lecture format. This paper focuses on the teaching and learning aspects of Wi-Fi networking using limited hardware resources. It…

  11. Social Web Content Enhancement in a Distance Learning Environment: Intelligent Metadata Generation for Resources

    Science.gov (United States)

    García-Floriano, Andrés; Ferreira-Santiago, Angel; Yáñez-Márquez, Cornelio; Camacho-Nieto, Oscar; Aldape-Pérez, Mario; Villuendas-Rey, Yenny

    2017-01-01

    Social networking potentially offers improved distance learning environments by enabling the exchange of resources between learners. The existence of properly classified content results in an enhanced distance learning experience in which appropriate materials can be retrieved efficiently; however, for this to happen, metadata needs to be present.…

  12. Learning Agreements and Socially Responsible Approaches to Professional and Human Resource Development in the United Kingdom

    Science.gov (United States)

    Wallis, Emma

    2008-01-01

    This article draws upon original qualitative data to present an initial assessment of the significance of learning agreements for the development of socially responsible approaches to professional and human resource development within the workplace. The article suggests that the adoption of a partnership-based approach to learning is more…

  13. Online Dissection Audio-Visual Resources for Human Anatomy: Undergraduate Medical Students' Usage and Learning Outcomes

    Science.gov (United States)

    Choi-Lundberg, Derek L.; Cuellar, William A.; Williams, Anne-Marie M.

    2016-01-01

    In an attempt to improve undergraduate medical student preparation for and learning from dissection sessions, dissection audio-visual resources (DAVR) were developed. Data from e-learning management systems indicated DAVR were accessed by 28% ± 10 (mean ± SD for nine DAVR across three years) of students prior to the corresponding dissection…

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

    NARCIS (Netherlands)

    Tan, Esther; So, Hyo-Jeong

    2016-01-01

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

  15. What Is the Impact of Online Resource Materials on Student Self-Learning Strategies?

    Science.gov (United States)

    Dowell, David John; Small, Felicity A.

    2011-01-01

    The purpose of this article is to examine how students are incorporating online resources into their self-regulated learning strategies. The process of developing these learning strategies and the importance of these strategies has been widely researched, but there has been little empirical research into how the students are affected by online…

  16. Drivers and Effects of Enterprise Resource Planning Post-Implementation Learning

    Science.gov (United States)

    Chang, Hsiu-Hua; Chou, Huey-Wen

    2011-01-01

    The use of enterprise resource planning (ERP) systems has grown enormously since 1990, but the failure to completely learn how to use them continues to produce disappointing results. Today's rapidly changing business environment and the integrative applications of ERP systems force users to continuously learn new skills after ERP implementation.…

  17. Researching into Learning Resources in Colleges and Universities. The Practical Research Series.

    Science.gov (United States)

    Higgins, Chris; Reading, Judy; Taylor, Paul

    This book examines issues and methods for conducting research into the educational resource environment in colleges and universities. That environment is defined as whatever is used to facilitate the learning process, including learning space, support staff, and teaching staff. Chapter 1 is an introduction to the series and lays out the process of…

  18. Perceived neighborhood social resources as determinants of prosocial behavior in early adolescence.

    Science.gov (United States)

    Lenzi, Michela; Vieno, Alessio; Perkins, Douglas D; Pastore, Massimiliano; Santinello, Massimo; Mazzardis, Sonia

    2012-09-01

    The present study aims to develop an integrative model that links neighborhood behavioral opportunities and social resources (neighborhood cohesion, neighborhood friendship and neighborhood attachment) to prosocial (sharing, helping, empathic) behavior in early adolescence, taking into account the potential mediating role of perceived support of friends. Path analysis was used to test the proposed theoretical model in a sample of 1,145 Italian early adolescents (6th through 8th graders). More perceived opportunities and social resources in the neighborhood are related to higher levels of adolescent prosocial behavior, and this relationship is partially mediated by perceived social support from friends. The results offer promising implications for future research and intervention programs that aim to modify social systems to improve child and adolescent social competencies.

  19. OER, Resources for Learning--Experiences from an OER Project in Sweden

    Science.gov (United States)

    Ossiannilsson, Ebba S. I.; Creelman, Alastair M.

    2012-01-01

    This article aims to share experience from a Swedish project on the introduction and implementation of Open Educational Resources (OER) in higher education with both national and international perspectives. The project, "OER--resources for learning", was part of the National Library of Sweden Open Access initiative and aimed at exploring, raising…

  20. Applying the Quadratic Usage Framework to Research on K-12 STEM Digital Learning Resources

    Science.gov (United States)

    Luetkemeyer, Jennifer R.

    2016-01-01

    Numerous policymakers have called for K-12 educators to increase their effectiveness by transforming science, technology, engineering, and mathematics (STEM) learning and teaching with digital resources and tools. In this study we outline the significance of studying pressing issues related to use of digital resources in the K-12 environment and…

  1. Housing Quality and Access to Material and Learning Resources within the Home Environment in Developing Countries

    Science.gov (United States)

    Bradley, Robert H.; Putnick, Diane L.

    2012-01-01

    This study examined home environment conditions (housing quality, material resources, formal and informal learning materials) and their relations with the Human Development Index (HDI) in 28 developing countries. Home environment conditions in these countries varied widely. The quality of housing and availability of material resources at home were…

  2. Fathers and Mothers of Children with Learning Disabilities: Links between Emotional and Coping Resources

    Science.gov (United States)

    Al-Yagon, Michal

    2015-01-01

    This study compared emotional and coping resources of two parent groups with children ages 8 to 12 years--children with learning disabilities (LD) versus with typical development--and explored how mothers' and fathers' emotional resources (low anxious/avoidant attachment, low negative affect, and high positive affect) may explain differences in…

  3. Leadership Learning Opportunities in Agriculture, Food, and Natural Resources Education: The Role of The Teacher

    Science.gov (United States)

    McKim, Aaron J.; Pauley, C. M.; Velez, Jonathan J.; Sorensen, Tyson J.

    2017-01-01

    Learning environments combining agriculture, food, natural resources, and leadership knowledge and skills are increasingly essential in preparing students for future success. School-based agricultural education offers a premier context in which to teach leadership within agriculture, food, and natural resources curriculum. However, providing…

  4. Learned Resourcefulness and the Long-Term Benefits of a Chronic Pain Management Program

    Science.gov (United States)

    Kennett, Deborah J.; O'Hagan, Fergal T.; Cezer, Diego

    2008-01-01

    A concurrent mixed methods approach was used to understand how learned resourcefulness empowers individuals. After completing Rosenbaum's Self-Control Schedule (SCS) measuring resourcefulness, 16 past clients of a multimodal pain clinic were interviewed about the kinds of pain-coping strategies they were practicing from the program. Constant…

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

    Science.gov (United States)

    Haury, David L.

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

  6. Application of ICT-based Learning Resources for University Inorganic Chemistry Course Training

    Directory of Open Access Journals (Sweden)

    Tatyana M. Derkach

    2013-01-01

    Full Text Available The article studies expediency and efficiency of various ICT-based learning resources use in university inorganic chemistry course training, detects difference of attitudes toward electronic resources between students and faculty members, which create the background for their efficiency loss

  7. Using Linked Data to Annotate and Search Educational Video Resources for Supporting Distance Learning

    Science.gov (United States)

    Yu, Hong Qing; Pedrinaci, C.; Dietze, S.; Domingue, J.

    2012-01-01

    Multimedia educational resources play an important role in education, particularly for distance learning environments. With the rapid growth of the multimedia web, large numbers of educational video resources are increasingly being created by several different organizations. It is crucial to explore, share, reuse, and link these educational…

  8. Dependent Narcissism, Organizational Learning, and Human Resource Development

    Science.gov (United States)

    Godkin, Lynn; Allcorn, Seth

    2009-01-01

    Narcissistic leadership can benefit organizational performance. Aberrant narcissism can destroy the psychosocial health of groups, limiting performance. This article examines Dependent Organizational Disorder, a common form of narcissism, which infects leadership, thwarts performance, and interrupts organizational learning. Dependent…

  9. Earth, Air, Fire, & Water: Resource Guide 6. The Arts and Learning, Interdisciplinary Resources for Education.

    Science.gov (United States)

    Lee, Ronald T., Ed.

    This resource guide is intended to aid practitioners in the design of new curriculum units or the enrichment of existing units by suggesting activities and resources in the topic areas of earth, air, fire, and water. Special projects and trips relating to these topic areas are proposed. A sample arts networking system used to integrate various…

  10. Model of e-learning with electronic educational resources of new generation

    OpenAIRE

    A. V. Loban; D. A. Lovtsov

    2017-01-01

    Purpose of the article: improving of scientific and methodical base of the theory of the е-learning of variability. Methods used: conceptual and logical modeling of the е-learning of variability process with electronic educational resource of new generation and system analysis of the interconnection of the studied subject area, methods, didactics approaches and information and communication technologies means. Results: the formalization complex model of the е-learning of variability with elec...

  11. Mobile Authoring of Open Educational Resources as Reusable Learning Objects

    Directory of Open Access Journals (Sweden)

    Dr Kinshuk

    2013-06-01

    Full Text Available E-learning technologies have allowed authoring and playback of standardized reusable learning objects (RLO for several years. Effective mobile learning requires similar functionality at both design time and runtime. Mobile devices can play RLO using applications like SMILE, mobile access to a learning management system (LMS, or other systems which deploy content to mobile learners (Castillo & Ayala, 2008; Chu, Hwang, & Tseng, 2010; Hsu & Chen, 2010; Nakabayashi, 2009; Zualkernan, Nikkhah, & Al-Sabah, 2009. However, implementations which author content in a mobile context do not typically permit reuse across multiple contexts due to a lack of standardization. Standards based (IMS and SCORM authoring implementations exist for non-mobile platforms (Gonzalez-Barbone & Anido-Rifon, 2008; Griffiths, Beauvoir, Liber, & Barrett-Baxendale, 2009; Téllez, 2010; Yang, Chiu, Tsai, & Wu, 2004. However, this paradigm precludes capturing learning where and when it occurs. Consequently, RLO authored for e-learning lack learner generated content, especially with timely, relevant, and location aware examples.

  12. CASE STUDY: Bhutan — Learning together to share resources in ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    2010-12-14

    Dec 14, 2010 ... Shyly at first, because the participatory research methods were as new to them ... linked to other resource systems as well as to socioeconomic factors. .... use and maintenance of the forest by the entire watershed community.

  13. Controller resource management : what can we learn from aircrews?

    Science.gov (United States)

    1995-07-01

    This paper provides an overview of the scientific literature regarding Crew Resource Management (CRM). It responds to tasking from the Office of Air Traffic Program Management to conduct studies addressing the application of team training models such...

  14. Multimedia presentation as a form of E-learning resources in the educational process

    Directory of Open Access Journals (Sweden)

    Bizyaev АА

    2017-06-01

    Full Text Available The article describes the features of the use of multimedia presentations as an electronic learning resource in the educational process, reflecting resource requirements; pedagogical goals that may be achieved. Currently one of the main directions in the educational process is the effective use of teaching computers. Pressing issue implementation of information and communication technologies in education is to develop educational resources with the aim to increase the level and quality of education.

  15. Competition for resources can explain patterns of social and individual learning in nature.

    Science.gov (United States)

    Smolla, Marco; Gilman, R Tucker; Galla, Tobias; Shultz, Susanne

    2015-09-22

    In nature, animals often ignore socially available information despite the multiple theoretical benefits of social learning over individual trial-and-error learning. Using information filtered by others is quicker, more efficient and less risky than randomly sampling the environment. To explain the mix of social and individual learning used by animals in nature, most models penalize the quality of socially derived information as either out of date, of poor fidelity or costly to acquire. Competition for limited resources, a fundamental evolutionary force, provides a compelling, yet hitherto overlooked, explanation for the evolution of mixed-learning strategies. We present a novel model of social learning that incorporates competition and demonstrates that (i) social learning is favoured when competition is weak, but (ii) if competition is strong social learning is favoured only when resource quality is highly variable and there is low environmental turnover. The frequency of social learning in our model always evolves until it reduces the mean foraging success of the population. The results of our model are consistent with empirical studies showing that individuals rely less on social information where resources vary little in quality and where there is high within-patch competition. Our model provides a framework for understanding the evolution of social learning, a prerequisite for human cumulative culture. © 2015 The Author(s).

  16. Computational Science with the Titan Supercomputer: Early Outcomes and Lessons Learned

    Science.gov (United States)

    Wells, Jack

    2014-03-01

    Modeling and simulation with petascale computing has supercharged the process of innovation and understanding, dramatically accelerating time-to-insight and time-to-discovery. This presentation will focus on early outcomes from the Titan supercomputer at the Oak Ridge National Laboratory. Titan has over 18,000 hybrid compute nodes consisting of both CPUs and GPUs. In this presentation, I will discuss the lessons we have learned in deploying Titan and preparing applications to move from conventional CPU architectures to a hybrid machine. I will present early results of materials applications running on Titan and the implications for the research community as we prepare for exascale supercomputer in the next decade. Lastly, I will provide an overview of user programs at the Oak Ridge Leadership Computing Facility with specific information how researchers may apply for allocations of computing resources. This research used resources of the Oak Ridge Leadership Computing Facility at the Oak Ridge National Laboratory, which is supported by the Office of Science of the U.S. Department of Energy under Contract No. DE-AC05-00OR22725.

  17. Effective post-literacy learning: A question of a national human resource strategy

    Science.gov (United States)

    Ahmed, Manzoor

    1989-12-01

    Initial literacy courses must be followed by opportunities for consolidating the mechanics of literacy skills and practical application of three skills in life. Experience has shown that these `post-literacy' objectives can be achieved, not by a second stage of the literacy course, but by a range of opportunities for learning and application of learning through a network of continuing education opportunities geared to the diverse needs and circumstances of different categories of neo-literates. A taxonomy of learner categories and learning needs is seen as a basis for planning and supporting the network of post-literacy learning. Examples from China, India and Thailand demonstrate the importance of recognizing the continuity of literacy and post-literacy efforts, the need for commitment of resources for this continuum of learning, the role of an organizational structure to deal with this continuum in a coordinated way, and the value of a comprehensive range of learning opportunities for neo-literates. A necessary condition for success in building a network of continuing learning opportunities and contributing to the creation of a `learning society' is to make human resource development the core of national development. It is argued that the scope and dimensions of post-literacy continuing education are integrally linked with the goal of mass basic education and ultimately with the vision of a `learning society'. Such a vision can be a reality only with a serious human resource development focus in national development that will permit the necessary mobilization of resources, the coordination of sectors of government and society and the generation of popular enthusiasm. A radical or an incremental approach can be taken to move towards the primacy of a human resource strategy in national development. In either case, a functioning coordination and support mechanism has to be developed for the key elements of mass basic education including post-literacy learning.

  18. Collaborative Learning for Co-management of Natural Resources in ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    Due to increased numbers of livestock, poor management practices and the absence of supportive policies ... Far East Asia, Mongolia, Central Asia, South Asia ... Call for new OWSD Fellowships for Early Career Women Scientists now open.

  19. Promoting Early Brain and Child Development: Perceived Barriers and the Utilization of Resources to Address Them.

    Science.gov (United States)

    Garner, Andrew S; Storfer-Isser, Amy; Szilagyi, Moira; Stein, Ruth E K; Green, Cori M; Kerker, Bonnie D; O'Connor, Karen G; Hoagwood, Kimberly E; McCue Horwitz, Sarah

    Efforts to promote early brain and child development (EBCD) include initiatives to support healthy parent-child relationships, tools to identify family social-emotional risk factors, and referrals to community programs to address family risk factors. We sought to examine if pediatricians perceive barriers to implementing these activities, and if they utilize resources to address those barriers. Data were analyzed from 304 nontrainee pediatricians who practice general pediatrics and completed a 2013 American Academy of Pediatrics Periodic Survey. Sample weights were used to decrease nonresponse bias. Bivariate comparisons and multivariable regression analyses were conducted. At least half of the pediatricians agreed that barriers to promoting EBCD include: a lack of tools to promote healthy parent-child relationships, a lack of tools to assess the family environment for social-emotional risk factors, and a lack of local resources to address family risks. Endorsing a lack of tools to assess the family environment as a barrier was associated with using fewer screening tools and community resources. Endorsing a lack of local resources as a barrier was associated with using fewer community resources and fewer initiatives to promote parent-child relationships. Interest in pediatric mental health was associated with using more initiatives to promote healthy parent-child relationships, screening tools, and community resources. Although the majority of pediatricians perceive barriers to promoting EBCD, few are routinely using available resources to address these barriers. Addressing pediatricians' perceived barriers and encouraging interest in pediatric mental health may increase resource utilization and enhance efforts to promote EBCD. Copyright © 2016 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

  20. Dental and Medical Students' Use and Perceptions of Learning Resources in a Human Physiology Course.

    Science.gov (United States)

    Tain, Monica; Schwartzstein, Richard; Friedland, Bernard; Park, Sang E

    2017-09-01

    The aim of this study was to determine the use and perceived utility of various learning resources available during the first-year Integrated Human Physiology course at the dental and medical schools at Harvard University. Dental and medical students of the Class of 2018 were surveyed anonymously online in 2015 regarding their use of 29 learning resources in this combined course. The learning resources had been grouped into four categories to discern frequency of use and perceived usefulness among the categories. The survey was distributed to 169 students, and 73 responded for a response rate of 43.2%. There was no significant difference among the learning resource categories in frequency of use; however, there was a statistically significant difference among categories in students' perceptions of usefulness. No correlation was found between frequency of use and perceived usefulness of each category. Students seemingly were not choosing the most useful resources for them. These results suggest that, in the current educational environment, where new technologies and self-directed learning are highly sought after, there remains a need for instructor-guided learning.

  1. Collocational Relations in Japanese Language Textbooks and Computer-Assisted Language Learning Resources

    Directory of Open Access Journals (Sweden)

    Irena SRDANOVIĆ

    2011-05-01

    Full Text Available In this paper, we explore presence of collocational relations in the computer-assisted language learning systems and other language resources for the Japanese language, on one side, and, in the Japanese language learning textbooks and wordlists, on the other side. After introducing how important it is to learn collocational relations in a foreign language, we examine their coverage in the various learners’ resources for the Japanese language. We particularly concentrate on a few collocations at the beginner’s level, where we demonstrate their treatment across various resources. A special attention is paid to what is referred to as unpredictable collocations, which have a bigger foreign language learning-burden than the predictable ones.

  2. Student perceptions on learning with online resources in a flipped mathematics classroom

    DEFF Research Database (Denmark)

    Triantafyllou, Eva; Timcenko, Olga

    2015-01-01

    This article discusses student perceptions of if and how online resources contribute to mathematics learning and motivation. It includes results from an online survey we conducted at the Media Technology department of Aalborg University, Copenhagen, Denmark. For this study, students were given...... links to various online resources (screencasts, online readings and quizzes, and lecture notes) for out-of-class preparation in a flipped classroom in mathematics. The survey results show support for student perceptions that online resources enhance learning, by providing visual and in depth...... explanations, and they can motivate students. However, students stated that they miss just-in-time explanations when learning with online resources and they questioned the quality and validity of some of them....

  3. The Organisation for Economic Co-Operation and Development's International Early Learning Study: What Happened Next

    Science.gov (United States)

    Moss, Peter; Urban, Mathias

    2017-01-01

    In this article, the authors provide an update on what has happened over recent months with the Organisation for Economic Co-operation and Development's proposal for an International Early Learning Study, and review responses to the proposed International Early Learning Study, including the concerns that have been raised about this new venture in…

  4. The "State of Play" in Australia: Early Childhood Educators and Play-Based Learning

    Science.gov (United States)

    Sumsion, Jennifer; Grieshaber, Sue; McArdle, Felicity; Shield, Paul

    2014-01-01

    This article provides an overview of the Education Meets Play study that will investigate early childhood educators' use of play-based learning, now mandatory under the "National Quality Standard". By building on what can be gleaned about educators' approaches to play-based learning prior to the implementation of the "Early Years…

  5. Solid-State Lighting. Early Lessons Learned on the Way to Market

    Energy Technology Data Exchange (ETDEWEB)

    Sandahl, L. J.; Cort, K. A.; Gordon, K. L.

    2014-01-01

    Analysis of issues and lessons learned during the early stages of solid-state lighting market introduction in the U.S., which also summarizes early actions taken to avoid potential problems anticipated based on lessons learned from the market introduction of compact fluorescent lamps.

  6. 78 FR 38957 - Agency Information Collection Activities; Comment Request; Race to the Top-Early Learning...

    Science.gov (United States)

    2013-06-28

    ... demonstrates that high-quality early learning and development programs and services can improve young children...; Comment Request; Race to the Top--Early Learning Challenge Annual Performance Report AGENCY: Office of... the use of information technology. Please note that written comments received in response to this...

  7. 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…

  8. THE USE OF OPEN EDUCATIONAL RESOURCES IN ONLINE LEARNING: A Study of Students’ Perception

    Directory of Open Access Journals (Sweden)

    Meirani HARSASI

    2015-07-01

    Full Text Available Universitas Terbuka (UT is Indonesia’s higher education institution which implements distance education system. The term distance implies that learning is not performed face-to-face but there is geographically separation between students and teacher. Therefore, UT must provide many kinds of learning modes and learning support. To facilitate students in their learning process, UT provides an e-learning system named online tutorial. This tutorial is provided for all courses which are designed in 8 sessions of virtual class. Students can learn, discuss, and ask to the teacher via this mode of learning. As the development of methods in e-learning, the use of open educational resources (OER has increasing these days. Learning materials can be taken easily and freely from internet. UT also utilize OER in it’s learning process, especially in e-learning. The aim of this study was to collect data from students about their acceptance of integrating OER into e-learning. The use of OER is perceived by students as something interesting because it’s new for them and can help them to have a better understanding about a topic. The results also showed that video has found as the most interesting OER for students. Other results, limitation and suggestion from students about integrating OER into e-learning also will be discussed in this paper.

  9. EMPOWERING THE HUMAN RESOURCES AND THE ROLE OF DISTANCE LEARNING

    Directory of Open Access Journals (Sweden)

    Sukmaya LAMA

    2012-07-01

    Full Text Available As the world is invaded by technological inventions and wonders, life becoming more fast and crazy, yet there can be no doubt that the critical factor for the development of a nation or a state is its human resource. The productivity of a nation is influenced by the number of its skilled population. When we look into the problem of underdevelopment from human resource perspective we are bound to take a look at the educational scenario. In India, the higher education scenario has been very sickly, due to the pro profit policies, lack of infrastructure, entry of private players, etc. The growth of distance education phenomenon in India has no doubt brought a ray of hope. The present paper aims to look into the role of distance education in Assam and the potential it carries in building a huge wealth of human resources.

  10. The second generation of natural resource damage assessments: Lessons learned?

    International Nuclear Information System (INIS)

    Luthi, R.B.; Burlington, L.B.; Reinharz, E.; Shutler, S.K.

    1993-01-01

    The Damage Assessment Regulations Team (DART), under the Office of General Counsel of the National Oceanic and Atmospheric Administration (NOAA), has centered its efforts on developing natural resource damage assessment regulations for oil pollution in navigable waters. These procedures will likely lower the costs associated with damage assessments, encourage joint cooperative assessments and simplify most assessments. The DART team of NOAA is developing new regulations for the assessment of damages due to injuries related to oil spills under the Oil Pollution Act of 1990. These regulations will involve coordination, restoration, and economic valuation. Various methods are currently being developed to assess damages for injuries to natural resources. The proposed means include: compensation tables for spills under 50,000 gallons, Type A model, expedited damage assessment (EDA) procedures, and comprehensive procedures. They are being developed to provide trustees with a choice for assessing natural resource damages for each oil spill

  11. More technology, better learning resources, better learning? Lessons from adopting virtual microscopy in undergraduate medical education.

    Science.gov (United States)

    Helle, Laura; Nivala, Markus; Kronqvist, Pauliina

    2013-01-01

    The adoption of virtual microscopy at the University of Turku, Finland, created a unique real-world laboratory for exploring ways of reforming the learning environment. The purpose of this study was to evaluate the students' reactions and the impact of a set of measures designed to boost an experimental group's understanding of abnormal histology through an emphasis on knowledge of normal cells and tissues. The set of measures included (1) digital resources to review normal structures and an entrance examination for enforcement, (2) digital course slides highlighting normal and abnormal tissues, and (3) self-diagnostic quizzes. The performance of historical controls was used as a baseline, as previous students had never been exposed to the above-mentioned measures. The students' understanding of normal histology was assessed in the beginning of the module to determine the impact of the first set of measures, whereas that of abnormal histology was assessed at the end of the module to determine the impact of the whole set of measures. The students' reactions to the instructional measures were assessed by course evaluation data. Additionally, four students were interviewed. Results confirmed that the experimental group significantly outperformed the historical controls in understanding normal histology. The students held favorable opinions on the idea of emphasizing normal structures. However, with regards to abnormal histology, the historical controls outperformed the experimental group. In conclusion, allowing students access to high-quality digitized materials and boosting prerequisite skills are clearly not sufficient to boost final competence. Instead, the solution may lie in making students externally accountable for their learning throughout their training. Copyright © 2012 American Association of Anatomists.

  12. Learning to Learn: An Analysis of Early Learning Behaviours Demonstrated by Young Deaf/Hard-of-Hearing Children with High/Low Mathematics Ability

    Science.gov (United States)

    Pagliaro, Claudia M.; Kritzer, Karen L.

    2010-01-01

    Using a multiple case-study design, this study compares the early learning behaviours of young deaf/hard-of-hearing (d/hh) children with high/low mathematics ability (as defined by test score on the Test of Early Mathematics Ability-3). Children's simultaneous use of multiple learning behaviours was also examined as were contributing adult…

  13. Work in the classrooms with European perspective: materials and resources for autonomus learning

    Directory of Open Access Journals (Sweden)

    Manuela RAPOSO RIVAS

    2011-04-01

    Full Text Available One of the key principles set forth in the bologna process is to focus teaching on students, by getting involved actively and independently in their learning process and in developing their skills. This requires the use of teaching and learning methods together with materials and resources to motivate and guide them. In this paper, we present three of them, from our experience in adapting the subject of «New Technologies Applied to education» to the ecTs system, which we have found useful for guiding and evaluating the learning process and promote the intended learning. These materials and resources are: «learning guides», the portfolio and the rubric.

  14. Managing Student Learning: Schools as Multipliers of Intangible Resources

    Science.gov (United States)

    Paletta, Angelo

    2011-01-01

    The conceptual categories that underlie the business analysis of intellectual capital are relevant to providing an explanation of school performance. By gathering data on student learning, this research provides empirical evidence for the use of school results as an accurate indicator of the effectiveness of the management of public education.…

  15. AN INCLUSIVE APPROACH TO ONLINE LEARNING ENVIRONMENTS: Models and Resources

    Directory of Open Access Journals (Sweden)

    Aline Germain-RUTHERFORD

    2008-04-01

    Full Text Available The impact of ever-increasing numbers of online courses on the demographic composition of classes has meant that the notions of diversity, multiculturality and globalization are now key aspects of curriculum planning. With the internationalization and globalization of education, and faced with rising needs for an increasingly educated and more adequately trained workforce, universities are offering more flexible programs, assisted by new educational and communications technologies. Faced with this diversity of populations and needs, many instructors are becoming aware of the importance of addressing the notions of multiculturality and interculturality in the design of online however this raises many questions. For example, how do we integrate and address this multicultural dimension in a distance education course aimed at students who live in diverse cultural environments? How do the challenges of intercultural communication in an online environment affect online teaching and learning? What are the characteristics of an online course that is inclusive of all types of diversity, and what are the guiding principles for designing such courses? We will attempt to answer some of these questions by first exploring the concepts of culture and learning cultures. This will help us to characterize the impact on online learning of particular cultural dimensions. We will then present and discuss different online instructional design models that are culturally inclusive, and conclude with the description of a mediated instructional training module on the management of the cultural dimension of online teaching and learning. This module is mainly addressed to teachers and designers of online courses.

  16. Digital Learning Resources and Ubiquitous Technologies in Education

    Science.gov (United States)

    Camilleri, Mark Anthony; Camilleri, Adriana Caterina

    2017-01-01

    This research explores the educators' attitudes and perceptions about their utilisation of digital learning technologies. The methodology integrates measures from "the pace of technological innovativeness" and the "technology acceptance model" to understand the rationale for further ICT investment in compulsory education. A…

  17. Information Resources Usage in Project Management Digital Learning System

    Science.gov (United States)

    Davidovitch, Nitza; Belichenko, Margarita; Kravchenko, Yurii

    2017-01-01

    The article combines a theoretical approach to structuring knowledge that is based on the integrated use of fuzzy semantic network theory predicates, Boolean functions, theory of complexity of network structures and some practical aspects to be considered in the distance learning at the university. The paper proposes a methodological approach that…

  18. Interaction and Technological Resources to Support Learning of Complex Numbers

    Directory of Open Access Journals (Sweden)

    Cassiano Scott Puhl

    2016-02-01

    Full Text Available This article presents a didactic proposal, a workshop for the introduction of the study of complex numbers. Unlike recurrent practices, the workshop began developing the geometric shape of the complex number, implicitly, through vectors. Eliminating student formal vision and algebraic, enriching the teaching practice. The main objective of the strategy was to build the concept of imaginary unit without causing a feeling of strangeness or insignificance of number. The theory of David Ausubel, meaningful learning, the workshop was based on a strategy developed to analyze the subsumers of students and develop a learning by subject. Combined with dynamic and interactive activities in the workshop, there is the use of a learning object (http://matematicacomplexa.meximas.com/. An environment created and basing on the theory of meaningful learning, making students reflect and interact in developed applications sometimes being challenged and other testing hypotheses and, above all, building knowledge. This proposal provided a rich environment for exchange of information between participants and deepening of ideas and concepts that served as subsumers. The result of the experience was very positive, as evidenced by the comments and data submitted by the participants, thus demonstrating that the objectives of this didactic proposal have been achieved.

  19. Women's Learning and Leadership Styles: Impact on Crew Resource Management.

    Science.gov (United States)

    Turney, Mary Ann

    With an increasing number of women becoming members of flight crews, the leadership styles of men and women are at issue. A study explored three basic questions: (1) How do male and female learning and leadership styles differ? (2) What barriers to gender integration and crew teamwork are perceived by pilot crew members? and (3) What…

  20. Science Learning via Multimedia Portal Resources: The Scottish Case

    Science.gov (United States)

    Elliot, Dely; Wilson, Delia; Boyle, Stephen

    2014-01-01

    Scotland's rich heritage in the field of science and engineering and recent curricular developments led to major investment in education to equip pupils with improved scientific knowledge and skills. However, due to its abstract and conceptual nature, learning science can be challenging. Literature supports the role of multimedia technology in…

  1. Empowering the Human Resources and the Role of Distance Learning

    Science.gov (United States)

    Lama, Sukmaya; Kashyap, Mridusmita

    2012-01-01

    As the world is invaded by technological inventions and wonders, life becoming more fast and crazy, yet there can be no doubt that the critical factor for the development of a nation or a state is its human resource. The productivity of a nation is influenced by the number of its skilled population. When we look into the problem of…

  2. in_focus - Comangement of Natural Resources: Local Learning for ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    The developing world's poorest people live in marginal, often harsh rural environments. ... Co-Management of Natural Resources in Canada: A Review of Concepts and Case Studies ... He holds a doctorate in city and regional planning from the University of ... funding for the Climate and Development Knowledge Network.

  3. Managing human resources in the nuclear power industry: Lessons learned

    International Nuclear Information System (INIS)

    2003-08-01

    This report is intended for senior and middle level managers in nuclear operating organizations. Its objectives are to facilitate the recognition of priority issues with respect to managing human resources, and to provide pragmatic ideas regarding improvements. The human resource issues addressed in this report, if not managed effectively, can result in significant performance problems at nuclear power plants. About 10 years ago the IAEA initiated an effort to identify such management issues and to find effective practices to deal with them. This information was provided in IAEA Technical Reports Series No. 369, Management for Excellence in Nuclear Power Plant Performance - A Manual (1994). This report builds upon the information in the subject manual. In the past 10 years there have been significant changes in the nuclear power industry resulting primarily from more competitive energy markets and privatization of nuclear power plant operating organizations. In general, the industry has responded positively to these changes, as indicated by IAEA/WANO performance indicators that show both improved operational and safety performance. This report provides examples of approaches to managing human resources that have been effective in responding to these changes. This report was produced through a series of meetings, where meeting participants were asked to share information regarding effective practices in their organizations with respect to managing human resources. The information provided through these meetings was supplemented with good practices in this area identified through IAEA Operational Safety Review Teams (OSARTs) conducted during the past 10 years

  4. From Training to Learning in Enterprise Resource Planning Systems

    Science.gov (United States)

    Kerr, Don; Murray, Peter A.; Burgess, Kevin

    2012-01-01

    The information systems' literature outlines how training is a critical factor to successful Enterprise Resource Planning (ERP) implementations. Yet, types of training are not discussed in the literature and there is little indication if existing training is effective and whether relevant contextual factors have been considered. Without…

  5. Investigating Student Use and Value of E-Learning Resources to Develop Academic Writing within the Discipline of Environmental Science

    Science.gov (United States)

    Taffs, Kathryn H.; Holt, Julienne I.

    2013-01-01

    The use of information and communication technologies (ICTs) in higher education to support student learning is expanding. However, student usage has been low and the value of e-learning resources has been under investigation. We reflect on best practices for pedagogical design of e-learning resources to support academic writing in environmental…

  6. Power and Identity in Immigrant Parents' Involvement in Early Years Mathematics Learning

    Science.gov (United States)

    Takeuchi, Miwa Aoki

    2018-01-01

    This study examined immigrant parents' involvement in early years mathematics learning, focusing on learning of multiplication in in- and out-of-school settings. Ethnographic interviews and workshops were conducted in an urban city in Japan, to examine out-of-school practices of immigrant families. Drawing from sociocultural theory of learning and…

  7. E-learning in medical education in resource constrained low- and middle-income countries.

    Science.gov (United States)

    Frehywot, Seble; Vovides, Yianna; Talib, Zohray; Mikhail, Nadia; Ross, Heather; Wohltjen, Hannah; Bedada, Selam; Korhumel, Kristine; Koumare, Abdel Karim; Scott, James

    2013-02-04

    In the face of severe faculty shortages in resource-constrained countries, medical schools look to e-learning for improved access to medical education. This paper summarizes the literature on e-learning in low- and middle-income countries (LMIC), and presents the spectrum of tools and strategies used. Researchers reviewed literature using terms related to e-learning and pre-service education of health professionals in LMIC. Search terms were connected using the Boolean Operators "AND" and "OR" to capture all relevant article suggestions. Using standard decision criteria, reviewers narrowed the article suggestions to a final 124 relevant articles. Of the relevant articles found, most referred to e-learning in Brazil (14 articles), India (14), Egypt (10) and South Africa (10). While e-learning has been used by a variety of health workers in LMICs, the majority (58%) reported on physician training, while 24% focused on nursing, pharmacy and dentistry training. Although reasons for investing in e-learning varied, expanded access to education was at the core of e-learning implementation which included providing supplementary tools to support faculty in their teaching, expanding the pool of faculty by connecting to partner and/or community teaching sites, and sharing of digital resources for use by students. E-learning in medical education takes many forms. Blended learning approaches were the most common methodology presented (49 articles) of which computer-assisted learning (CAL) comprised the majority (45 articles). Other approaches included simulations and the use of multimedia software (20 articles), web-based learning (14 articles), and eTutor/eMentor programs (3 articles). Of the 69 articles that evaluated the effectiveness of e-learning tools, 35 studies compared outcomes between e-learning and other approaches, while 34 studies qualitatively analyzed student and faculty attitudes toward e-learning modalities. E-learning in medical education is a means to an end

  8. E-learning in medical education in resource constrained low- and middle-income countries

    Science.gov (United States)

    2013-01-01

    Background In the face of severe faculty shortages in resource-constrained countries, medical schools look to e-learning for improved access to medical education. This paper summarizes the literature on e-learning in low- and middle-income countries (LMIC), and presents the spectrum of tools and strategies used. Methods Researchers reviewed literature using terms related to e-learning and pre-service education of health professionals in LMIC. Search terms were connected using the Boolean Operators “AND” and “OR” to capture all relevant article suggestions. Using standard decision criteria, reviewers narrowed the article suggestions to a final 124 relevant articles. Results Of the relevant articles found, most referred to e-learning in Brazil (14 articles), India (14), Egypt (10) and South Africa (10). While e-learning has been used by a variety of health workers in LMICs, the majority (58%) reported on physician training, while 24% focused on nursing, pharmacy and dentistry training. Although reasons for investing in e-learning varied, expanded access to education was at the core of e-learning implementation which included providing supplementary tools to support faculty in their teaching, expanding the pool of faculty by connecting to partner and/or community teaching sites, and sharing of digital resources for use by students. E-learning in medical education takes many forms. Blended learning approaches were the most common methodology presented (49 articles) of which computer-assisted learning (CAL) comprised the majority (45 articles). Other approaches included simulations and the use of multimedia software (20 articles), web-based learning (14 articles), and eTutor/eMentor programs (3 articles). Of the 69 articles that evaluated the effectiveness of e-learning tools, 35 studies compared outcomes between e-learning and other approaches, while 34 studies qualitatively analyzed student and faculty attitudes toward e-learning modalities. Conclusions E-learning

  9. E-learning in medical education in resource constrained low- and middle-income countries

    Directory of Open Access Journals (Sweden)

    Frehywot Seble

    2013-02-01

    Full Text Available Abstract Background In the face of severe faculty shortages in resource-constrained countries, medical schools look to e-learning for improved access to medical education. This paper summarizes the literature on e-learning in low- and middle-income countries (LMIC, and presents the spectrum of tools and strategies used. Methods Researchers reviewed literature using terms related to e-learning and pre-service education of health professionals in LMIC. Search terms were connected using the Boolean Operators “AND” and “OR” to capture all relevant article suggestions. Using standard decision criteria, reviewers narrowed the article suggestions to a final 124 relevant articles. Results Of the relevant articles found, most referred to e-learning in Brazil (14 articles, India (14, Egypt (10 and South Africa (10. While e-learning has been used by a variety of health workers in LMICs, the majority (58% reported on physician training, while 24% focused on nursing, pharmacy and dentistry training. Although reasons for investing in e-learning varied, expanded access to education was at the core of e-learning implementation which included providing supplementary tools to support faculty in their teaching, expanding the pool of faculty by connecting to partner and/or community teaching sites, and sharing of digital resources for use by students. E-learning in medical education takes many forms. Blended learning approaches were the most common methodology presented (49 articles of which computer-assisted learning (CAL comprised the majority (45 articles. Other approaches included simulations and the use of multimedia software (20 articles, web-based learning (14 articles, and eTutor/eMentor programs (3 articles. Of the 69 articles that evaluated the effectiveness of e-learning tools, 35 studies compared outcomes between e-learning and other approaches, while 34 studies qualitatively analyzed student and faculty attitudes toward e-learning modalities

  10. Automation of information decision support to improve e-learning resources quality

    Directory of Open Access Journals (Sweden)

    A.L. Danchenko

    2013-06-01

    Full Text Available Purpose. In conditions of active development of e-learning the high quality of e-learning resources is very important. Providing the high quality of e-learning resources in situation with mass higher education and rapid obsolescence of information requires the automation of information decision support for improving the quality of e-learning resources by development of decision support system. Methodology. The problem is solved by methods of artificial intelligence. The knowledge base of information structure of decision support system that is based on frame model of knowledge representation and inference production rules are developed. Findings. According to the results of the analysis of life cycle processes and requirements to the e-learning resources quality the information model of the structure of the knowledge base of the decision support system, the inference rules for the automatically generating of recommendations and the software implementation are developed. Practical value. It is established that the basic requirements for quality are performance, validity, reliability and manufacturability. It is shown that the using of a software implementation of decision support system for researched courses gives a growth of the quality according to the complex quality criteria. The information structure of a knowledge base system to support decision-making and rules of inference can be used by methodologists and content developers of learning systems.

  11. An evaluation of learning resources in the teaching of formal philosophical methods

    Directory of Open Access Journals (Sweden)

    Susan A.J. Stuart

    2003-12-01

    Full Text Available In any discipline, across a wide variety of subjects, there are numerous learning resources available to students. For many students the resources that will be most beneficial to them are quickly apparent but, because of the nature of philosophy and the philosophical method, it is not immediately clear which resources will be most valuable to students for whom the development of critical thinking skills is crucial. If we are to support these students effectively in their learning we must establish what these resources are how we can continue to maintain and improve them, and how we can encourage students to make good use of them. In this paper we describe and assess our evaluation of the use made by students of learning resources in the context of learning logic and in developing their critical thinking skills. We also assess the use of a new resource, electronic handsets, the purpose of which is to encourage students to respond to questions in lectures and to gain feedback about how they are progressing with the material.

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

    Science.gov (United States)

    Cundill, G; Rodela, R

    2012-12-30

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

  13. Mobilizing Learning Resources in a Transnational Classroom: Translocal and Digital Resources in a Community Technology Center

    Science.gov (United States)

    Noguerón-Liu, Silvia

    2014-01-01

    Drawing from transnational and activity theory frameworks, this study analyzes the ways translocal flows shape learning in a community technology center serving adult immigrants in the US Southwest. It also explores students' constructions of the transnational nature of the courses they took, where they had access to both online and face-to-face…

  14. Planning for partnerships: Maximizing surge capacity resources through service learning.

    Science.gov (United States)

    Adams, Lavonne M; Reams, Paula K; Canclini, Sharon B

    2015-01-01

    Infectious disease outbreaks and natural or human-caused disasters can strain the community's surge capacity through sudden demand on healthcare activities. Collaborative partnerships between communities and schools of nursing have the potential to maximize resource availability to meet community needs following a disaster. This article explores how communities can work with schools of nursing to enhance surge capacity through systems thinking, integrated planning, and cooperative efforts.

  15. Making the Case for Early Identification and Intervention for Young Children at Risk for Learning Disabilities

    Science.gov (United States)

    Steele, Marcee M.

    2004-01-01

    The early identification of children with learning disabilities (LD) is difficult but can be accomplished. Observation of key behaviors which are indicators of LD by preschool and kindergarten teachers can assist in this process. This early identification facilitates the use of intervention strategies to provide a positive early experience for…

  16. 78 FR 53991 - Applications for New Awards; Race to the Top-Early Learning Challenge

    Science.gov (United States)

    2013-08-30

    ... and do mathematics at grade level by the end of the third grade. Priority 5: Addressing the Needs of... and family child care providers; infant and toddler specialists; early intervention specialists and... knowledge (including early mathematics and early scientific development), approaches toward learning...

  17. Open Educational Resources and Informational Ecosystems: «Edutags» as a connector for open learning

    Directory of Open Access Journals (Sweden)

    Michael Kerres

    2014-10-01

    Full Text Available Teaching and learning in school essentially relies on analogous and digital media, artefacts and tools of all kinds. They are supported and provided by various players. The role of these players for providing learning infrastructures and the interaction between them are discussed in the following paper. Increasingly, Open Educational Resources (OER become available and the question arises how the interaction between these players is impacted. On the one hand, some players implement closed informational ecosystems that might provide a rich and coherent environment for learning, but also lock the users into a defined and often restricted environment. On the other hand, other players are interested in developing an infrastructure that supports open learning without the boundaries of closed informational ecosystems. Such open informational ecosystems must provide interconnections to numerous, in principal, unlimited number of platforms for learning contents. In the context of the project «Edutags» a reference platform is being implemented by way in which the contents of various providers are being connected and enriched through user-generated tags, commentaries and evaluations. The discussion points out that such an independent reference platform, operated separately from content platforms, must be considered as an important element in an open and truly distributed infrastructure for learning resources. Hence, we do not only need open educational resources to support open learning, we also need to establish an open informational ecosystem that supports such approaches.

  18. Use of Online Learning Resources in the Development of Learning Environments at the Intersection of Formal and Informal Learning: The Student as Autonomous Designer

    Directory of Open Access Journals (Sweden)

    Maja Lebeničnik

    2015-06-01

    Full Text Available Learning resources that are used in the education of university students are often available online. The nature of new technologies causes an interweaving of formal and informal learning, with the result that a more active role is expected from students with regard to the use of ICT for their learning. The variety of online learning resources (learning content and learning tools facilitates informed use and enables students to create the learning environment that is most appropriate for their personal learning needs and preferences. In contemporary society, the creation of an inclusive learning environment supported by ICT is pervasive. The model of Universal Design for Learning is becoming increasingly significant in responding to the need for inclusive learning environments. In this article, we categorize different online learning activities into the principles of Universal Design for Learning. This study examines ICT use among university students (N = 138, comparing student teachers with students in other study programs. The findings indicate that among all students, activities with lower demands for engagement are most common. Some differences were observed between student teachers and students from other programs. Student teachers were more likely than their peers to perform certain activities aimed at meeting diverse learner needs, but the percentage of students performing more advanced activities was higher for students in other study programs than for student teachers. The categorization of activities revealed that student teachers are less likely to undertake activities that involve interaction with others. Among the sample of student teachers, we found that personal innovativeness is correlated with diversity of activities in only one category. The results show that student teachers should be encouraged to perform more advanced activities, especially activities involving interaction with others, collaborative learning and use of ICT to

  19. A holistic model for evaluating the impact of individual technology-enhanced learning resources.

    Science.gov (United States)

    Pickering, James D; Joynes, Viktoria C T

    2016-12-01

    The use of technology within education has now crossed the Rubicon; student expectations, the increasing availability of both hardware and software and the push to fully blended learning environments mean that educational institutions cannot afford to turn their backs on technology-enhanced learning (TEL). The ability to meaningfully evaluate the impact of TEL resources nevertheless remains problematic. This paper aims to establish a robust means of evaluating individual resources and meaningfully measure their impact upon learning within the context of the program in which they are used. Based upon the experience of developing and evaluating a range of mobile and desktop based TEL resources, this paper outlines a new four-stage evaluation process, taking into account learner satisfaction, learner gain, and the impact of a resource on both the individual and the institution in which it has been adapted. A new multi-level model of TEL resource evaluation is proposed, which includes a preliminary evaluation of need, learner satisfaction and gain, learner impact and institutional impact. Each of these levels are discussed in detail, and in relation to existing TEL evaluation frameworks. This paper details a holistic, meaningful evaluation model for individual TEL resources within the specific context in which they are used. It is proposed that this model is adopted to ensure that TEL resources are evaluated in a more meaningful and robust manner than is currently undertaken.

  20. Health Resources and Strategies among Employed Women in Norway during Pregnancy and Early Motherhood

    Science.gov (United States)

    Alstveit, Marit; Karlsen, Bjørg

    2015-01-01

    The number of women in paid employment is increasing. However, when becoming a mother for the first time, many seem unprepared for the challenge of balancing motherhood and work as well as for the impact on their health. The aim of this study was to investigate the health resources and strategies of employed women in Norway during pregnancy and early motherhood by means of salutogenic theory. A hypothetical-deductive interpretive approach based on Antonovsky's salutogenic theory was applied in a secondary analysis. A total of six themes were identified; three were classified as health resources when experiencing tension and three as health strategies. Salutogenic theory seems to be a useful framework for illuminating the health resources and strategies adopted by employed women who become mothers. The identified health resources when experiencing tension and the health strategies applied may have implications for maternity care professionals and employers in promoting the health of such women and supporting them to combine work and family life. PMID:25945258

  1. 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.

  2. Professional Development for Early Childhood Educators: Efforts to Improve Math and Science Learning Opportunities in Early Childhood Classrooms

    Science.gov (United States)

    Piasta, Shayne B.; Logan, Jessica A. R.; Pelatti, Christina Yeager; Capps, Janet L.; Petrill, Stephen A.

    2014-01-01

    Because recent initiatives highlight the need to better support preschool-aged children’s math and science learning, the present study investigated the impact of professional development in these domains for early childhood educators. Sixty-five educators were randomly assigned to experience 10.5 days (64 hours) of training on math and science or on an alternative topic. Educators’ provision of math and science learning opportunities were documented, as were the fall-to-spring math and science learning gains of children (n = 385) enrolled in their classrooms. Professional development significantly impacted provision of science, but not math, learning opportunities. Professional development did not directly impact children’s math or science learning, although science learning was indirectly affected via the increase in science learning opportunities. Both math and science learning opportunities were positively associated with children’s learning. Results suggest that substantive efforts are necessary to ensure that children have opportunities to learn math and science from a young age. PMID:26257434

  3. A Machine Learning Ensemble Classifier for Early Prediction of Diabetic Retinopathy.

    Science.gov (United States)

    S K, Somasundaram; P, Alli

    2017-11-09

    The main complication of diabetes is Diabetic retinopathy (DR), retinal vascular disease and it leads to the blindness. Regular screening for early DR disease detection is considered as an intensive labor and resource oriented task. Therefore, automatic detection of DR diseases is performed only by using the computational technique is the great solution. An automatic method is more reliable to determine the presence of an abnormality in Fundus images (FI) but, the classification process is poorly performed. Recently, few research works have been designed for analyzing texture discrimination capacity in FI to distinguish the healthy images. However, the feature extraction (FE) process was not performed well, due to the high dimensionality. Therefore, to identify retinal features for DR disease diagnosis and early detection using Machine Learning and Ensemble Classification method, called, Machine Learning Bagging Ensemble Classifier (ML-BEC) is designed. The ML-BEC method comprises of two stages. The first stage in ML-BEC method comprises extraction of the candidate objects from Retinal Images (RI). The candidate objects or the features for DR disease diagnosis include blood vessels, optic nerve, neural tissue, neuroretinal rim, optic disc size, thickness and variance. These features are initially extracted by applying Machine Learning technique called, t-distributed Stochastic Neighbor Embedding (t-SNE). Besides, t-SNE generates a probability distribution across high-dimensional images where the images are separated into similar and dissimilar pairs. Then, t-SNE describes a similar probability distribution across the points in the low-dimensional map. This lessens the Kullback-Leibler divergence among two distributions regarding the locations of the points on the map. The second stage comprises of application of ensemble classifiers to the extracted features for providing accurate analysis of digital FI using machine learning. In this stage, an automatic detection

  4. An online operational rainfall-monitoring resource for epidemic malaria early warning systems in Africa

    Directory of Open Access Journals (Sweden)

    Ceccato Pietro

    2005-01-01

    Full Text Available Abstract Periodic epidemics of malaria are a major public health problem for many sub-Saharan African countries. Populations in epidemic prone areas have a poorly developed immunity to malaria and the disease remains life threatening to all age groups. The impact of epidemics could be minimized by prediction and improved prevention through timely vector control and deployment of appropriate drugs. Malaria Early Warning Systems are advocated as a means of improving the opportunity for preparedness and timely response. Rainfall is one of the major factors triggering epidemics in warm semi-arid and desert-fringe areas. Explosive epidemics often occur in these regions after excessive rains and, where these follow periods of drought and poor food security, can be especially severe. Consequently, rainfall monitoring forms one of the essential elements for the development of integrated Malaria Early Warning Systems for sub-Saharan Africa, as outlined by the World Health Organization. The Roll Back Malaria Technical Resource Network on Prevention and Control of Epidemics recommended that a simple indicator of changes in epidemic risk in regions of marginal transmission, consisting primarily of rainfall anomaly maps, could provide immediate benefit to early warning efforts. In response to these recommendations, the Famine Early Warning Systems Network produced maps that combine information about dekadal rainfall anomalies, and epidemic malaria risk, available via their Africa Data Dissemination Service. These maps were later made available in a format that is directly compatible with HealthMapper, the mapping and surveillance software developed by the WHO's Communicable Disease Surveillance and Response Department. A new monitoring interface has recently been developed at the International Research Institute for Climate Prediction (IRI that enables the user to gain a more contextual perspective of the current rainfall estimates by comparing them to

  5. An online operational rainfall-monitoring resource for epidemic malaria early warning systems in Africa

    Science.gov (United States)

    Grover-Kopec, Emily; Kawano, Mika; Klaver, Robert W.; Blumenthal, Benno; Ceccato, Pietro; Connor, Stephen J.

    2005-01-01

    Periodic epidemics of malaria are a major public health problem for many sub-Saharan African countries. Populations in epidemic prone areas have a poorly developed immunity to malaria and the disease remains life threatening to all age groups. The impact of epidemics could be minimized by prediction and improved prevention through timely vector control and deployment of appropriate drugs. Malaria Early Warning Systems are advocated as a means of improving the opportunity for preparedness and timely response.Rainfall is one of the major factors triggering epidemics in warm semi-arid and desert-fringe areas. Explosive epidemics often occur in these regions after excessive rains and, where these follow periods of drought and poor food security, can be especially severe. Consequently, rainfall monitoring forms one of the essential elements for the development of integrated Malaria Early Warning Systems for sub-Saharan Africa, as outlined by the World Health Organization.The Roll Back Malaria Technical Resource Network on Prevention and Control of Epidemics recommended that a simple indicator of changes in epidemic risk in regions of marginal transmission, consisting primarily of rainfall anomaly maps, could provide immediate benefit to early warning efforts. In response to these recommendations, the Famine Early Warning Systems Network produced maps that combine information about dekadal rainfall anomalies, and epidemic malaria risk, available via their Africa Data Dissemination Service. These maps were later made available in a format that is directly compatible with HealthMapper, the mapping and surveillance software developed by the WHO's Communicable Disease Surveillance and Response Department. A new monitoring interface has recently been developed at the International Research Institute for Climate Prediction (IRI) that enables the user to gain a more contextual perspective of the current rainfall estimates by comparing them to previous seasons and climatological

  6. Early results of experiments with responsive open learning environments

    OpenAIRE

    Friedrich, M.; Wolpers, M.; Shen, R.; Ullrich, C.; Klamma, R.; Renzel, D.; Richert, A.; Heiden, B. von der

    2011-01-01

    Responsive open learning environments (ROLEs) are the next generation of personal learning environments (PLEs). While PLEs rely on the simple aggregation of existing content and services mainly using Web 2.0 technologies, ROLEs are transforming lifelong learning by introducing a new infrastructure on a global scale while dealing with existing learning management systems, institutions, and technologies. The requirements engineering process in highly populated test-beds is as important as the t...

  7. Session: What can we learn from developed wind resource areas

    Energy Technology Data Exchange (ETDEWEB)

    Thelander, Carl; Erickson, Wally

    2004-09-01

    This session at the Wind Energy and Birds/Bats workshop was composed of two parts intended to examine what existing science tells us about wind turbine impacts at existing wind project sites. Part one dealt with the Altamont Wind Resource area, one of the older wind projects in the US, with a paper presented by Carl Thelander titled ''Bird Fatalities in the Altamont Pass Wind Resource Area: A Case Study, Part 1''. Questions addressed by the presenter included: how is avian habitat affected at Altamont and do birds avoid turbine sites; are birds being attracted to turbine strings; what factors contribute to direct impacts on birds by wind turbines at Altamont; how do use, behavior, avoidance and other factors affect risk to avian species, and particularly impacts those species listed as threatened, endangered, or of conservation concern, and other state listed species. The second part dealt with direct impacts to birds at new generation wind plants outside of California, examining such is sues as mortality, avoidance, direct habitat impacts from terrestrial wind projects, species and numbers killed per turbine rates/MW generated, impacts to listed threatened and endangered species, to USFWS Birds of Conservation Concern, and to state listed species. This session focused on newer wind project sites with a paper titled ''Bird Fatality and Risk at New Generation Wind Projects'' by Wally Erickson. Each paper was followed by a discussion/question and answer period.

  8. A machine learning approach for predicting the relationship between energy resources and economic development

    Science.gov (United States)

    Cogoljević, Dušan; Alizamir, Meysam; Piljan, Ivan; Piljan, Tatjana; Prljić, Katarina; Zimonjić, Stefan

    2018-04-01

    The linkage between energy resources and economic development is a topic of great interest. Research in this area is also motivated by contemporary concerns about global climate change, carbon emissions fluctuating crude oil prices, and the security of energy supply. The purpose of this research is to develop and apply the machine learning approach to predict gross domestic product (GDP) based on the mix of energy resources. Our results indicate that GDP predictive accuracy can be improved slightly by applying a machine learning approach.

  9. Effect of improving the usability of an e-learning resource: a randomized trial.

    Science.gov (United States)

    Davids, Mogamat Razeen; Chikte, Usuf M E; Halperin, Mitchell L

    2014-06-01

    Optimizing the usability of e-learning materials is necessary to reduce extraneous cognitive load and maximize their potential educational impact. However, this is often neglected, especially when time and other resources are limited. We conducted a randomized trial to investigate whether a usability evaluation of our multimedia e-learning resource, followed by fixing of all problems identified, would translate into improvements in usability parameters and learning by medical residents. Two iterations of our e-learning resource [version 1 (V1) and version 2 (V2)] were compared. V1 was the first fully functional version and V2 was the revised version after all identified usability problems were addressed. Residents in internal medicine and anesthesiology were randomly assigned to one of the versions. Usability was evaluated by having participants complete a user satisfaction questionnaire and by recording and analyzing their interactions with the application. The effect on learning was assessed by questions designed to test the retention and transfer of knowledge. Participants reported high levels of satisfaction with both versions, with good ratings on the System Usability Scale and adjective rating scale. In contrast, analysis of video recordings revealed significant differences in the occurrence of serious usability problems between the two versions, in particular in the interactive HandsOn case with its treatment simulation, where there was a median of five serious problem instances (range: 0-50) recorded per participant for V1 and zero instances (range: 0-1) for V2 (P e-learning resource resulted in significant improvements in usability. This is likely to translate into improved motivation and willingness to engage with the learning material. In this population of relatively high-knowledge participants, learning scores were similar across the two versions. Copyright © 2014 The American Physiological Society.

  10. Plasticity in learning causes immediate and trans-generational changes in allocation of resources.

    Science.gov (United States)

    Snell-Rood, Emilie C; Davidowitz, Goggy; Papaj, Daniel R

    2013-08-01

    Plasticity in the development and expression of behavior may allow organisms to cope with novel and rapidly changing environments. However, plasticity itself may depend on the developmental experiences of an individual. For instance, individuals reared in complex, enriched environments develop enhanced cognitive abilities as a result of increased synaptic connections and neurogenesis. This suggests that costs associated with behavioral plasticity-in particular, increased investment in "self" at the expense of reproduction-may also be flexible. Using butterflies as a system, this work tests whether allocation of resources changes as a result of experiences in "difficult" environments that require more investment in learning. We contrast allocation of resources among butterflies with experience in environments that vary in the need for learning. Butterflies with experience searching for novel (i.e., red) hosts, or searching in complex non-host environments, allocate more resources (protein and carbohydrate reserves) to their own flight muscle. In addition, butterflies with experience in these more difficult environments allocate more resources per individual offspring (i.e., egg size and/or lipid reserves). This results in a mother's experience having significant effects on the growth of her offspring (i.e., dry mass and wing length). A separate study showed this re-allocation of resources comes at the expense of lifetime fecundity. These results suggest that investment in learning, and associated changes in life history, can be adjusted depending on an individual's current need, and their offspring's future needs, for learning.

  11. Request Stream Control for the Access to Broadband Multimedia Educational Resources in the Distance Learning System

    Directory of Open Access Journals (Sweden)

    Irina Pavlovna Bolodurina

    2013-10-01

    Full Text Available This article presents a model of queuing system for broadband multimedia educational resources, as well as a model of access to a hybrid cloud system storage. These models are used to enhance the efficiency of computing resources in a distance learning system. An additional OpenStack control module has been developed to achieve the distribution of request streams and balance the load between cloud nodes.

  12. Solid-State Lighting: Early Lessons Learned on the Way to Market

    Energy Technology Data Exchange (ETDEWEB)

    Sandahl, Linda J.; Cort, Katherine A.; Gordon, Kelly L.

    2013-12-31

    The purpose of this report is to document early challenges and lessons learned in the solid-state lighting (SSL) market development as part of the DOE’s SSL Program efforts to continually evaluate market progress in this area. This report summarizes early actions taken by DOE and others to avoid potential problems anticipated based on lessons learned from the market introduction of compact fluorescent lamps and identifies issues, challenges, and new lessons that have been learned in the early stages of the SSL market introduction. This study identifies and characterizes12 key lessons that have been distilled from DOE SSL program results.

  13. Foreign language learning, hyperlexia, and early word recognition.

    Science.gov (United States)

    Sparks, R L; Artzer, M

    2000-01-01

    Children with hyperlexia read words spontaneously before the age of five, have impaired comprehension on both listening and reading tasks, and have word recognition skill above expectations based on cognitive and linguistic abilities. One student with hyperlexia and another student with higher word recognition than comprehension skills who started to read words at a very early age were followed over several years from the primary grades through high school when both were completing a second-year Spanish course. The purpose of the present study was to examine the foreign language (FL) word recognition, spelling, reading comprehension, writing, speaking, and listening skills of the two students and another high school student without hyperlexia. Results showed that the student without hyperlexia achieved higher scores than the hyperlexic student and the student with above average word recognition skills on most FL proficiency measures. The student with hyperlexia and the student with above average word recognition skills achieved higher scores on the Spanish proficiency tasks that required the exclusive use of phonological (pronunciation) and phonological/orthographic (word recognition, spelling) skills than on Spanish proficiency tasks that required the use of listening comprehension and speaking and writing skills. The findings provide support for the notion that word recognition and spelling in a FL may be modular processes and exist independently of general cognitive and linguistic skills. Results also suggest that students may have stronger FL learning skills in one language component than in other components of language, and that there may be a weak relationship between FL word recognition and oral proficiency in the FL.

  14. Development of inquiry-based learning activities integrated with the local learning resource to promote learning achievement and analytical thinking ability of Mathayomsuksa 3 student

    Science.gov (United States)

    Sukji, Paweena; Wichaidit, Pacharee Rompayom; Wichaidit, Sittichai

    2018-01-01

    The objectives of this study were to: 1) compare learning achievement and analytical thinking ability of Mathayomsuksa 3 students before and after learning through inquiry-based learning activities integrated with the local learning resource, and 2) compare average post-test score of learning achievement and analytical thinking ability to its cutting score. The target of this study was 23 Mathayomsuksa 3 students who were studying in the second semester of 2016 academic year from Banchatfang School, Chainat Province. Research instruments composed of: 1) 6 lesson plans of Environment and Natural Resources, 2) the learning achievement test, and 3) analytical thinking ability test. The results showed that 1) student' learning achievement and analytical thinking ability after learning were higher than that of before at the level of .05 statistical significance, and 2) average posttest score of student' learning achievement and analytical thinking ability were higher than its cutting score at the level of .05 statistical significance. The implication of this research is for science teachers and curriculum developers to design inquiry activities that relate to student's context.

  15. Early tracheostomy in intensive care trauma patients improves resource utilization: a cohort study and literature review

    Science.gov (United States)

    2004-01-01

    prolonged ICU stay (>14 days). Conclusion Early tracheostomy in trauma ICU patients is associated with shorter duration of mechanical ventilation and ICU LOS, without affecting ICU or hospital outcome. Adopting a standardized strategy of early tracheostomy in appropriately selected patients may help in reducing unnecessary resource utilization. PMID:15469579

  16. Early severe morbidity and resource utilization in South African adults on antiretroviral therapy

    Directory of Open Access Journals (Sweden)

    Meintjes Graeme A

    2009-12-01

    Full Text Available Abstract Background High rates of mortality and morbidity have been described in sub-Saharan African patients within the first few months of starting highly active antiretroviral therapy (HAART. There is limited data on the causes of early morbidity on HAART and the associated resource utilization. Methods A cross-sectional study was conducted of medical admissions at a secondary-level hospital in Cape Town, South Africa. Patients on HAART were identified from a register and HIV-infected patients not on HAART were matched by gender, month of admission, and age group to correspond with the first admission of each case. Primary reasons for admission were determined by chart review. Direct health care costs were determined from the provider's perspective. Results There were 53 in the HAART group with 70 admissions and 53 in the no-HAART group with 60 admissions. The median duration of HAART was 1 month (interquartile range 1-3 months. Median baseline CD4 count in the HAART group was 57 × 106 cells/L (IQR 15-115. The primary reasons for admission in the HAART group were more likely to be due to adverse drug reactions and less likely to be due to AIDS events than the no-HAART group (34% versus 7%; p Conclusions Causes of early morbidity are different and more complex in HIV-infected patients on HAART. This results in greater resource utilization of diagnostic and therapeutic services.

  17. Early-Life Stress Triggers Juvenile Zebra Finches to Switch Social Learning Strategies.

    Science.gov (United States)

    Farine, Damien R; Spencer, Karen A; Boogert, Neeltje J

    2015-08-17

    Stress during early life can cause disease and cognitive impairment in humans and non-humans alike. However, stress and other environmental factors can also program developmental pathways. We investigate whether differential exposure to developmental stress can drive divergent social learning strategies between siblings. In many species, juveniles acquire essential foraging skills by copying others: they can copy peers (horizontal social learning), learn from their parents (vertical social learning), or learn from other adults (oblique social learning). However, whether juveniles' learning strategies are condition dependent largely remains a mystery. We found that juvenile zebra finches living in flocks socially learned novel foraging skills exclusively from adults. By experimentally manipulating developmental stress, we further show that social learning targets are phenotypically plastic. While control juveniles learned foraging skills from their parents, their siblings, exposed as nestlings to experimentally elevated stress hormone levels, learned exclusively from unrelated adults. Thus, early-life conditions triggered individuals to switch strategies from vertical to oblique social learning. This switch could arise from stress-induced differences in developmental rate, cognitive and physical state, or the use of stress as an environmental cue. Acquisition of alternative social learning strategies may impact juveniles' fit to their environment and ultimately change their developmental trajectories. Copyright © 2015 The Authors. Published by Elsevier Ltd.. All rights reserved.

  18. Video Productions as Learning Resources in Students’ Knowledge Building in the Ubiquitous Society

    DEFF Research Database (Denmark)

    Buhl, Mie; Andreasen, Lars Birch; Ørngreen, Rikke

    productions developed by the students themselves. This is investigated from a theoretical as well as an empirical perspective, building on the authors’ experiences from researching and teaching dealing with production of video in learning situations, with different learning objectives and didactic designs...... in mind. The paper will present an overview of the state-of-the art of research on using video productions as learning resources, followed by discussions of our own research results and practices. From the overview and the discussions concepts are defined and research questions formed, based...... on a multimodal perspective on teaching and educational design. We conclude by arguing where and why there is a need for more knowledge....

  19. Learning History in Early Childhood: Teaching Methods and Children's Understanding

    Science.gov (United States)

    Skjaeveland, Yngve

    2017-01-01

    This article discusses the teaching of history in early childhood education and care centres and children's understanding of history. Based on interviews with eight Norwegian early childhood education and care teachers and on interpretative phenomenological analysis, the article shows how the early childhood education and care centres teach…

  20. A note on resource allocation scheduling with group technology and learning effects on a single machine

    Science.gov (United States)

    Lu, Yuan-Yuan; Wang, Ji-Bo; Ji, Ping; He, Hongyu

    2017-09-01

    In this article, single-machine group scheduling with learning effects and convex resource allocation is studied. The goal is to find the optimal job schedule, the optimal group schedule, and resource allocations of jobs and groups. For the problem of minimizing the makespan subject to limited resource availability, it is proved that the problem can be solved in polynomial time under the condition that the setup times of groups are independent. For the general setup times of groups, a heuristic algorithm and a branch-and-bound algorithm are proposed, respectively. Computational experiments show that the performance of the heuristic algorithm is fairly accurate in obtaining near-optimal solutions.

  1. Assessment for Complex Learning Resources: Development and Validation of an Integrated Model

    Directory of Open Access Journals (Sweden)

    Gudrun Wesiak

    2013-01-01

    Full Text Available Today’s e-learning systems meet the challenge to provide interactive, personalized environments that support self-regulated learning as well as social collaboration and simulation. At the same time assessment procedures have to be adapted to the new learning environments by moving from isolated summative assessments to integrated assessment forms. Therefore, learning experiences enriched with complex didactic resources - such as virtualized collaborations and serious games - have emerged. In this extension of [1] an integrated model for e-assessment (IMA is outlined, which incorporates complex learning resources and assessment forms as main components for the development of an enriched learning experience. For a validation the IMA was presented to a group of experts from the fields of cognitive science, pedagogy, and e-learning. The findings from the validation lead to several refinements of the model, which mainly concern the component forms of assessment and the integration of social aspects. Both aspects are accounted for in the revised model, the former by providing a detailed sub-model for assessment forms.

  2. Using mobile technologies to give health students access to learning resources in the UK community setting.

    Science.gov (United States)

    Walton, Graham; Childs, Susan; Blenkinsopp, Elizabeth

    2005-12-01

    This article describes a project which explored the potential for mobile technologies to give health students in the community access to learning resources. The purpose included the need to identify possible barriers students could face in using mobile technologies. Another focus was to assess the students perceptions of the importance of being able to access learning resources in the community. This 1-year project used two main approaches for data collection. A review of the literature on mobile technologies in the health context was conducted. This was used in a systematic way to identify key issues and trends. The literature review was used to inform the design and production of a questionnaire. This was distributed to and completed by a group of community health students at Northumbria University, UK. The questionnaire was piloted and there was a 100% completion rate with 49 returned forms. The literature review indicated that most mobile technology applications were occurring in the US. At the time of the review the most prevalent mobile technologies were PDAs, laptops, WAP phones and portable radios with use being concentrated around doctors in the acute sector. A range of advantages and disadvantages to the technology were discovered. Mobile technologies were mainly being used for clinical rather than learning applications. The students showed a low level of awareness of the technology but placed great importance to accessing learning resources from the community. Significant development and changes are taking place in mobile technologies. Since the data collection for this work was completed in 2004 podcasting and videocasting have become significant in mobile learning for health professionals. Librarians will need to address the relevance and implications of m-learning for their practice. Care and consideration needs to be given on the time and resources librarians allocate for the necessary development work around mobile technologies. Collaboration and

  3. Community-based interventions to optimize early childhood development in low resource settings.

    Science.gov (United States)

    Maulik, P K; Darmstadt, G L

    2009-08-01

    Interventions targeting the early childhood period (0 to 3 years) help to improve neuro-cognitive functioning throughout life. Some of the more low cost, low resource-intensive community practices for this age-group are play, reading, music and tactile stimulation. This research was conducted to summarize the evidence regarding the effectiveness of such strategies on child development, with particular focus on techniques that may be transferable to developing countries and to children at risk of developing secondary impairments. PubMed, PsycInfo, Embase, ERIC, CINAHL and Cochrane were searched for studies involving the above strategies for early intervention. Reference lists of these studies were scanned and other studies were incorporated based on snow-balling. Overall, 76 articles corresponding to 53 studies, 24 of which were randomized controlled trials, were identified. Sixteen of those studies were from low- and middle-income countries. Play and reading were the two commonest interventions and showed positive impact on intellectual development of the child. Music was evaluated primarily in intensive care settings. Kangaroo Mother Care, and to a lesser extent massage, also showed beneficial effects. Improvement in parent-child interaction was common to all the interventions. Play and reading were effective interventions for early childhood interventions in low- and middle-income countries. More research is needed to judge the effectiveness of music. Kangaroo Mother Care is effective for low birth weight babies in resource poor settings, but further research is needed in community settings. Massage is useful, but needs more rigorous research prior to being advocated for community-level interventions.

  4. A model of positive and negative learning : Learning demands and resources, learning engagement, critical thinking, and fake news detection

    NARCIS (Netherlands)

    Dormann, Christian; Demerouti, Eva; Bakker, Arnold; Zlatkin-Troitschanskaia, O.; Wittum, G.; Dengel, A.

    2018-01-01

    This chapter proposes a model of positive and negative learning (PNL model). We use the term negative learning when stress among students occurs, and when knowledge and abilities are not properly developed. We use the term positive learning if motivation is high and active learning occurs. The PNL

  5. Sophisticated Online Learning Scheme for Green Resource Allocation in 5G Heterogeneous Cloud Radio Access Networks

    KAUST Repository

    Alqerm, Ismail

    2018-01-23

    5G is the upcoming evolution for the current cellular networks that aims at satisfying the future demand for data services. Heterogeneous cloud radio access networks (H-CRANs) are envisioned as a new trend of 5G that exploits the advantages of heterogeneous and cloud radio access networks to enhance spectral and energy efficiency. Remote radio heads (RRHs) are small cells utilized to provide high data rates for users with high quality of service (QoS) requirements, while high power macro base station (BS) is deployed for coverage maintenance and low QoS users service. Inter-tier interference between macro BSs and RRHs and energy efficiency are critical challenges that accompany resource allocation in H-CRANs. Therefore, we propose an efficient resource allocation scheme using online learning, which mitigates interference and maximizes energy efficiency while maintaining QoS requirements for all users. The resource allocation includes resource blocks (RBs) and power. The proposed scheme is implemented using two approaches: centralized, where the resource allocation is processed at a controller integrated with the baseband processing unit and decentralized, where macro BSs cooperate to achieve optimal resource allocation strategy. To foster the performance of such sophisticated scheme with a model free learning, we consider users\\' priority in RB allocation and compact state representation learning methodology to improve the speed of convergence and account for the curse of dimensionality during the learning process. The proposed scheme including both approaches is implemented using software defined radios testbed. The obtained results and simulation results confirm that the proposed resource allocation solution in H-CRANs increases the energy efficiency significantly and maintains users\\' QoS.

  6. Instrumental learning and cognitive flexibility processes are impaired in children exposed to early life stress.

    Science.gov (United States)

    Harms, Madeline B; Shannon Bowen, Katherine E; Hanson, Jamie L; Pollak, Seth D

    2017-10-19

    Children who experience severe early life stress show persistent deficits in many aspects of cognitive and social adaptation. Early stress might be associated with these broad changes in functioning because it impairs general learning mechanisms. To explore this possibility, we examined whether individuals who experienced abusive caregiving in childhood had difficulties with instrumental learning and/or cognitive flexibility as adolescents. Fifty-three 14-17-year-old adolescents (31 exposed to high levels of childhood stress, 22 control) completed an fMRI task that required them to first learn associations in the environment and then update those pairings. Adolescents with histories of early life stress eventually learned to pair stimuli with both positive and negative outcomes, but did so more slowly than their peers. Furthermore, these stress-exposed adolescents showed markedly impaired cognitive flexibility; they were less able than their peers to update those pairings when the contingencies changed. These learning problems were reflected in abnormal activity in learning- and attention-related brain circuitry. Both altered patterns of learning and neural activation were associated with the severity of lifetime stress that the adolescents had experienced. Taken together, the results of this experiment suggest that basic learning processes are impaired in adolescents exposed to early life stress. These general learning mechanisms may help explain the emergence of social problems observed in these individuals. © 2017 The Authors. Developmental Science Published by John Wiley & Sons Ltd.

  7. Identifying and evaluating electronic learning resources for use in adult-gerontology nurse practitioner education.

    Science.gov (United States)

    Thompson, Hilaire J; Belza, Basia; Baker, Margaret; Christianson, Phyllis; Doorenbos, Ardith; Nguyen, Huong

    2014-01-01

    Enhancing existing curricula to meet newly published adult-gerontology advanced practice registered nurse (APRN) competencies in an efficient manner presents a challenge to nurse educators. Incorporating shared, published electronic learning resources (ELRs) in existing or new courses may be appropriate in order to assist students in achieving competencies. The purposes of this project were to (a) identify relevant available ELR for use in enhancing geriatric APRN education and (b) to evaluate the educational utility of identified ELRs based on established criteria. A multilevel search strategy was used. Two independent team members reviewed identified ELR against established criteria to ensure utility. Only resources meeting all criteria were retained. Resources were found for each of the competency areas and included formats such as podcasts, Web casts, case studies, and teaching videos. In many cases, resources were identified using supplemental strategies and not through traditional search or search of existing geriatric repositories. Resources identified have been useful to advanced practice educators in improving lecture and seminar content in a particular topic area and providing students and preceptors with additional self-learning resources. Addressing sustainability within geriatric APRN education is critical for sharing of best practices among educators and for sustainability of teaching and related resources. © 2014.

  8. Professional Development for Early Childhood Educators: Efforts to Improve Math and Science Learning Opportunities in Early Childhood Classrooms

    Science.gov (United States)

    Piasta, Shayne B.; Logan, Jessica A. R.; Pelatti, Christina Yeager; Capps, Janet L.; Petrill, Stephen A.

    2015-01-01

    Because recent initiatives highlight the need to better support preschool-aged children's math and science learning, the present study investigated the impact of professional development in these domains for early childhood educators. Sixty-five educators were randomly assigned to experience 10.5 days (64 hr) of training on math and science or on…

  9. Model of e-learning with electronic educational resources of new generation

    Directory of Open Access Journals (Sweden)

    A. V. Loban

    2017-01-01

    Full Text Available Purpose of the article: improving of scientific and methodical base of the theory of the е-learning of variability. Methods used: conceptual and logical modeling of the е-learning of variability process with electronic educational resource of new generation and system analysis of the interconnection of the studied subject area, methods, didactics approaches and information and communication technologies means. Results: the formalization complex model of the е-learning of variability with electronic educational resource of new generation is developed, conditionally decomposed into three basic components: the formalization model of the course in the form of the thesaurusclassifier (“Author of e-resource”, the model of learning as management (“Coordination. Consultation. Control”, the learning model with the thesaurus-classifier (“Student”. Model “Author of e-resource” allows the student to achieve completeness, high degree of didactic elaboration and structuring of the studied material in triples of variants: modules of education information, practical task and control tasks; the result of the student’s (author’s of e-resource activity is the thesaurus-classifier. Model of learning as management is based on the principle of personal orientation of learning in computer environment and determines the logic of interaction between the lecturer and the student when determining the triple of variants individually for each student; organization of a dialogue between the lecturer and the student for consulting purposes; personal control of the student’s success (report generation and iterative search for the concept of the class assignment in the thesaurus-classifier before acquiring the required level of training. Model “Student” makes it possible to concretize the learning tasks in relation to the personality of the student and to the training level achieved; the assumption of the lecturer about the level of training of a

  10. A Learning Perspective On The Role Of Natural Resources In Economic Development

    DEFF Research Database (Denmark)

    Andersen, Allan Dahl

    2011-01-01

    Natural resource-based industries are in economics often is understood as being unable to stimulate growth and development. The latter point has been put forward in the form of the ‘resource curse’ and is epitomised by inter alia Reinert (2007) who sees natural resource-based industries...... as detrimental to growth and development. Still, it will be argued here that Reinert’s approach is unsuitable for grasping the full role of natural resources in economic development because important aspects of industrial dynamics are ignored. In pursuit of the latter research aim two topics in economic research...... will be integrated: (i) the area of learning, innovation, capability building and economic development; (ii) with the area of natural resources and economic development. Such integration will be a contribution to both topics. Hence, this paper seeks to address the question: how can we understand the role of natural...

  11. Community knowledge and sustainable natural resources management: learning from the Monpa of Arunachal Pradesh

    Directory of Open Access Journals (Sweden)

    Ranjay K. Singh

    2006-04-01

    Full Text Available Community knowledge and local institutions play a significant role in sustainable comanagement, use and conservation of natural resources. Looking to the importance of these resources, a project, funded by the National Innovation Foundation (NIF, Ahmedabad, India was implemented to document the community knowledge associated with agriculture and natural resources in few selected Monpa tribe dominating villages of West Kameng and Tawang Districts of Arunachal Pradesh, India. Dynamics of various indigenous practices, gender role, culture and informal rural social institutions, cultural edges significantly contribute in managing and using the natural resources sustainably. Experiential learning and location specific knowledge play a pivotal role in ecosystem sustainability. Study also indicates the synergistic relation existing between local knowledge and ecological edges, thereby helping in sustaining livelihood in high altitude. Indigenous resource management systems are not mere traditions but adaptive responses that have evolved over time.

  12. Selection and Use of Online Learning Resources by First-Year Medical Students: Cross-Sectional Study.

    Science.gov (United States)

    Judd, Terry; Elliott, Kristine

    2017-10-02

    Medical students have access to a wide range of learning resources, many of which have been specifically developed for or identified and recommended to them by curriculum developers or teaching staff. There is an expectation that students will access and use these resources to support their self-directed learning. However, medical educators lack detailed and reliable data about which of these resources students use to support their learning and how this use relates to key learning events or activities. The purpose of this study was to comprehensively document first-year medical student selection and use of online learning resources to support their bioscience learning within a case-based curriculum and assess these data in relation to our expectations of student learning resource requirements and use. Study data were drawn from 2 sources: a survey of student learning resource selection and use (2013 cohort; n=326) and access logs from the medical school learning platform (2012 cohort; n=337). The paper-based survey, which was distributed to all first-year students, was designed to assess the frequency and types of online learning resources accessed by students and included items about their perceptions of the usefulness, quality, and reliability of various resource types and sources. Of 237 surveys returned, 118 complete responses were analyzed (36.2% response rate). Usage logs from the learning platform for an entire semester were processed to provide estimates of first-year student resource use on an individual and cohort-wide basis according to method of access, resource type, and learning event. According to the survey data, students accessed learning resources via the learning platform several times per week on average, slightly more often than they did for resources from other online sources. Google and Wikipedia were the most frequently used nonuniversity sites, while scholarly information sites (eg, online journals and scholarly databases) were accessed

  13. A dynamic learning concept in early years’ education

    DEFF Research Database (Denmark)

    Broström, Stig

    2017-01-01

    -historical activity (play) theory, the author deduces four generally accepted play criteria that form the basis for the construction of a dynamic and play-based learning concept that has the three following cornerstones as focal points: (1) learning happens in activities where the child is an active participant...... and interacts and communicates with other people; (2) meaningful activities pave the way for children’s learning; these are activities where the child’s motive aligns with the goal of the activity; and (3) learning is seen as a productive and creative activity characterised by imagination....

  14. Investigation of blended learning video resources to teach health students clinical skills: An integrative review.

    Science.gov (United States)

    Coyne, Elisabeth; Rands, Hazel; Frommolt, Valda; Kain, Victoria; Plugge, Melanie; Mitchell, Marion

    2018-04-01

    The aim of this review is to inform future educational strategies by synthesising research related to blended learning resources using simulation videos to teach clinical skills for health students. An integrative review methodology was used to allow for the combination of diverse research methods to better understand the research topic. This review was guided by the framework described by Whittemore and Knafl (2005), DATA SOURCES: Systematic search of the following databases was conducted in consultation with a librarian using the following databases: SCOPUS, MEDLINE, COCHRANE, PsycINFO databases. Keywords and MeSH terms: clinical skills, nursing, health, student, blended learning, video, simulation and teaching. Data extracted from the studies included author, year, aims, design, sample, skill taught, outcome measures and findings. After screening the articles, extracting project data and completing summary tables, critical appraisal of the projects was completed using the Mixed Methods Appraisal Tool (MMAT). Ten articles met all the inclusion criteria and were included in this review. The MMAT scores varied from 50% to 100%. Thematic analysis was undertaken and we identified the following three themes: linking theory to practice, autonomy of learning and challenges of developing a blended learning model. Blended learning allowed for different student learning styles, repeated viewing, and enabled links between theory and practice. The video presentation needed to be realistic and culturally appropriate and this required both time and resources to create. A blended learning model, which incorporates video-assisted online resources, may be a useful tool to teach clinical skills to students of health including nursing. Blended learning not only increases students' knowledge and skills, but is often preferred by students due to its flexibility. Copyright © 2018 Elsevier Ltd. All rights reserved.

  15. Automated Library Networking in American Public Community College Learning Resources Centers.

    Science.gov (United States)

    Miah, Adbul J.

    1994-01-01

    Discusses the need for community colleges to assess their participation in automated library networking systems (ALNs). Presents results of questionnaires sent to 253 community college learning resource center directors to determine their use of ALNs. Reviews benefits of automation and ALN activities, planning and communications, institution size,…

  16. Planning for the Digital Classroom and Distributed Learning: Policies and Planning for Online Instructional Resources

    Science.gov (United States)

    McGee, Patricia; Diaz, Veronica

    2005-01-01

    In an era of state budget cuts and a tight economy, distributed learning is often seen as a way to address the needs of colleges and universities looking for additional revenue sources. Likewise, budding virtual universities, consortia, and corporate partnerships are now providing new ways for institutions to share resources across campuses. The…

  17. Exploring the Learning Problems and Resource Usage of Undergraduate Industrial Design Students in Design Studio Courses

    Science.gov (United States)

    Chen, Wenzhi

    2016-01-01

    Design is a powerful weapon for modern companies so it is important to have excellent designers in the industry. The purpose of this study is to explore the learning problems and the resources that students use to overcome problems in undergraduate industrial design studio courses. A survey with open-type questions was conducted to collect data.…

  18. Introduction to the papers of TWG16: Learning Mathematics with Technology and Other Resources

    NARCIS (Netherlands)

    Drijvers, P.H.M.; Faggiano, Eleonora; Geraniou, Eirini; Weigand, Hans-Georg

    2017-01-01

    The use of technology and other resources for mathematical learning is a current issue in the field of mathematics education and lags behind the rapid advances in Information and Communication Technology. Technological developments offer opportunities, which are not straightforward to exploit in

  19. Technological Change in the Workplace: A Statewide Survey of Community College Library and Learning Resources Personnel.

    Science.gov (United States)

    Poole, Carolyn E.; Denny, Emmett

    2001-01-01

    Discussion of the effects of technostress on library personnel focuses on an investigation that examined how employees in Florida community college libraries and learning resources centers are dealing with technological change in their work environment. Considers implications for planning and implementing technological change and includes…

  20. An Assessment of Resource Availability for Problem Based Learning in a Ghanaian University Setting

    Science.gov (United States)

    Okyere, Gabriel Asare; Tawiah, Richard; Lamptey, Richard Bruce; Oduro, William; Thompson, Michael

    2017-01-01

    Purpose: The purpose of this paper is to assess the differences pertaining to the resources presently accessible for problem-based learning (PBL) among six colleges of Kwame Nkrumah University of Science and Technology (KNUST) in Ghana. Design/methodology/approach: Data for the study are the cross-sectional type drawn from 1,020 students. Poisson…

  1. Empowering Teachers to Author Multimedia Learning Resources That Support Students' Critical Thinking

    Science.gov (United States)

    Holley, Debbie; Boyle, Tom

    2012-01-01

    Students studying Marketing, Fashion, Public Relations, Advertising and similar subjects need to develop a "critical eye" in relation to images, media and digital technologies. This project aims to empower teachers to develop multimedia learning resources that would support students engaging in this essential activity. Developing such…

  2. Fostering postgraduate student engagement: online resources supporting self-directed learning in a diverse cohort

    Directory of Open Access Journals (Sweden)

    Luciane V. Mello

    2016-03-01

    Full Text Available The research question for this study was: ‘Can the provision of online resources help to engage and motivate students to become self-directed learners?’ This study presents the results of an action research project to answer this question for a postgraduate module at a research-intensive university in the United Kingdom. The analysis of results from the study was conducted dividing the students according to their programme degree – Masters or PhD – and according to their language skills. The study indicated that the online resources embedded in the module were consistently used, and that the measures put in place to support self-directed learning (SDL were both perceived and valued by the students, irrespective of their programme or native language. Nevertheless, a difference was observed in how students viewed SDL: doctoral students seemed to prefer the approach and were more receptive to it than students pursuing their Masters degree. Some students reported that the SDL activity helped them to achieve more independence than did traditional approaches to teaching. Students who engaged with the online resources were rewarded with higher marks and claimed that they were all the more motivated within the module. Despite the different learning experiences of the diverse cohort, the study found that the blended nature of the course and its resources in support of SDL created a learning environment which positively affected student learning.

  3. Print to Pixels: the Implications for the Development of Learning Resources

    NARCIS (Netherlands)

    Griffiths, David

    2006-01-01

    Littlejohn (Littlejohn 2003) describes how numerous national and international initiatives have been funded to investigate ways in which digital learning resources might be developed, shared and reused by teachers and learners around the world (so as to benefit from economies of scale). The idea of

  4. YouTube: An Innovative Learning Resource for College Health Education Courses

    Science.gov (United States)

    Burke, Sloane C.; Snyder, Shonna L.

    2008-01-01

    As college health education professors attempt to engage the Web 2.0 generation of learners, use of innovative video technology resources such as YouTube can be integrated to provide relevant and targeted information to supplement college course content, create a sense of "classroom community," and enrich the learning environment for all…

  5. 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,

  6. 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…

  7. Challenges Implementing Work-Integrated Learning in Human Resource Management University Courses

    Science.gov (United States)

    Rook, Laura

    2017-01-01

    The examination of work-integrated learning (WIL) programs in the undergraduate Human Resource Management (HRM) curriculum is an area under-represented in the Australian literature. This paper identifies the challenges faced in implementing WIL into the HRM undergraduate curriculum. Qualitative semi-structured interviews were conducted with 38…

  8. Application of Resource Description Framework to Personalise Learning: Systematic Review and Methodology

    Science.gov (United States)

    Jevsikova, Tatjana; Berniukevicius, Andrius; Kurilovas, Eugenijus

    2017-01-01

    The paper is aimed to present a methodology of learning personalisation based on applying Resource Description Framework (RDF) standard model. Research results are two-fold: first, the results of systematic literature review on Linked Data, RDF "subject-predicate-object" triples, and Web Ontology Language (OWL) application in education…

  9. Human Resource Development to Facilitate Experiential Learning: The Case of Yahoo Japan

    Science.gov (United States)

    Matsuo, Makoto

    2015-01-01

    Although work experiences are recognized as important mechanisms for developing leaders in organizations, existing research has focused primarily on work assignments rather than on human resource development (HRD) systems that promote experiential learning of managers. The primary goal of this study was to develop an HRD model for facilitating…

  10. Resource-Based Learning and Class Organisation for Adult EFL Learners.

    Science.gov (United States)

    Gewirtz, Agatha

    1979-01-01

    A list is presented of special factors pertaining to English as a foreign language class in England that provide strong arguments for organizing them along resource-based learning situations. Students can be in control of their studies, engaging in independent, individual work. (SW)

  11. Job demands and resources and their associations with early retirement intentions through recovery need and work enjoyment

    Directory of Open Access Journals (Sweden)

    Bert Schreurs

    2011-05-01

    Research purpose: The objective of this study was to examine the mechanisms through which job characteristics associate with early retirement intention, using the Job Demands-Resources (JD-R model as a theoretical framework. Motivation of the study: Early retirement presents a threat to existing health and pension systems, and to organisational functioning. Therefore, it is important to examine how workrelated factors contribute to early retirement decisions. Research design, approach and method: Two parallel processes were theorised to shape early retirement intention: a health impairment process (i.e. job demands → recovery need → early retirement intention and a motivational process (i.e. job resources → work enjoyment → early retirement intention. Survey data were collected from a heterogeneous sample of 1812 older workers (age > 45. Structural equation modeling was used to test the hypotheses. Main findings: Job demands and job resources were both associated with work enjoyment, which was associated with early retirement intention. Recovery need did not add to the prediction of early retirement intention. Practical/managerial implications: To retain older workers, companies should promote work conditions and practices that keep older workers motivated. Good health may be a necessary condition for retaining older workers, but it does not appear to be a sufficient one. Contribution/value-add: The results suggest that – for early retirement intention – the motivational process is more prominent than the health impairment process.

  12. Early adversity and learning: implications for typical and atypical behavioral development.

    Science.gov (United States)

    Hanson, Jamie L; van den Bos, Wouter; Roeber, Barbara J; Rudolph, Karen D; Davidson, Richard J; Pollak, Seth D

    2017-07-01

    Children who experience early adversity often develop emotion regulatory problems, but little is known about the mechanisms that mediate this relation. We tested whether general associative learning processes contribute to associations between adversity, in the form of child maltreatment, and negative behavioral outcomes. Eighty-one participants between 12 and 17 years of age were recruited for this study and completed a probabilistic learning Task. Forty-one of these participants had been exposed to physical abuse, a form of early adversity. Forty additional participants without any known history of maltreatment served as a comparison group. All participants (and their parents) also completed portions of the Youth Life Stress Interview to understand adolescent's behavior. We calculated measures of associative learning, and also constructed mathematical models of learning. We found that adolescents exposed to high levels of adversity early in their lives had lower levels of associative learning than comparison adolescents. In addition, we found that impaired associative learning partially explained the higher levels of behavioral problems among youth who suffered early adversity. Using mathematical models, we also found that two components of learning were specifically affected in children exposed to adversity: choice variability and biases in their beliefs about the likelihood of rewards in the environment. Participants who had been exposed to early adversity were less able than their peers to correctly learn which stimuli were likely to result in reward, even after repeated feedback. These individuals also used information about known rewards in their environments less often. In addition, individuals exposed to adversity made decisions early in the learning process as if rewards were less consistent and occurred more at random. These data suggest one mechanism through which early life experience shapes behavioral development. © 2017 Association for Child and

  13. How Important Are Student-Selected versus Instructor-Selected Literature Resources for Students' Learning and Motivation in Problem-Based Learning?

    Science.gov (United States)

    Wijnia, Lisette; Loyens, Sofie M.; Derous, Eva; Schmidt, Henk G.

    2015-01-01

    In problem-based learning students are responsible for their own learning process, which becomes evident when they must act independently, for example, when selecting literature resources for individual study. It is a matter of debate whether it is better to have students select their own literature resources or to present them with a list of…

  14. 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.

  15. Getting Started in Academic Careers: On the Cutting Edge Resources for Graduate Students, Postdoctoral Fellows, and Early Career Faculty

    Science.gov (United States)

    MacDonald, R.; Ormand, C.; Manduca, C. A.; Wright-Dunbar, R.; Allen-King, R.

    2007-12-01

    Career has been offered since 1999 and provides sessions on teaching strategies, course design, developing a strategic plan for research, supervising student researchers, navigating departmental and institutional politics, tenure, time and task management, and much more. The workshop, Preparing for an Academic Career in the Geosciences, has been offered since 2003 and provides a panel about academic careers in different institutional settings, session on research on learning, various teaching strategies, design of effective classroom activities, moving research forward to new settings, negotiation, and presenting oneself to others. Participants in both workshops have many opportunities to talk informally with leaders and other participants. Assessment results indicate that the workshops are helpful for both current and future faculty. Participants particularly appreciate the practical ideas and the opportunity to interact with, and learn from, a diverse leadership team and other participants. Two on-line resource collections provides information in these areas useful for students, post-docs, early career faculty and advisors.

  16. Learning by observation requires an early sleep window

    NARCIS (Netherlands)

    van der Werf, Y.D.; Van der Helm, E.; Schoonheim, M.M.; Ridderikhoff, A.; van Someren, E.J.W.

    2009-01-01

    Numerous studies have shown that sleep enhances memory for motor skills learned through practice. Motor skills can, however, also be learned through observation, a process possibly involving the mirror neuron system. We investigated whether motor skill enhancement through prior observation requires

  17. Social media as an open-learning resource in medical education: current perspectives.

    Science.gov (United States)

    Sutherland, S; Jalali, A

    2017-01-01

    Numerous studies evaluate the use of social media as an open-learning resource in education, but there is a little published knowledge of empirical evidence that such open-learning resources produce educative outcomes, particularly with regard to student performance. This study undertook a systematic review of the published literature in medical education to determine the state of the evidence as to empirical studies that conduct an evaluation or research regarding social media and open-learning resources. The authors searched MEDLINE, ERIC, Embase, PubMed, Scopus, and Google Scholar from 2012 to 2017. This search included using keywords related to social media, medical education, research, and evaluation, while restricting the search to peer reviewed, English language articles only. To meet inclusion criteria, manuscripts had to employ evaluative methods and undertake empirical research. Empirical work designed to evaluate the impact of social media as an open-learning resource in medical education is limited as only 13 studies met inclusion criteria. The majority of these studies used undergraduate medical education as the backdrop to investigate open-learning resources, such as Facebook, Twitter, and YouTube. YouTube appears to have little educational value due to the unsupervised nature of content added on a daily basis. Overall, extant reviews have demonstrated that we know a considerable amount about social media use, although to date, its impacts remain unclear. There is a paucity of outcome-based, empirical studies assessing the impact of social media in medical education. The few empirical studies identified tend to focus on evaluating the affective outcomes of social media and medical education as opposed to understanding any linkages between social media and performance outcomes. Given the potential for social media use in medical education, more empirical evaluative studies are required to determine educational value.

  18. The prevalence of synaesthesia depends on early language learning.

    Science.gov (United States)

    Watson, Marcus R; Chromý, Jan; Crawford, Lyle; Eagleman, David M; Enns, James T; Akins, Kathleen A

    2017-02-01

    According to one theory, synaesthesia develops, or is preserved, because it helps children learn. If so, it should be more common among adults who faced greater childhood learning challenges. In the largest survey of synaesthesia to date, the incidence of synaesthesia was compared among native speakers of languages with transparent (easier) and opaque (more difficult) orthographies. Contrary to our prediction, native speakers of Czech (transparent) were more likely to be synaesthetes than native speakers of English (opaque). However, exploratory analyses suggested that this was because more Czechs learned non-native second languages, which was strongly associated with synaesthesia, consistent with the learning hypothesis. Furthermore, the incidence of synaesthesia among speakers of opaque languages was double that among speakers of transparent languages other than Czech, also consistent with the learning hypothesis. These findings contribute to an emerging understanding of synaesthetic development as a complex and lengthy process with multiple causal influences. Copyright © 2016. Published by Elsevier Inc.

  19. The Study of Supporting Learning Sufficiency Economy Philosophy of Students Majoring in Early Childhood Education by Backyard Gardening Activity

    Directory of Open Access Journals (Sweden)

    Vannisa Hakoon

    2017-06-01

    Full Text Available This research was aimed to make students majoring in early childhood education learn about the Sufficiency Economy Philosophy by integrating learning process through practicing planting vegetables and herbs, harvesting, processing products and selling the products at the CEECE farm. This case study include 104 students in total, 2 males students and 102 females students majoring in early childhood education in the second semester of academic year 2016, Mahasarakham university. The researcher integrated the learning with subjects in early childhood education field such as Story and literature for young Children, Thai languages and literacy for young children, Independent study in early childhood education and Early childhood education quality assurance. The research instruments were 1 CEECE Farm area for practicing growing vegetables and herbs and 2 Self Reflection from the students. Data collection was conducted through three phases including 1 preparation 2 process and 3 data collection. The researcher analyzed the content by describing and drawing conclusions from students opinions about the learning. This research revealed: 1. Factors affecting success or barriers to learning include students, location, materials, budget, academic advisors and other factors such as climate and workloads of students. 2. Students majoring in early childhood education learn the Sufficiency Economy Philosophy through practicing at the CEECE farm. Students learn Sufficiency Economy Philosophy and knowledge as follows ; 2.1 Moderation: Students learn to use the resources sufficiently. Students realize the value and use resources in order to maximize savings ; location, materials and budget. 2.2 Reasonableness: Students learn to apply the principles of reason and critical thinking to planning decisions and resolving issues arising from the implementation based on information that they have gathered and relies on the concept, “if students are consumers, will they

  20. Learning to Speak with a Professional Voice: Initiating Preservice Teachers into Being a Resource for Parents

    Science.gov (United States)

    Freeman, Nancy K.; Knopf, Herman T.

    2007-01-01

    Beginning teachers of young children often express concern that their professional preparation has not adequately prepared them to work effectively with families. This remains the case in spite of literature documenting the importance of involving parents in their children's early education. This article describes a service learning project…

  1. Early markers of ongoing action-effect learning

    Directory of Open Access Journals (Sweden)

    Hannes eRuge

    2012-11-01

    Full Text Available Acquiring knowledge about the relationship between stimulus conditions, one’s own actions, and the resulting consequences or effects, is one prerequisite for intentional action. Previous studies have shown that such contextualized associations between actions and their effects (S-R-E associations can be picked up very quickly. The present study examined how such weakly practiced associations might affect overt behavior during the process of initial learning and during subsequent retrieval, and how these two measures are inter-related. We examined incidental (S-R-E learning in the context of trial-and-error S-R learning and in the context of instruction-based S-R learning. Furthermore, as a control condition, common outcome (CO learning blocks were included in which all responses produced one common sound effect, hence precluding differential (S-R-E learning. Post-learning retrieval of R-E associations was tested by re-using previously produced sound effects as novel imperative stimuli combined with actions that were either compatible or incompatible with the previously encountered R-E mapping. The central result was that the size of the compatibility effect could be predicted by the size of relative response slowing during ongoing learning in the preceding acquisition phase, both in trial-and-error learning and in instruction-based learning. Importantly, this correlation was absent for the common outcome control condition, precluding accounts based on unspecific factors. Instead, the results suggest that differential outcomes are ‘actively’ integrated into action planning and that this takes additional planning time. We speculate that this might be especially true for weakly practiced (S-R-E associations before an initial goal-directed action mode transitions into a more stimulus-based action mode.

  2. Understanding Motivational System in Open Learning: Learners' Engagement with a Traditional Chinese-Based Open Educational Resource System

    Science.gov (United States)

    Huang, Wenhao David; Wu, Chorng-Guang

    2017-01-01

    Learning has embraced the "open" process in recent years, as many educational resources are made available for free online. Existing research, however, has not provided sufficient evidence to systematically improve open learning interactions and engagement in open educational resource (OER) systems. This deficiency presents two…

  3. Predictive Coding Accelerates Word Recognition and Learning in the Early Stages of Language Development

    Science.gov (United States)

    Ylinen, Sari; Bosseler, Alexis; Junttila, Katja; Huotilainen, Minna

    2017-01-01

    The ability to predict future events in the environment and learn from them is a fundamental component of adaptive behavior across species. Here we propose that inferring predictions facilitates speech processing and word learning in the early stages of language development. Twelve- and 24-month olds' electrophysiological brain responses to heard…

  4. Learning through English Language in Early Childhood Education: A Case of English Medium Schools in China

    Science.gov (United States)

    Mwalongo, Leopard Jacob

    2016-01-01

    In China the English medium schools are now mushrooming and many parents send their children at very early age. These schools enroll children of pre-school to school age to learn through English as foreign language regardless of their proficiency in the first language. Therefore the study aims at examining the learning English language as a…

  5. Contributions of Early Work-Based Learning: A Case Study of First Year Pharmacy Students

    Science.gov (United States)

    Ting, Kang Nee; Wong, Kok Thong; Thang, Siew Ming

    2009-01-01

    Generally work-based learning opportunities are only offered to students in their penultimate year of undergraduate study. Little is known about the benefits and shortcomings of such experiential learning for students in the early stages of their undergraduate education. This is a mixed method study investigating first year undergraduate pharmacy…

  6. Categorical Structure among Shared Features in Networks of Early-Learned Nouns

    Science.gov (United States)

    Hills, Thomas T.; Maouene, Mounir; Maouene, Josita; Sheya, Adam; Smith, Linda

    2009-01-01

    The shared features that characterize the noun categories that young children learn first are a formative basis of the human category system. To investigate the potential categorical information contained in the features of early-learned nouns, we examine the graph-theoretic properties of noun-feature networks. The networks are built from the…

  7. Universal Design for Learning: Cognitive Theory into Practice for Facilitating Comprehension in Early Literacy

    Science.gov (United States)

    Brand, Susan Trostle; Dalton, Elizabeth M.

    2012-01-01

    Addressing the unique needs of children of all ages and abilities, Universal Design for Learning (UDL) is gaining momentum in schools and preschools around the nation and the globe. This article explores Universal Design for Learning and its promising applications to a variety of reading and language arts experiences in the Early Childhood…

  8. Using Ontologies for the E-learning System in Healthcare Human Resources Management

    Directory of Open Access Journals (Sweden)

    Lidia BAJENARU

    2015-01-01

    Full Text Available This paper provides a model for the use of ontology in e-learning systems for structuring educational content in the domain of healthcare human resources management (HHRM in Romania. In this respect we propose an effective method to improve the learning system by providing personalized learning paths created using ontology and advanced educational strategies to provide a personalized learning content for the medical staff. Personalization of e-learning process for the chosen target group will be achieved by setting up learning path for each user according to his profile. This will become possible using: domain ontology, learning objects, modeling student knowledge. Developing an ontology-based system for competence management allows complex interactions, providing intelligent interfacing. This is a new approach for the healthcare system managers in permanent training based on e-learning technologies and specific ontologies in a complex area that needs urgent modernization and efficiency to meet the public health economic, social and political context of Romania.

  9. Learning Resources Centers and Their Effectiveness on Students’ Learning Outcomes: A Case-Study of an Omani Higher Education Institute

    Directory of Open Access Journals (Sweden)

    Peyman Nouraey

    2017-06-01

    Full Text Available The study aimed at investigating the use and effectiveness of a learning resources center, which is generally known as a library. In doing so, eight elements were investigated through an author-designed questionnaire. Each of these elements tended to delve into certain aspects of the afore-mentioned center. These elements included a students’ visits frequency, b availability of books related to modules, c center facilities, d use of discussion rooms, e use of online resources, f staff cooperation, g impact on knowledge enhancement, and, h recommendation to peers. Eighty undergraduate students participated in the study. Participants were then asked to read the statements carefully and choose one of the five responses provided, ranging from strongly agree to strongly disagree. Data were analyzed based on 5-point Likert Scale. Findings of the study revealed that participants were mostly in agreement with all eight statements provided in the questionnaire, which were interpreted as positive feedbacks from the students. Then, the frequencies of responses by the participants were reported. Finally, the results were compared and contrasted and related discussions on the effectiveness of libraries and learning resources centers on students’ learning performances and outcomes were made.

  10. An Introduction to "My Environmental Education Evaluation Resource Assistant" (MEERA), a Web-Based Resource for Self-Directed Learning about Environmental Education Program Evaluation

    Science.gov (United States)

    Zint, Michaela

    2010-01-01

    My Environmental Education Evaluation Resource Assistant or "MEERA" is a web-site designed to support environmental educators' program evaluation activities. MEERA has several characteristics that set it apart from other self-directed learning evaluation resources. Readers are encouraged to explore the site and to reflect on the role that…

  11. Interrogating "Belonging" in Belonging, Being and Becoming: The Early Years Learning Framework for Australia

    Science.gov (United States)

    Sumsion, Jennifer; Wong, Sandie

    2011-01-01

    In this article, the authors interrogate the use of "belonging" in "Belonging, Being and Becoming: the Early Years Learning Framework for Australia" (EYLF), Australia's first national curriculum for early childhood education and care settings and, from the authors' interrogation, possibilities are offered for thinking about and…

  12. Exploring Educators' Perspectives: How Does Learning through "Happiness" Promote Quality Early Childhood Education?

    Science.gov (United States)

    Ikegami, Kiiko; Agbenyega, Joseph Seyram

    2014-01-01

    The quality of early childhood education has dominated current debates in the ways educators develop and implement learning programs for children yet conceptions of quality vary contextually and culturally. This qualitative case study explored the insider perspectives of six early childhood educators in Sapporo, Japan regarding their conceptions…

  13. Incorporating Early Learning Strategies in the School Improvement Grants (SIG) Program

    Science.gov (United States)

    Connors-Tadros, Lori; Dunn, Lenay; Martella, Jana; McCauley, Carlas

    2015-01-01

    The Center on Enhancing Early Learning Outcomes (CEELO) and the Center on School Turnaround (CST) collaborated to develop case studies of three selected schools receiving SIG funds that have, with the support of their districts, promoted the use of early childhood programming (PK-3) as a key strategy in their schools' turnaround models. The goal…

  14. Children's Early Approaches to Learning and Academic Trajectories through Fifth Grade

    Science.gov (United States)

    Li-Grining, Christine P.; Votruba-Drzal, Elizabeth; Maldonado-Carreno, Carolina; Haas, Kelly

    2010-01-01

    Children's early approaches to learning (ATL) enhance their adaptation to the demands they experience with the start of formal schooling. The current study uses individual growth modeling to investigate whether children's early ATL, which includes persistence, emotion regulation, and attentiveness, explain individual differences in their academic…

  15. Designs for Living and Learning: Transforming Early Childhood Environments.

    Science.gov (United States)

    Curtis, Deb; Carter, Margie

    While the early childhood field has formed standards to help in recognizing quality programs for children, practitioners seldom use values to guide in selection of materials or to help plan early childhood environments. This book draws on a variety of educational approaches, including Waldorf, Montessori, and Reggio Emilia, to outline hundreds of…

  16. Early literacy learning in the perspective of the child

    DEFF Research Database (Denmark)

    Mellgren, Elisabeth; Jensen, Anders Skriver; Hansen, Ole Henrik

    2010-01-01

    En socio-kulturel tilgang til early literacy skitseres, og der redegøres for, hvordan denne tilgang har inspireret arbejdet med at målrette Carr's mere generelle læringshistorie-tilgang til en mere early literacy fokuseret dokumentationsmetode....

  17. The effects of a childbirth psychoeducation program on learned resourcefulness, maternal role competence and perinatal depression: a quasi-experiment.

    Science.gov (United States)

    Ngai, Fei-Wan; Chan, Sally Wai-Chi; Ip, Wan-Yim

    2009-10-01

    symptoms (p=0.01) from baseline to 6 months postpartum compared with those who only received the routine childbirth education after adjusting for baseline group differences on age and social support. No significant group difference was found on maternal role competence. The childbirth psychoeducation program appears to be a very promising intervention for promoting learned resourcefulness and minimizing the risk of perinatal depression in first-time Chinese childbearing women. Future empirical work is required to determine the effectiveness of extending the childbirth psychoeducation program into the early postpartum for the promotion of maternal role competence in Chinese childbearing women.

  18. Digital Media for STEM Learning: Developing scientific practice skills in the K-12 STEM classroom with resources from WGBH and PBS LearningMedia

    Science.gov (United States)

    Foster, J.; Connolly, R.

    2017-12-01

    WGBH's "Bringing the Universe to America's Classrooms" project is a 5-year effort to design, produce and evaluate digital media tools and resources that support scientific practice skills in diverse K-12 learners. Resources leverage data and content from NASA and WGBH signature programs, like NOVA, into sound instructional experiences that provide K-12 STEM teachers with free, quality resources for teaching topics in the Earth and Space Sciences. Resources address the content and practices in the new K-12 Framework for Science Education and are aligned with the NGSS. Participants will learn about design strategies, findings from our evaluation efforts, and how to access free resources on PBS LearningMedia.

  19. Using the Scientific Method to Guide Learning: An Integrated Approach to Early Childhood Curriculum

    Science.gov (United States)

    Gerde, Hope K.; Schachter, Rachel E.; Wasik, Barbara A.

    2013-01-01

    Researchers and practitioners have become increasingly interested in how early childhood programs prepare young children for science. Due to a number of factors, including educators' low self-efficacy for teaching science and lack of educational resources, many early childhood classrooms do not offer high-quality science experiences for young…

  20. Photo-Booklets for English Language Learning: Incorporating Visual Communication into Early Childhood Teacher Preparation

    Science.gov (United States)

    Britsch, Susan

    2010-01-01

    Teachers can integrate discussion and writing about photographs into the early childhood curriculum to build speaking, reading, and writing skills in any language. Although little available research focuses on photography and early childhood education as related specifically to English Language Learners, several current teacher resources do focus…

  1. ERPs recorded during early second language exposure predict syntactic learning.

    Science.gov (United States)

    Batterink, Laura; Neville, Helen J

    2014-09-01

    Millions of adults worldwide are faced with the task of learning a second language (L2). Understanding the neural mechanisms that support this learning process is an important area of scientific inquiry. However, most previous studies on the neural mechanisms underlying L2 acquisition have focused on characterizing the results of learning, relying upon end-state outcome measures in which learning is assessed after it has occurred, rather than on the learning process itself. In this study, we adopted a novel and more direct approach to investigate neural mechanisms engaged during L2 learning, in which we recorded ERPs from beginning adult learners as they were exposed to an unfamiliar L2 for the first time. Learners' proficiency in the L2 was then assessed behaviorally using a grammaticality judgment task, and ERP data acquired during initial L2 exposure were sorted as a function of performance on this task. High-proficiency learners showed a larger N100 effect to open-class content words compared with closed-class function words, whereas low-proficiency learners did not show a significant N100 difference between open- and closed-class words. In contrast, amplitude of the N400 word category effect correlated with learners' L2 comprehension, rather than predicting syntactic learning. Taken together, these results indicate that learners who spontaneously direct greater attention to open- rather than closed-class words when processing L2 input show better syntactic learning, suggesting a link between selective attention to open-class content words and acquisition of basic morphosyntactic rules. These findings highlight the importance of selective attention mechanisms for L2 acquisition.

  2. Novel Machine Learning-Based Techniques for Efficient Resource Allocation in Next Generation Wireless Networks

    KAUST Repository

    AlQuerm, Ismail A.

    2018-02-21

    There is a large demand for applications of high data rates in wireless networks. These networks are becoming more complex and challenging to manage due to the heterogeneity of users and applications specifically in sophisticated networks such as the upcoming 5G. Energy efficiency in the future 5G network is one of the essential problems that needs consideration due to the interference and heterogeneity of the network topology. Smart resource allocation, environmental adaptivity, user-awareness and energy efficiency are essential features in the future networks. It is important to support these features at different networks topologies with various applications. Cognitive radio has been found to be the paradigm that is able to satisfy the above requirements. It is a very interdisciplinary topic that incorporates flexible system architectures, machine learning, context awareness and cooperative networking. Mitola’s vision about cognitive radio intended to build context-sensitive smart radios that are able to adapt to the wireless environment conditions while maintaining quality of service support for different applications. Artificial intelligence techniques including heuristics algorithms and machine learning are the shining tools that are employed to serve the new vision of cognitive radio. In addition, these techniques show a potential to be utilized in an efficient resource allocation for the upcoming 5G networks’ structures such as heterogeneous multi-tier 5G networks and heterogeneous cloud radio access networks due to their capability to allocate resources according to real-time data analytics. In this thesis, we study cognitive radio from a system point of view focusing closely on architectures, artificial intelligence techniques that can enable intelligent radio resource allocation and efficient radio parameters reconfiguration. We propose a modular cognitive resource management architecture, which facilitates a development of flexible control for

  3. Workshop for Early Career Geoscience Faculty: Providing resources and support for new faculty to succeed

    Science.gov (United States)

    Hill, T. M.; Beane, R. J.; Macdonald, H.; Manduca, C. A.; Tewksbury, B. J.; Allen-King, R. M.; Yuretich, R.; Richardson, R. M.; Ormand, C. J.

    2015-12-01

    A vital strategy to educate future geoscientists is to support faculty at the beginning of their careers, thus catalyzing a career-long impact on the early-career faculty and on their future students. New faculty members are at a pivotal stage in their careers as they step from being research-focused graduate students and post-doctoral scholars, under the guidance of advisors, towards launching independent careers as professors. New faculty commonly, and not unexpectedly, feel overwhelmed as they face challenges to establish themselves in a new environment, prepare new courses, begin new research, and develop a network of support. The workshop for Early Career Geoscience Faculty: Teaching, Research, and Managing Your Career has been offered annually in the U.S. since 1999. The workshop is currently offered through the National Association of Geoscience Teachers On the Cutting Edge professional development program with support from the NSF, AGU and GSA. This five-day workshop, with associated web resources, offers guidance for incorporating evidence-based teaching practices, developing a research program, and managing professional responsibilities in balance with personal lives. The workshop design includes plenary and concurrent sessions, individual consultations, and personalized feedback from workshop participants and leaders. Since 1999, more than 850 U.S. faculty have attended the Early Career Geoscience Faculty workshop. Participants span a wide range of geoscience disciplines, and are in faculty positions at two-year colleges, four-year colleges, comprehensive universities and research universities. The percentages of women (~50%) and underrepresented participants (~8%) are higher than in the general geoscience faculty population. Multiple participants each year are starting positions after receiving all or part of their education outside the U.S. Collectively, participants report that they are better prepared to move forward with their careers as a result of

  4. The Motivation Impact of Open Educational Resources Utilization on Physics Learning Using Quipper School App

    Directory of Open Access Journals (Sweden)

    Dwi SULISWORO

    2017-10-01

    Full Text Available The distribution of the education quality in Indonesia is relatively uneven. This affects the quality of secondary school graduates. On the other hand, the national growth of Information Communication Technology usage in Indonesia is very high, including the use of mobile technology. This is an opportunity for the application of OER (Open Educational Resources in learning. This study aims to look at the impact of the application of the concept of blended learning OER to motivate students, especially in learning physics. The LMS used is Quipper School. This research is the quasy experiment using post test only for control group design. ARCS (Attention, Relevance, Confidence, and Satisfaction models used in this study to observe the attention factor, relevance, confidence, and satisfaction. The analysis technique used is the analysis of variance (ANOVA. From this research, it is known that the application of the concept of OER in learning, will increase the motivation on the aspects of attention, relevance, and the confidence of the students. Meanwhile, the aspect of satisfaction on learning tends to be the same between applying the concept of OER when compared to the conventional learning face-to-face in the classroom. These findings indicate a positive impact of the application of the concept of OER in learning to student motivation.

  5. Online dissection audio-visual resources for human anatomy: Undergraduate medical students' usage and learning outcomes.

    Science.gov (United States)

    Choi-Lundberg, Derek L; Cuellar, William A; Williams, Anne-Marie M

    2016-11-01

    In an attempt to improve undergraduate medical student preparation for and learning from dissection sessions, dissection audio-visual resources (DAVR) were developed. Data from e-learning management systems indicated DAVR were accessed by 28% ± 10 (mean ± SD for nine DAVR across three years) of students prior to the corresponding dissection sessions, representing at most 58% ± 20 of assigned dissectors. Approximately 50% of students accessed all available DAVR by the end of semester, while 10% accessed none. Ninety percent of survey respondents (response rate 58%) generally agreed that DAVR improved their preparation for and learning from dissection when used. Of several learning resources, only DAVR usage had a significant positive correlation (P = 0.002) with feeling prepared for dissection. Results on cadaveric anatomy practical examination questions in year 2 (Y2) and year 3 (Y3) cohorts were 3.9% (P learning outcomes of more students. Anat Sci Educ 9: 545-554. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

  6. Interprofessional education for the quality use of medicines: designing authentic multimedia learning resources.

    Science.gov (United States)

    Levett-Jones, Tracy; Gilligan, Conor; Lapkin, Samuel; Hoffman, Kerry

    2012-11-01

    It is claimed that health care students who learn together will be better prepared for contemporary practice and more able to work collaboratively and communicate effectively. In Australia, although recognised as important for preparing nursing, pharmacy and medical students for their roles in the medication team, interprofessional education is seldom used for teaching medication safety. This is despite evidence indicating that inadequate communication between health care professionals is the primary issue in the majority of medication errors. It is suggested that the pragmatic constraints inherent in university timetables, curricula and contexts limit opportunities for health professional students to learn collaboratively. Thus, there is a need for innovative approaches that will allow nursing, medical and pharmacy students to learn about and from other disciplines even when they do not have the opportunity to learn with them. This paper describes the development of authentic multimedia resources that allow for participative, interactive and engaging learning experiences based upon sound pedagogical principles. These resources provide opportunities for students to critically examine clinical scenarios where medication safety is, or has the potential to be compromised and to develop skills in interprofessional communication that will prepare them to manage these types of situations in clinical practice. Copyright © 2011 Elsevier Ltd. All rights reserved.

  7. Early life adversity: Lasting consequences for emotional learning

    Directory of Open Access Journals (Sweden)

    Harm J. Krugers

    2017-02-01

    Full Text Available The early postnatal period is a highly sensitive time period for the developing brain, both in humans and rodents. During this time window, exposure to adverse experiences can lastingly impact cognitive and emotional development. In this review, we briefly discuss human and rodent studies investigating how exposure to adverse early life conditions – mainly related to quality of parental care - affects brain activity, brain structure, cognition and emotional responses later in life. We discuss the evidence that early life adversity hampers later hippocampal and prefrontal cortex functions, while increasing amygdala activity, and the sensitivity to stressors and emotional behavior later in life. Exposure to early life stress may thus on the one hand promote behavioral adaptation to potentially threatening conditions later in life –at the cost of contextual memory formation in less threatening situations- but may on the other hand also increase the sensitivity to develop stress-related and anxiety disorders in vulnerable individuals.

  8. Reference framework for integrating web resources as e-learning services in .LRN

    Directory of Open Access Journals (Sweden)

    Fabinton Sotelo Gómez

    2015-11-01

    Full Text Available The learning management platforms (LMS as Dot LRN (.LRN have been widely disseminated and used as a teaching tool. However, despite its great potential, most of these platforms do not allow easy integration of common services on the Web. Integration of external resources in LMS is critical to extend the quantity and quality of educational services LMS. This article presents a set of criteria and architectural guidelines for the integration of Web resources for e-learning in the LRN platform. To this end, three steps are performed: first; the possible integration technologies to be used are described, second; the Web resources that provide educational services and can be integrated into LMS platforms are analyzed, finally; some architectural aspects of the relevant platform are identified for integration. The main contributions of this paper are: a characterization of Web resources and educational services available today on the Web; and the definition of criteria and guidelines for the integration of Web resources to .LRN.

  9. Parental Attitudes and Motivational Factors in Enrollment of Children in Early Foreign Language Learning in the Notranjska Region

    Directory of Open Access Journals (Sweden)

    Darja Premrl

    2012-12-01

    Full Text Available In this article we present the parents‘ opinions about the contemporary sources in the field of early foreign language teaching and learning and their influence on the decisions parents make about including/excluding their child into the program of early foreign language learning. We found out, on the one hand, that parents are poorly informed about the current state of early foreign language learning both in Slovenia and abroad. On the other hand, parents reported positive attitudes about early foreign language teaching, a remarkable sense of right approach in early foreign language learning and, above all, their desire to know more about the subject.

  10. Learning in Complex Environments: The Effects of Background Speech on Early Word Learning

    Science.gov (United States)

    McMillan, Brianna T. M.; Saffran, Jenny R.

    2016-01-01

    Although most studies of language learning take place in quiet laboratory settings, everyday language learning occurs under noisy conditions. The current research investigated the effects of background speech on word learning. Both younger (22- to 24-month-olds; n = 40) and older (28- to 30-month-olds; n = 40) toddlers successfully learned novel…

  11. Association of Polar Early Career Scientists: a model for experiential learning in professional development for students and early career researchers

    Science.gov (United States)

    Bradley, A. C.; Hindshaw, R. S.; Fugmann, G.; Mariash, H.

    2016-12-01

    The Association of Polar Early Career Scientists was established by early career researchers during the 2007-2008 International Polar Year as an organization for early career researchers in the polar and cryospheric sciences. APECS works to promote early career researchers through soft-skills training in both research and outreach activities, through advocating for including early career researchers in all levels of the scientific process and scientific management, and through supporting a world-wide network of researchers in varied fields. APECS is lead by early career researchers; this self-driven model has proved to be an effective means for developing the leadership, management, and communication skills that are essential in the sciences, and has shown to be sustainable even in a community where frequent turn-over is inherent to the members. Since its inception, APECS has reached over 5,500 members in more than 80 countries, and we have placed more than 50 early career researchers on working groups and steering committees with organizations around the world in the last two years alone. The close partnerships that APECS has with national and international organizations exposes members to both academic and alternative career paths, including those at the science-policy interface. This paper describes APECS's approach to experiential learning in professional development and the best practices identified over our nearly ten years as an organization.

  12. Navigation as a New Form of Search for Agricultural Learning Resources in Semantic Repositories

    Science.gov (United States)

    Cano, Ramiro; Abián, Alberto; Mena, Elena

    Education is essential when it comes to raise public awareness on the environmental and economic benefits of organic agriculture and agroecology (OA & AE). Organic.Edunet, an EU funded project, aims at providing a freely-available portal where learning contents on OA & AE can be published and accessed through specialized technologies. This paper describes a novel mechanism for providing semantic capabilities (such as semantic navigational queries) to an arbitrary set of agricultural learning resources, in the context of the Organic.Edunet initiative.

  13. Dynamic pricing and automated resource allocation for complex information services reinforcement learning and combinatorial auctions

    CERN Document Server

    Schwind, Michael; Fandel, G

    2007-01-01

    Many firms provide their customers with online information products which require limited resources such as server capacity. This book develops allocation mechanisms that aim to ensure an efficient resource allocation in modern IT-services. Recent methods of artificial intelligence, such as neural networks and reinforcement learning, and nature-oriented optimization methods, such as genetic algorithms and simulated annealing, are advanced and applied to allocation processes in distributed IT-infrastructures, e.g. grid systems. The author presents two methods, both of which using the users??? w

  14. A Meta-Analysis of the Relationship between Learning Outcomes and Parental Involvement during Early Childhood Education and Early Elementary Education

    Science.gov (United States)

    Ma, Xin; Shen, Jianping; Krenn, Huilan Y.; Hu, Shanshan; Yuan, Jing

    2016-01-01

    This meta-analysis examined the relationship between learning outcomes of children and educational involvement of parents during a unique period of early childhood education and early elementary education based on 100 independent effect sizes from 46 studies. Learning outcomes are academic achievement, and frameworks of parental involvement…

  15. The Organisation for Economic Co-Operation and Development's International Early Learning Study: Opening for Debate and Contestation

    Science.gov (United States)

    Moss, Peter; Dahlberg, Gunilla; Grieshaber, Susan; Mantovani, Susanna; May, Helen; Pence, Alan; Rayna, Sylvie; Swadener, Beth Blue; Vandenbroeck, Michel

    2016-01-01

    The Organisation for Economic Co-operation and Development is initiating the International Early Learning Study, a cross-national assessment of early learning outcomes involving the testing of 5-year-old children in participating countries. The authors use this colloquium to inform members of the early childhood community about this project and to…

  16. 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.

  17. Preparation of human resources for future nuclear energy using FBNR as the instrument of learning

    International Nuclear Information System (INIS)

    Sefidvash, Farhang; Espinoza, Patricio; Guerrero, Victor Hugo

    2015-01-01

    An increasing number of developing countries are showing interest to become the emerging countries to nuclear energy. Most of these countries lack human resources and adequate infrastructures to enter such a venture. The principle objective of activities of FBNR Group is to train human resources for the countries that at the present lack the necessary conditions, but aim at the future clean and safe nuclear energy through the fourth generation and INPRO compatible nuclear reactors. The preparation for the future nuclear energy is done through development of innovative nuclear reactor that meets the INPRO philosophies and criteria. These countries may or may not have decided as yet to utilize nuclear energy, but are interested to gain a strong educational foundation for their future. The research and development of a small innovative nuclear reactor FBNR is used as the instrument for learning. The young scientists will learn how to be innovative with the vision of INPRO philosophy and criteria.

  18. Preparation of human resources for future nuclear energy using FBNR as the instrument of learning

    Energy Technology Data Exchange (ETDEWEB)

    Sefidvash, Farhang; Espinoza, Patricio; Guerrero, Victor Hugo [Escuela Politecnica Nacional (EPN), Quito (Ecuador); and others

    2015-11-15

    An increasing number of developing countries are showing interest to become the emerging countries to nuclear energy. Most of these countries lack human resources and adequate infrastructures to enter such a venture. The principle objective of activities of FBNR Group is to train human resources for the countries that at the present lack the necessary conditions, but aim at the future clean and safe nuclear energy through the fourth generation and INPRO compatible nuclear reactors. The preparation for the future nuclear energy is done through development of innovative nuclear reactor that meets the INPRO philosophies and criteria. These countries may or may not have decided as yet to utilize nuclear energy, but are interested to gain a strong educational foundation for their future. The research and development of a small innovative nuclear reactor FBNR is used as the instrument for learning. The young scientists will learn how to be innovative with the vision of INPRO philosophy and criteria.

  19. Early Childhood Development and E-Learning in Africa: The Early Childhood Development Virtual University Programme

    Science.gov (United States)

    Pence, Alan

    2007-01-01

    This article explores the development and evaluation of the graduate-level Early Childhood Development Virtual University (ECDVU) programme in Sub-Saharan Africa from 2001 through to 2004. It outlines the history of the ECDVU and the establishing of a Sub-Saharan programme for future leaders in the early childhood field guided by the key principle…

  20. A trans-disciplinary review of deep learning research for water resources scientists

    OpenAIRE

    Shen, Chaopeng

    2017-01-01

    Deep learning (DL), a new-generation artificial neural network research, has made profound strides in recent years. This review paper is intended to provide water resources scientists with a simple technical overview, trans-disciplinary progress update, and potentially inspirations about DL. Effective architectures, more accessible data, advances in regularization, and new computing power enabled the success of DL. A trans-disciplinary review reveals that DL is rapidly transforming myriad sci...

  1. Examining the role of social cues in early word learning.

    Science.gov (United States)

    Briganti, Alicia M; Cohen, Leslie B

    2011-02-01

    Infants watched a video of an adult pointing towards two different objects while hearing novel labels. Analyses indicated that 14- and 18-month-olds looked longer at the target object, but only 18-month-olds showed word learning. The results suggest that different types of social cues are available at different ages. Copyright © 2010 Elsevier Inc. All rights reserved.

  2. Engaging First Graders in Transformational Early Childhood Emergent Learning Themes

    Science.gov (United States)

    Pendergrass, Amanda Daniel

    2013-01-01

    The purpose of this qualitative case study was to encourage learners to care for others and make a difference in the world through Reggio Emilia-inspired teaching and learning practice that promoted transformational education. Students were anticipated to take an active role in helping to develop the transformational educational curriculum.…

  3. Blended Learning in Chemistry Laboratory Courses: Enhancing Learning Outcomes and Aligning Student Needs with Available Resources

    Science.gov (United States)

    Burchett, Shayna Brianne

    2016-01-01

    Freshman science courses are intended to prepare students for the rigor and expectations of subsequent college science. While secondary education aims to prepare students for the college curriculum, many incoming freshman lack the sense of responsibility for their own learning that is essential for success in a college-level course. The freshman…

  4. Local wisdom of Ngata Toro community in utilizing forest resources as a learning source of biology

    Science.gov (United States)

    Yuliana, Sriyati, Siti; Sanjaya, Yayan

    2017-08-01

    Indonesian society is a pluralistic society with different cultures and local potencies that exist in each region. Some of local community still adherethe tradition from generation to generation in managing natural resources wisely. The application of the values of local wisdom is necessary to teach back to student to be more respect the culture and local potentials in the region. There are many ways developing student character by exploring local wisdom and implementing them as a learning resources. This study aims at revealing the values of local wisdom Ngata Toro indigenous people of Central Sulawesi Province in managing forest as a source of learning biology. This research was conducted by in-depth interviews, participant non-observation, documentation studies, and field notes. The data were analyzed with triangulation techniques by using a qualitative interaction analysis that is data collection, data reduction, and data display. Ngata Toro local community manage forest by dividing the forest into several zones, those arewana ngkiki, wana, pangale, pahawa pongko, oma, and balingkea accompanied by rules in the management of result-based forest conservation and sustainable utilization. By identifying the purpose of zonation and regulation of the forest, such values as the value of environmental conservation, balance value, sustainable value, and the value of mutual cooperation. These values are implemented as a biological learning resource which derived from the competences standard of analyze the utilization and conservation of the environment.

  5. Usability testing of two e-learning resources: methods to maximize potential for clinician use.

    Science.gov (United States)

    Menon, Anita; Korner-Bitensky, Nicol; Chignell, Mark; Straus, Sharon

    2012-04-01

    Rigorous usability testing of e-learn-ing resources is an important prerequisite to their wide-spread use among clinicians. This study demonstrates the application of an evidence-based approach to usability testing of two stroke-related e-learning resources (StrokEngine). 14 stroke rehabilitation clinicians (occupational therapists and physiotherapists) from Ontario, Canada participated in a 1.5 h in-person testing session. Clinicians navigated StrokEngine in search of information to answer questions on stroke assessment/intervention. Their search patterns were observed and clinicians provided verbal/written feedback about StrokEngine. Content analysis was used to generate themes and categorize them under two broad categories: facilitators and barriers to use. Five key facilitators and three key barriers to Strok-Engine use were identified and related to screen format, layout/organization, ease of navigation, quality of content, likelihood of using StrokEngine in the future, and system dysfunctions. All 14 clinicians were very or extremely satisfied with the layout/organization, quality and clinical relevance of the content, stating that they were likely to use StrokEngine in the future. All identified barriers from this study were addressed with website modifications in order to maximize the usability and navigability of StrokEngine. This rigorous methodology for usability testing can be applied during the design process of any e-learning resource.

  6. International Students Using Online Information Resources to Learn: Complex Experience and Learning Needs

    Science.gov (United States)

    Hughes, Hilary

    2013-01-01

    This paper reports the findings of a qualitative study that investigated 25 international students' use of online information resources for study purposes at two Australian universities. Using an expanded critical incident approach, the study viewed international students through an information literacy lens, as information-using learners. The…

  7. Practice stories in natural resource management continuing professional education: springboards for learning

    DEFF Research Database (Denmark)

    Stummann, Cathy Brown

    2014-01-01

    in supporting professional learning of new concepts. These uses of practice stories are not evident in public natural resource management (NRM) continuing professional education. In light of greater public involvement in NRM practice over the last 20 years, however, the use of practice stories could now...... practice. Feedback from workshop participants suggests that practice stories may be able to support NRM professionals in reflecting on previous experiences, learning from colleague's practice experiences and serving as a springboard for learning by fostering linkages between social science knowledge......The use of stories from professional experience in continuing professional education has been on the rise in many fields, often aimed at bolstering capacity through sharing professional knowledge and/or supporting reflective practice. Practice stories are also suggested to be beneficial...

  8. The Concept Maps as a Didactic Resource Tool of Meaningful Learning in Astronomy Themes

    Science.gov (United States)

    Silveira, Felipa Pacífico Ribeiro de Assis; Mendonça, Conceição Aparecida Soares

    2015-07-01

    This article presents the results of an investigation that sought to understand the performance of the conceptual map (MC) as a teaching resource facilitator of meaningful learning of scientific concepts on astronomical themes, developed with elementary school students. The methodology employed to obtain and process the data was based on a quantitative and qualitative approach. On the quantitative level we designed a quasi-experimental research with a control group that did not use the MC and an experimental group that used the MC, both being evaluated in the beginning and end of the process. In this case, the performance of both groups is displayed in a descriptive and analytical study. In the qualitative approach, the MCs were interpreted using the structuring and assigned meanings shared by the student during his/her presentation. The results demonstrated through the improvement of qualifications that the MC made a difference in conceptual learning and in certain skills revealed by learning indicators.

  9. A leadership framework to support the use of e-learning resources.

    Science.gov (United States)

    McCutcheon, Karen

    2014-06-01

    Recognition needs to be given to emerging postgraduate nursing students' status of 'consumer', and the challenge for nurse education is to remain relevant and competitive in a consumer-led market. An e-learning model has been suggested as a competitive and contemporary way forward for student consumers, but successful introduction of this requires leadership and strong organisational management systems. This article applies the NHS leadership framework to nurse education in relation to implementation of e-learning and describes and interprets each element for application in higher education settings. By applying a leadership framework that acknowledges the skills and abilities of staff and encourages the formation of collaborative partnerships in the wider university community, educators can begin to develop skills and confidence in teaching using e-learning resources.

  10. A palliative care resource for professional carers of people with learning disabilities.

    Science.gov (United States)

    Reddall, C

    2010-07-01

    People with learning disabilities who have a life-threatening illness, are as entitled as other members of the population to receive good palliative care in their home of choice. However, professional carers of people with learning disability are generally unaware of the meaning of palliative care, and how they can access palliative care support. More importantly, they may feel they are not capable of caring for a resident with a life-threatening illness in the home environment. This article uses a case study to help illustrate the value of compiling a resource booklet for professional carers of people with learning disabilities. By providing information on palliative care, that is easy to understand and easily accessible, professional carers of these people can have a valuable resource which will enable them to provide general palliative care when needed. (I use the term professional carers to refer to carers who are paid to look after people with learning disabilities either in care homes, or in supported living homes in the general community).

  11. From Driver Safety to Lifelong Learning: Some Early Research Contributions

    Science.gov (United States)

    Knapper, Christopher

    2015-01-01

    Although Arthur Cropley is best known today for his work on creativity and education, in the early part of his career he made substantial contributions to the understanding of driving behavior and traffic safety that had important implications for public policy and legislation. He also helped develop an approach to attitude measurement, combining…

  12. The effectiveness of early foreign language learning in the Netherlands

    NARCIS (Netherlands)

    de Bot, Kees

    2014-01-01

    This article reports on a number of projects on early English teaching in the Netherlands. The focus of these projects has been on the impact of English on the development of the mother tongue and the development of skills in the foreign language. Overall the results show that there is no negative

  13. The Corporeality of Learning: Confucian Education in Early Modern Japan

    Science.gov (United States)

    Tsujimoto, Masashi

    2016-01-01

    The intellectual foundation of early modern Japan was provided by Confucianism--a system of knowledge set forth in Chinese classical writings. In order to gain access to this knowledge, the Japanese applied reading markers to modify the original Chinese to fit the peculiarities of Japanese grammar and pronunciation. Confucian education started by…

  14. The Effectiveness of Early Foreign Language Learning in the Netherlands

    Science.gov (United States)

    de Bot, Kees

    2014-01-01

    This article reports on a number of projects on early English teaching in the Netherlands. The focus of these projects has been on the impact of English on the development of the mother tongue and the development of skills in the foreign language. Overall the results show that there is no negative effect on the mother tongue and that the gains in…

  15. Psychologically Inspired Sensory-Motor Development in Early Robot Learning

    Directory of Open Access Journals (Sweden)

    M.H. Lee

    2008-11-01

    Full Text Available We present an implementation of a model of very early sensory-motor development, guided by results from developmental psychology. Behavioural acquisition and growth is demonstrated through constraint-lifting mechanisms initiated by global state variables. The results show how staged competence can be shaped by qualitative behaviour changes produced by anatomical, computational and maturational constraints.

  16. Learning to trust: trust and attachment in early psychosis

    NARCIS (Netherlands)

    Fett, A.J.; Shergill, S.; Korver-Nieberg, N.; Yakub, F.; Gromann, P.; Krabbendam, L.

    2016-01-01

    Background Distrust and social dysfunction are characteristic in psychosis and may arise from attachment insecurity, which is elevated in the disorder. The relationship between trust and attachment in the early stages of psychosis is unknown, yet could help to understand interpersonal difficulties

  17. Interactional Resources for Quality Improvement: Learning From Participants Through a Qualitative Study.

    Science.gov (United States)

    Brooks, Joanna Veazey; Gorbenko, Ksenia; Bosk, Charles

    Implementing quality improvement in hospitals requires a multifaceted commitment from leaders, including financial, material, and personnel resources. However, little is known about the interactional resources needed for project implementation. The aim of this analysis was to identify the types of interactional support hospital teams sought in a surgical quality improvement project. Hospital site visits were conducted using a combination of observations, interviews, and focus groups to explore the implementation of a surgical quality improvement project. Twenty-six site visits were conducted between October 2012 and August 2014 at a total of 16 hospitals that agreed to participate. All interviews were recorded, transcribed, and coded for themes using inductive analysis. We interviewed 321 respondents and conducted an additional 28 focus groups. Respondents reported needing the following types of interactional support during implementation of quality improvement interventions: (1) a critical outside perspective on their implementation progress; (2) opportunities to learn from peers, especially around clinical innovations; and (3) external validation to help establish visibility for and commitment to the project. Quality improvement in hospitals is both a clinical endeavor and a social endeavor. Our findings show that teams often desire interactional resources as they implement quality improvement initiatives. In-person site visits can provide these resources while also activating emotional energy for teams, which builds momentum and sustainability for quality improvement work. Policymakers and quality improvement leaders will benefit from developing strategies to maximize interactional learning and feedback for quality improvement teams. Further research should investigate the most effective methods for meeting these needs.

  18. Two early studies on learning theory and genetics.

    Science.gov (United States)

    Jones, Marshall B

    2003-11-01

    The debate between Iowa and California, Spencians and Tolmanians, over the nature of learning was one of the most protracted and all-involving controversies in the history of psychology. Spencians argued that learning consisted of stimulus-response connections and grew incrementally; Tolmanians that it was perceptual or cognitive and saltatory in nature. The debate was conducted largely on the basis of experiments with rats, with each side finding evidence in its own laboratories to support its views. As the debate was winding down, two studies were carried out that called attention to a possible genetic basis of the great debate. The two schools used different strains of rat and characteristically different experimental situations. The two studies, however, were difficult to access at the time and even more so since. The present paper recalls these two studies in condensed form and discusses their relevance to the great debate and to selected current concerns.

  19. Mobile learning for HIV/AIDS healthcare worker training in resource-limited settings

    Directory of Open Access Journals (Sweden)

    Zolfo Maria

    2010-09-01

    Full Text Available Abstract Background We present an innovative approach to healthcare worker (HCW training using mobile phones as a personal learning environment. Twenty physicians used individual Smartphones (Nokia N95 and iPhone, each equipped with a portable solar charger. Doctors worked in urban and peri-urban HIV/AIDS clinics in Peru, where almost 70% of the nation's HIV patients in need are on treatment. A set of 3D learning scenarios simulating interactive clinical cases was developed and adapted to the Smartphones for a continuing medical education program lasting 3 months. A mobile educational platform supporting learning events tracked participant learning progress. A discussion forum accessible via mobile connected participants to a group of HIV specialists available for back-up of the medical information. Learning outcomes were verified through mobile quizzes using multiple choice questions at the end of each module. Methods In December 2009, a mid-term evaluation was conducted, targeting both technical feasibility and user satisfaction. It also highlighted user perception of the program and the technical challenges encountered using mobile devices for lifelong learning. Results With a response rate of 90% (18/20 questionnaires returned, the overall satisfaction of using mobile tools was generally greater for the iPhone. Access to Skype and Facebook, screen/keyboard size, and image quality were cited as more troublesome for the Nokia N95 compared to the iPhone. Conclusions Training, supervision and clinical mentoring of health workers are the cornerstone of the scaling up process of HIV/AIDS care in resource-limited settings (RLSs. Educational modules on mobile phones can give flexibility to HCWs for accessing learning content anywhere. However lack of softwares interoperability and the high investment cost for the Smartphones' purchase could represent a limitation to the wide spread use of such kind mLearning programs in RLSs.

  20. Selective effects of explanation on learning during early childhood.

    Science.gov (United States)

    Legare, Cristine H; Lombrozo, Tania

    2014-10-01

    Two studies examined the specificity of effects of explanation on learning by prompting 3- to 6-year-old children to explain a mechanical toy and comparing what they learned about the toy's causal and non-causal properties with children who only observed the toy, both with and without accompanying verbalization. In Study 1, children were experimentally assigned to either explain or observe the mechanical toy. In Study 2, children were classified according to whether the content of their response to an undirected prompt involved explanation. Dependent measures included whether children understood the toy's functional-mechanical relationships, remembered perceptual features of the toy, effectively reconstructed the toy, and (for Study 2) generalized the function of the toy when constructing a new one. Results demonstrate that across age groups, explanation promotes causal learning and generalization but does not improve (and in younger children can even impair) memory for causally irrelevant perceptual details. Copyright © 2014 The Authors. Published by Elsevier Inc. All rights reserved.

  1. Social media as an open-learning resource in medical education: current perspectives

    Directory of Open Access Journals (Sweden)

    Sutherland S

    2017-06-01

    Full Text Available S Sutherland,1 A Jalali2 1Department of Critical Care, The Ottawa Hospital, ²Division of Clinical and Functional Anatomy, Faculty of Medicine, University of Ottawa, Ottawa, ON, Canada Purpose: Numerous studies evaluate the use of social media as an open-learning resource in education, but there is a little published knowledge of empirical evidence that such open-learning resources produce educative outcomes, particularly with regard to student performance. This study undertook a systematic review of the published literature in medical education to determine the state of the evidence as to empirical studies that conduct an evaluation or research regarding social media and open-learning resources.Methods: The authors searched MEDLINE, ERIC, Embase, PubMed, Scopus, and Google Scholar from 2012 to 2017. This search included using keywords related to social media, medical education, research, and evaluation, while restricting the search to peer reviewed, English language articles only. To meet inclusion criteria, manuscripts had to employ evaluative methods and undertake empirical research.Results: Empirical work designed to evaluate the impact of social media as an open-learning resource in medical education is limited as only 13 studies met inclusion criteria. The majority of these studies used undergraduate medical education as the backdrop to investigate open-learning resources, such as Facebook, Twitter, and YouTube. YouTube appears to have little educational value due to the unsupervised nature of content added on a daily basis. Overall, extant reviews have demonstrated that we know a considerable amount about social media use, although to date, its impacts remain unclear.Conclusion: There is a paucity of outcome-based, empirical studies assessing the impact of social media in medical education. The few empirical studies identified tend to focus on evaluating the affective outcomes of social media and medical education as opposed to

  2. A deep learning method for early screening of lung cancer

    Science.gov (United States)

    Zhang, Kunpeng; Jiang, Huiqin; Ma, Ling; Gao, Jianbo; Yang, Xiaopeng

    2018-04-01

    Lung cancer is the leading cause of cancer-related deaths among men. In this paper, we propose a pulmonary nodule detection method for early screening of lung cancer based on the improved AlexNet model. In order to maintain the same image quality as the existing B/S architecture PACS system, we convert the original CT image into JPEG format image by analyzing the DICOM file firstly. Secondly, in view of the large size and complex background of CT chest images, we design the convolution neural network on basis of AlexNet model and sparse convolution structure. At last we train our models on the software named DIGITS which is provided by NVIDIA. The main contribution of this paper is to apply the convolutional neural network for the early screening of lung cancer and improve the screening accuracy by combining the AlexNet model with the sparse convolution structure. We make a series of experiments on the chest CT images using the proposed method, of which the sensitivity and specificity indicates that the method presented in this paper can effectively improve the accuracy of early screening of lung cancer and it has certain clinical significance at the same time.

  3. Transfer Learning for OCRopus Model Training on Early Printed Books

    Directory of Open Access Journals (Sweden)

    Christian Reul

    2017-12-01

    Full Text Available A method is presented that significantly reduces the character error rates for OCR text obtained from OCRopus models trained on early printed books when only small amounts of diplomatic transcriptions are available. This is achieved by building from already existing models during training instead of starting from scratch. To overcome the discrepancies between the set of characters of the pretrained model and the additional ground truth the OCRopus code is adapted to allow for alphabet expansion or reduction. The character set is now capable of flexibly adding and deleting characters from the pretrained alphabet when an existing model is loaded. For our experiments we use a self-trained mixed model on early Latin prints and the two standard OCRopus models on modern English and German Fraktur texts. The evaluation on seven early printed books showed that training from the Latin mixed model reduces the average amount of errors by 43% and 26%, compared to training from scratch with 60 and 150 lines of ground truth, respectively. Furthermore, it is shown that even building from mixed models trained on standard data unrelated to the newly added training and test data can lead to significantly improved recognition results.

  4. Launching an Academic Career: On the Cutting Edge Resources for Geoscience Graduate Students, Post-doctoral Fellows, and Early Career Faculty

    Science.gov (United States)

    Richardson, R. M.; Ormand, C. J.; MacDonald, H.; Dunbar, R. W.; Allen-King, R. M.; Manduca, C. A.

    2010-12-01

    Launching an academic career presents a number of challenges. A recent article in the Chronicle of Higher Education depicts academia as an “ivory sweatshop,” citing rising standards for tenure. Most graduate programs provide minimal training for life beyond graduate school. The professional development program “On the Cutting Edge” fills this gap by providing workshops and web resources on academic careers for graduate students, postdoctoral fellows, and early career faculty. These workshops and web resources address a wide range of topics related to teaching, research, and managing one’s career, tailored for each group. The Preparing for an Academic Career in the Geosciences workshop to help graduate students and postdoctoral fellows make the transition into an academic career has been offered annually since 2003. It provides a panel on academic careers in different institutional settings, sessions on research on learning, various teaching strategies, design of effective teaching activities, moving research forward to new settings, effective teaching and research statements, the job search process, negotiation, and presenting oneself to others. Complementary online resources (http://serc.carleton.edu/NAGTWorkshops/careerprep/index.html) focus on these topics. The workshops and web resources offer guidance for each step of the job search process, for developing and teaching one’s own courses, and for making the transition from being a research student to being in charge of a research program. Online resources also include case studies of successful dual career couples, documenting their job search strategies. A four-day workshop for Early Career Geoscience Faculty: Teaching, Research, and Managing Your Career, offered annually since 1999, provides sessions on teaching strategies, course design, developing a strategic plan for research, supervising student researchers, navigating departmental and institutional politics, preparing for tenure, time and

  5. Gaze Awareness in Agent-Based Early-Childhood Learning Application

    OpenAIRE

    Akkil , Deepak; Dey , Prasenjit; Salian , Deepshika; Rajput , Nitendra

    2017-01-01

    Part 6: Interaction with Children; International audience; Use of technological devices for early childhood learning is increasing. Now, kindergarten and primary school children use interactive applications on mobile phones and tablet computers to support and complement classroom learning. With increase in cognitive technologies, there is further potential to make such applications more engaging by understanding the user context. In this paper, we present the Little Bear, a gaze aware pedagog...

  6. Clinical imprinting: the impact of early clinical learning on career long professional development in nursing.

    Science.gov (United States)

    Andrew, Nicola

    2013-05-01

    The literature recognises a relationship between clinical experience and a successful undergraduate experience in nursing; however what constitutes an effective approach remains the subject of debate, particularly in relation to first year of learning. There is evidence from a biological standpoint that early experience impacts on the behavioural development of animals, described by Konrad Lorenz (1903-1989) as 'imprinting'. The concept of imprinting has resonance for nursing. In this article the importance of 'getting it right at the beginning' is explored and what, if anything, Lorenz's theory tells us about the impact of early clinical learning on subsequent professional development. Copyright © 2012 Elsevier Ltd. All rights reserved.

  7. Mobile learning in resource-constrained environments: a case study of medical education.

    Science.gov (United States)

    Pimmer, Christoph; Linxen, Sebastian; Gröhbiel, Urs; Jha, Anil Kumar; Burg, Günter

    2013-05-01

    The achievement of the millennium development goals may be facilitated by the use of information and communication technology in medical and health education. This study intended to explore the use and impact of educational technology in medical education in resource-constrained environments. A multiple case study was conducted in two Nepalese teaching hospitals. The data were analysed using activity theory as an analytical basis. There was little evidence for formal e-learning, but the findings indicate that students and residents adopted mobile technologies, such as mobile phones and small laptops, as cultural tools for surprisingly rich 'informal' learning in a very short time. These tools allowed learners to enhance (a) situated learning, by immediately connecting virtual information sources to their situated experiences; (b) cross-contextual learning by documenting situated experiences in the form of images and videos and re-using the material for later reflection and discussion and (c) engagement with educational content in social network communities. By placing the students and residents at the centre of the new learning activities, this development has begun to affect the overall educational system. Leveraging these tools is closely linked to the development of broad media literacy, including awareness of ethical and privacy issues.

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

    Science.gov (United States)

    Hersey, Peter; McAleer, Sean

    2017-02-23

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

  9. Using Early Learning Standards to Provide High-Quality Education for All Children: The Early Learning Guidelines Toolkit

    Science.gov (United States)

    Flores, Roseanne L.; Curby, Timothy W.; Coleman, Hardin; Melo, Kristan

    2016-01-01

    Today with the rise in the number of 3- to 6-year-old children enrolled in center-based early childhood programs, and a focus on program quality, it becomes imperative for educators to have a better understanding of the role research plays in establishing high-quality programs as these programs provide much of the foundation that supports early…

  10. 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...

  11. A flexible e-learning resource promoting the critical reading of scientific papers for science undergraduates.

    Science.gov (United States)

    Letchford, Julie; Corradi, Hazel; Day, Trevor

    2017-11-01

    An important aim of undergraduate science education is to develop student skills in reading and evaluating research papers. We have designed, developed, and implemented an on-line interactive resource entitled "Evaluating Scientific Research literature" (ESRL) aimed at students from the first 2 years of the undergraduate program. In this article, we describe the resource, then use student data collected from questionnaire surveys to evaluate the resource within 2 years of its launch. Our results add to those reported previously and indicate that ESRL can enable students to start evaluating research articles when used during their undergraduate program. We conclude maximal learning is likely to occur when the resource can be embedded in the curriculum such that students have a clearly articulated context for the resource's activities, can see their relevance in relation to assessed assignments and can be encouraged to think deeply about the activities in conversation with one another and/or with staff. © 2017 by The International Union of Biochemistry and Molecular Biology, 45(6):483-490, 2017. © 2017 The International Union of Biochemistry and Molecular Biology.

  12. Enduring neurobehavioral effects of early life trauma mediated through learning and corticosterone suppression

    Directory of Open Access Journals (Sweden)

    Stephanie Moriceau

    2009-09-01

    Full Text Available Early life trauma alters later life emotions, including fear. To better understand mediating mechanisms, we subjected pups to either predictable or unpredictable trauma, in the form of paired or unpaired odor-0.5mA shock conditioning which, during a sensitive period, produces an odor preference and no learning respectively. Fear conditioning and its neural correlates were then assessed after the sensitive period at postnatal day (PN13 or in adulthood, ages when amygdala-dependent fear occurs. Our results revealed that paired odor-shock conditioning starting during the sensitive period (PN8-12 blocked fear conditioning in older infants (PN13 and pups continued to express olfactory bulb-dependent odor preference learning. This PN13 fear learning inhibition was also associated with suppression of shock-induced corticosterone, although the age appropriate amygdala-dependent fear learning was reinstated with systemic corticosterone (3mg/kg during conditioning. On the other hand, sensitive period odor-shock conditioning did not prevent adult fear conditioning, although freezing, amygdala and hippocampal 2-DG uptake and corticosterone levels were attenuated compared to adult conditioning without infant conditioning. Normal levels of freezing, amygdala and hippocampal 2-DG uptake were induced with systemic corticosterone (5mg/kg during adult conditioning. These results suggest that the contingency of early life trauma mediates at least some effects of early life stress through learning and suppression of corticosterone levels. However, developmental differences between infants and adults are expressed with PN13 infants’ learning consistent with the original learned preference, while adult conditioning overrides the original learned preference with attenuated amygdala-dependent fear learning.

  13. Machine Learning Techniques for Prediction of Early Childhood Obesity.

    Science.gov (United States)

    Dugan, T M; Mukhopadhyay, S; Carroll, A; Downs, S

    2015-01-01

    This paper aims to predict childhood obesity after age two, using only data collected prior to the second birthday by a clinical decision support system called CHICA. Analyses of six different machine learning methods: RandomTree, RandomForest, J48, ID3, Naïve Bayes, and Bayes trained on CHICA data show that an accurate, sensitive model can be created. Of the methods analyzed, the ID3 model trained on the CHICA dataset proved the best overall performance with accuracy of 85% and sensitivity of 89%. Additionally, the ID3 model had a positive predictive value of 84% and a negative predictive value of 88%. The structure of the tree also gives insight into the strongest predictors of future obesity in children. Many of the strongest predictors seen in the ID3 modeling of the CHICA dataset have been independently validated in the literature as correlated with obesity, thereby supporting the validity of the model. This study demonstrated that data from a production clinical decision support system can be used to build an accurate machine learning model to predict obesity in children after age two.

  14. TraumaTutor: Perceptions of a Smartphone Application as a Learning Resource for Trauma Management

    Directory of Open Access Journals (Sweden)

    James Wigley

    2013-01-01

    Full Text Available Aim. We investigated perceptions of a new smartphone application (app as a learning resource. Methods. We developed TraumaTutor, an iPhone app consisting of 150 questions and explanatory answers on trauma management. This was used by 20 hospital staff that either had a special interest in managing trauma or who were studying for relevant exams, such as ATLS. A subsequent questionnaire assessed users’ experience of smartphone applications and their perceptions of TraumaTutor. Results. Of those surveyed, 85% had a device capable of running app software, and 94% of them had used apps for medical education. Specific to TraumaTutor, 85% agreed that it was pitched at the right level, 95% felt that the explanations improved understanding of trauma management, and 100% found the app easy to use. In fact, on open questioning, the clear user interface and the quality of the educational material were seen as the major advantages of TraumaTutor, and 85% agreed that the app would be a useful learning resource. Conclusions. Smartphone applications are considered a valuable educational adjunct and are commonly used by our target audience. TraumaTutor shows overwhelming promise as a learning supplement due to its immediacy, accessibility, and relevance to those preparing for courses and managing trauma.

  15. Exploring Early Adolescents' Evaluation of Academic and Commercial Online Resources Related to Health

    Science.gov (United States)

    Kiili, Carita; Leu, Donald J.; Marttunen, Miika; Hautala, Jarkko; Leppänen, Paavo H. T.

    2018-01-01

    This study assessed the ability of 426 students (ages 12-13) to critically evaluate two types of online locations on health issues: an academic resource and a commercial resource. The results indicated limited evaluation abilities, especially for the commercial resource, and only a small, partial association with prior stance and offline reading…

  16. Early onset epileptic encephalopathy or genetically determined encephalopathy with early onset epilepsy? Lessons learned from TSC

    NARCIS (Netherlands)

    Curatolo, P.; Aronica, E.; Jansen, A.; Jansen, F.; Kotulska, K.; Lagae, L.; Moavero, R.; Jozwiak, S.

    2016-01-01

    BACKGROUND: In tuberous sclerosis complex (TSC) a relationship has been shown between early and refractory seizures and intellectual disability. However, it is uncertain whether epilepsy in TSC is simply a marker in infants who are destined to develop an encephalopathic process or if seizures play a

  17. Early onset epileptic encephalopathy or genetically determined encephalopathy with early onset epilepsy? Lessons learned from TSC

    NARCIS (Netherlands)

    Curatolo, Paolo; Aronica, Eleonora; Jansen, Anna; Jansen, Floor; Kotulska, Katarzyna; Lagae, Lieven; Moavero, Romina; Jozwiak, Sergiusz

    2016-01-01

    In tuberous sclerosis complex (TSC) a relationship has been shown between early and refractory seizures and intellectual disability. However, it is uncertain whether epilepsy in TSC is simply a marker in infants who are destined to develop an encephalopathic process or if seizures play a causal role

  18. Fundamentals of Learning. From the College and Career Ready Standards to Teaching and Learning in the Classroom: A Series of Resources for Teachers

    Science.gov (United States)

    Heritage, Margaret; Jones, Barbara; Tobiason, Glory; Chang, Sandy; Herman, Joan

    2015-01-01

    This publication provides a framework, the Fundamentals of Learning (FOL), to assist teachers in transitioning to the classroom practices called for in the College- and Career-Ready Standards (CCRS). The content of this resource is drawn from leading theory and research about learning and assessment and from an examination of the Common Core State…

  19. Learning Methodology for Early Child Education Education (Paud) in the Recognition of Legal Capitals based on Android

    Science.gov (United States)

    Siswanto, Didik

    2017-12-01

    School as a place to study require a medium of learning. Instructional media containinginformation about the lessons that will be used by teachers to convey a lesson. School early childhood education Al-Kindy Pekanbaru interms of learning the letter hijaiyah still use conventional learning media. But with the conventionalmedia is not very attractive to use, so the need for an exciting learning medium that can make childrenbecome interested in learningThe purpose of this study was to create a Media Learning Introduction Letter Hijaiyahmultimedia form and benefit from the introduction of letters Hijaiyah Learning Media is a renewal of themedium of learning in School early childhood education Al-Kindy Pekanbaru.In this study the authors tried to make the learning application that contains the basicknowledge of letters hijaiyah dsertai with animation, audio and explanation how to read the letters inorder to complete the learning media letters hijaiyah more interactive.

  20. The Current State of Early Childhood Education Programs: How Early Childhood Center Directors Manage Their Human Resources

    Science.gov (United States)

    Arend, Lauren E.

    2010-01-01

    Purpose: Research in the field of early childhood education (ECE) demonstrated the association between skilled directors and high quality programs. Still, most state licensing requirements do not delineate the requisite knowledge or experience necessary to be an effective director. Many ECE directors advance to their position directly from the…

  1. 'Learn the signs. Act early': a campaign to help every child reach his or her full potential.

    Science.gov (United States)

    Daniel, K L; Prue, C; Taylor, M K; Thomas, J; Scales, M

    2009-09-01

    To examine the application of a social marketing approach to increase the early identification and treatment of autism and other developmental disorders. The intervention used formative research, behaviour change theory and traditional social marketing techniques to develop a campaign targeting parents, healthcare professionals and early educators to increase awareness of autism and other developmental delays, and to prompt action if a developmental delay was suspected. Using social marketing principles, the Centers for Disease Control and Prevention applied baseline research with the target audiences to understand the barriers and motivators to behaviour change, which included a lack of knowledge and resources (barriers), along with a willingness to learn and do more (motivators). Focus group testing of potential campaign concepts led to one particular approach and accompanying images, which together increased perceived severity of the problem and encouraged taking action. The audience research also helped to shape the marketing mix (product, price, place and promotion). Three-year follow-up research in this case study indicates a significant change in parent target behaviours, particularly among parents aware of the campaign, and substantially more healthcare professionals believe that they have the resources to educate parents about monitoring their child's cognitive, social and physical development. Qualitative results from early educators and childcare professional associations have been positive about products developed for daycare settings. The application of social marketing principles, behavior change theory and audience research was an effective approach to changing behaviours in this case. Understanding what the target audiences want and need, looking beyond parents to engage healthcare professionals and early educators, and engaging many strategic partners to extend the reach of the message helped campaign planners to develop a campaign that resonated

  2. Lessons learned from early microelectronics production at Sandia National Laboratories

    Energy Technology Data Exchange (ETDEWEB)

    Weaver, H.T.

    1998-02-01

    During the 1980s Sandia designed, developed, fabricated, tested, and delivered hundreds of thousands of radiation hardened Integrated Circuits (IC) for use in weapons and satellites. Initially, Sandia carried out all phases, design through delivery, so that development of next generation ICs and production of current generation circuits were carried out simultaneously. All this changed in the mid-eighties when an outside contractor was brought in to produce ICs that Sandia developed, in effect creating a crisp separation between development and production. This partnership had a severe impact on operations, but its more damaging effect was the degradation of Sandia`s microelectronics capabilities. This report outlines microelectronics development and production in the early eighties and summarizes the impact of changing to a separate contractor for production. This record suggests that low volume production be best accomplished within the development organization.

  3. Determining the Number of Participants Needed for the Usability Evaluation of E-Learning Resources: A Monte Carlo Simulation

    Science.gov (United States)

    Davids, Mogamat Razeen; Harvey, Justin; Halperin, Mitchell L.; Chikte, Usuf M. E.

    2015-01-01

    The usability of computer interfaces has a major influence on learning. Optimising the usability of e-learning resources is therefore essential. However, this may be neglected because of time and monetary constraints. User testing is a common approach to usability evaluation and involves studying typical end-users interacting with the application…

  4. Evaluating Online Resources in Terms of Learning Environment and Student Attitudes in Middle-Grade Mathematics Classes

    Science.gov (United States)

    Earle, James E.; Fraser, Barry J.

    2017-01-01

    The main objective of this research was to use learning environment and attitude scales in evaluating online resource materials for supporting a traditional mathematics curriculum. The sample consisted of 914 middle-school students in 49 classes. A second research focus was the validation of the chosen learning environment questionnaire, the…

  5. Supporting Accomplished Facilitation: Examining the Use of Sppreciative Inquiry to Inform the Development of Learning Resources for Medical Educators

    Science.gov (United States)

    McIntosh, Paul; Freeth, Della; Berridge, Emma Jane

    2013-01-01

    This paper examines the use of appreciative inquiry (AI) to guide development of web-based learning resources for medical educators who facilitate simulation-based learning experiences for doctors-in-training. AI can be viewed as a positive form of action research, which seeks to avoid deficit-based analyses and solutions, and commonly associated…

  6. Towards a new approach to natural resources and development: the role of learning, innovation and linkage dynamics

    DEFF Research Database (Denmark)

    Andersen, Allan Dahl

    2012-01-01

    resources as finite and exogenous to the economic system. These assumptions constitute the pillars of the law of diminishing returns which inter alia states that natural resources cannot lead development. Others argue that natural resources are endogenous to the economy and can develop important dynamic...... linkages. The paper elaborates on the latter and suggests that in order to understand the role of natural resources in economic development, they must be understood as dynamic, and as being subject to processes of natural resource creation, extension and obsolescing that are characterised by learning...

  7. Stakeholders' Perceptions of Quality and Potential Improvements in the Learning Resources Centers at Omani Basic Education Schools

    Science.gov (United States)

    Al Musawi, Ali; Amer, Talal

    2017-01-01

    This study attempts to investigate the stakeholders' perceptions of quality and prospective improvements in the learning resources centres (LRC) at Omani basic education schools. It focuses on different aspects of the LRCs: organisation, human resources, technological, and educational aspects along with the difficulties faced by these LRCs and…

  8. The Race to the Top--Early Learning Challenge Year Two Progress Report

    Science.gov (United States)

    US Department of Education, 2014

    2014-01-01

    The human brain develops rapidly in the first five years of life. High-quality early learning experiences can have a profound and lasting positive effect on young children during these years, setting the stage for success in kindergarten and beyond. This is especially true for young children with high needs who are from low-income families; who…

  9. California's Early Learning & Development System: A Review of Funding Streams and Programs

    Science.gov (United States)

    Miller, Kate; Perez, Giannina S.

    2010-01-01

    California's public early learning and development programs and related services are funded through a range of federal, state and local sources. The purpose and scope of these funding streams vary broadly: some sources are dedicated primarily to serving children, birth to age five, and their families, while others can also be utilized for…

  10. Introducing Online Training in an Early Childhood Professional Development System: Lessons Learned in One State

    Science.gov (United States)

    Stone-MacDonald, Angi; Douglass, Anne

    2015-01-01

    Online educational opportunities provide improved access to high quality professional development for the early education and care workforce. Online and technology mediated learning can create sustainable education and development opportunities for states when face-to-face training is financially prohibitive. This study examined one state's…

  11. Dyslexia and early intervention: what did we learn from the Dutch Dyslexia Programme?

    NARCIS (Netherlands)

    van der Leij, A.

    2013-01-01

    Part of the Dutch Dyslexia Programme has been dedicated to early intervention. The question of whether the genetically affected learning mechanism of children who are at familial risk (FR) of developing dyslexia could be influenced by training phoneme awareness and letter-sound associations in the

  12. Effects of Learning about Historical Gender Discrimination on Early Adolescents' Occupational Judgments and Aspirations

    Science.gov (United States)

    Pahlke, Erin; Bigler, Rebecca S.; Green, Vanessa A.

    2010-01-01

    To examine the consequences of learning about gender discrimination, early adolescents (n = 121, aged 10-14) were randomly assigned to receive either (a) standard biographical lessons about historical figures (standard condition) or (b) nearly identical lessons that included information about gender discrimination (discrimination condition).…

  13. Early Learning Experience and Adolescent Anxiety: A Cross-Cultural Comparison between Japan and England

    Science.gov (United States)

    Essau, Cecilia A.; Ishikawa, Shin-ichi; Sasagawa, Satoko

    2011-01-01

    The main aim of this study was to compare the frequency of anxiety symptoms among adolescents in Japan and England, and to examine the association between early learning experiences and anxiety symptoms. A total of 299 adolescents (147 from England and 152 from Japan), aged 12 to 17 years were investigated. Results showed that adolescents in…

  14. Early Childhood Teachers' Perspectives on Social-Emotional Competence and Learning in Urban Classrooms

    Science.gov (United States)

    Humphries, Marisha L.; Williams, Brittney V.; May, Tanginia

    2018-01-01

    The promotion of social-emotional competence and implementation of social-emotional learning programs have increased substantially in schools; however, little is known about teachers' perceptions of such programs. This qualitative study explored early childhood (3 to 8 years old) teachers' perceptions of classroom-based social-emotional learning…

  15. Co-Located Single Display Collaborative Learning for Early Childhood Education

    Science.gov (United States)

    Gomez, Florencia; Nussbaum, Miguel; Weitz, Juan F.; Lopez, Ximena; Mena, Javiera; Torres, Alex

    2013-01-01

    The benefits of collaborative learning are well documented. However, most of the research has been done with children beyond the ages of early childhood. This could be due to the common and erroneous belief that young children have not developed the capacity to work collaboratively toward a given aim. In this paper we show how small group…

  16. The Role of Computer Technology in Supporting Children's Learning in Jordanian Early Years Education

    Science.gov (United States)

    Alkhawaldeh, Mustafa; Hyassat, Mizyed; Al-Zboon, Eman; Ahmad, Jamal

    2017-01-01

    The current research investigated early years teachers' perspectives regarding the role of computer technology in supporting children's learning in Jordanian kindergartens. Thirty semistructured interviews were conducted with preschool teachers. The sample of kindergartens in this study was purposefully selected from the targeted population of…

  17. Applying Technology to Inquiry-Based Learning in Early Childhood Education

    Science.gov (United States)

    Wang, Feng; Kinzie, Mable B.; McGuire, Patrick; Pan, Edward

    2010-01-01

    Children naturally explore and learn about their environments through inquiry, and computer technologies offer an accessible vehicle for extending the domain and range of this inquiry. Over the past decade, a growing number of interactive games and educational software packages have been implemented in early childhood education and addressed a…

  18. Mixed-Age Grouping in Early Childhood--Creating the Outdoor Learning Environment

    Science.gov (United States)

    Rouse, Elizabeth

    2015-01-01

    Children attending centre-based early childhood care and education programmes across Australia are most likely to be grouped according to age and development. While multi- or mixed-age grouping has been seen to have positive benefits on young children's learning and pro-social behaviours, this approach is not usually adopted in the organisation of…

  19. Exploring the Learning of Mathematics Word Problems by African Immigrant Early Learners

    Science.gov (United States)

    Mahofa, Ernest; Adendorff, Stanley; Kwenda, Chiwimbiso

    2018-01-01

    The aim of this study was to explore the learning of mathematics word problems by African immigrant early learners in the Western Cape Province of South Africa (SA). Phenomenology was used as the philosophical underpinning for this study and also informed the research method. Purposive sampling methods were used to select 10 African immigrant…

  20. Early Learning and Development Standards in East Asia and the Pacific: Experiences from Eight Countries

    Science.gov (United States)

    Miyahara, Junko; Meyers, Cliff

    2008-01-01

    This paper analyses how countries in UNICEF's East Asia and Pacific Region (EAPR) have engaged in the Early Learning and Development Standards (ELDS) process. ELDS has been developed by the governments of Cambodia, China, Fiji, Lao PDR, Mongolia, Philippines, Thailand, and Vietnam over the last 3 years with technical and financial support from…

  1. Social Class, Habitus, and Language Learning: The Case of Korean Early Study-Abroad Students

    Science.gov (United States)

    Shin, Hyunjung

    2014-01-01

    In this article, I draw on Bourdieu's (1984, 1991) notion of "habitus" in order to explore the relationship between social class, language learning, and language teaching in the context of the global economy. To illustrate my points, I use "Early Study Abroad" (ESA), the transnational educational migration that Korean…

  2. Differential Effects of Home and Preschool Learning Environments on Early Language Development

    Science.gov (United States)

    Schmerse, Daniel; Anders, Yvonne; Flöter, Manja; Wieduwilt, Nadine; Roßbach, Hans-Günther; Tietze, Wolfgang

    2018-01-01

    The present study is based on longitudinal data from a German early childhood education and care (ECEC) governmental initiative assessing children's grammatical and vocabulary development between 2;6 and 4;0 years (N = 1,331), quality of the home learning environment and quality of the preschool setting. Results showed that the quality of the home…

  3. French Nursery Schools and German Kindergartens: Effects of Individual and Contextual Variables on Early Learning

    Science.gov (United States)

    Tazouti, Youssef; Viriot-Goeldel, Caroline; Matter, Cornelie; Geiger-Jaillet, Anemone; Carol, Rita; Deviterne, Dominique

    2011-01-01

    The present article investigates the effects of individual and contextual variables on children's early learning in French nursery schools and German kindergartens. Our study of 552 children at preschools in France (299 children from French nursery schools) and Germany (253 children from German kindergartens) measured skills that facilitate the…

  4. Exploring Partnerships in Early Childhood Teacher Education through Scenario-Based Learning

    Science.gov (United States)

    Sorin, Reesa

    2013-01-01

    Belonging to "a family, a cultural group, a neighbourhood and a wider community" (Department of Education, Employment and Workplace Relations [DEEWR], 2009, p. 7) is integral to children's early development and learning. Acknowledging families as "children's first and most influential educators" (DEEWR, 2009, p. 7), DEEWR notes…

  5. EFFECTS OF EARLY POSTNATAL ANOXIA ON ADULT LEARNING AND EMOTION IN RATS

    NARCIS (Netherlands)

    BUWALDA, B; NYAKAS, C; VOSSELMAN, HJ; LUITEN, PGM; Vosselman, Henk Jan

    Cognitive functioning, behavioural attention and anxiety were studied in adult male Wistar rats after early postnatal anoxia. Spatial memory performance in the holeboard learning task was impaired in anoxic rats when compared with control animals. Attention assessed by the behavioural immobility

  6. Concurrent Data Elicitation Procedures, Processes, and the Early Stages of L2 Learning: A Critical Overview

    Science.gov (United States)

    Leow, Ronald P.; Grey, Sarah; Marijuan, Silvia; Moorman, Colleen

    2014-01-01

    Given the current methodological interest in eliciting direct data on the cognitive processes L2 learners employ as they interact with L2 data during the early stages of the learning process, this article takes a critical and comparative look at three concurrent data elicitation procedures currently employed in the SLA literature: Think aloud (TA)…

  7. Beliefs about Early Language Learning: St. Lucian Beginning Students of French and Spanish.

    Science.gov (United States)

    Kuntz, Patricia S.

    A study investigated the attitudes toward language learning held by early secondary school students (ages 11-13) on the island of Saint Lucia who are studying French and Spanish simultaneously, as required in the first two years of secondary school. Subjects were students at two schools, and included 121 boys and 72 girls. The survey consisted of…

  8. Brain signatures of early lexical and morphological learning of a new language.

    Science.gov (United States)

    Havas, Viktória; Laine, Matti; Rodríguez Fornells, Antoni

    2017-07-01

    Morphology is an important part of language processing but little is known about how adult second language learners acquire morphological rules. Using a word-picture associative learning task, we have previously shown that a brief exposure to novel words with embedded morphological structure (suffix for natural gender) is enough for language learners to acquire the hidden morphological rule. Here we used this paradigm to study the brain signatures of early morphological learning in a novel language in adults. Behavioural measures indicated successful lexical (word stem) and morphological (gender suffix) learning. A day after the learning phase, event-related brain potentials registered during a recognition memory task revealed enhanced N400 and P600 components for stem and suffix violations, respectively. An additional effect observed with combined suffix and stem violations was an enhancement of an early N2 component, most probably related to conflict-detection processes. Successful morphological learning was also evident in the ERP responses to the subsequent rule-generalization task with new stems, where violation of the morphological rule was associated with an early (250-400ms) and late positivity (750-900ms). Overall, these findings tend to converge with lexical and morphosyntactic violation effects observed in L1 processing, suggesting that even after a short exposure, adult language learners can acquire both novel words and novel morphological rules. Copyright © 2017 Elsevier Ltd. All rights reserved.

  9. An Open Educational Resource Supports a Diversity of Inquiry-Based Learning

    Directory of Open Access Journals (Sweden)

    Catherine Anne Schmidt-Jones

    2012-01-01

    Full Text Available There have been numerous calls for research that demonstrates how open education resources (OERs are actually being used. This case study sought to shed light on the users of a well-visited set of modular music-education materials published at Connexions. Respondents to a voluntary survey included teachers, students, self-directed learners, music ensemble participants, and casual learners. Most reported accessing individual modules on their own initiative, as part of a specific, immediate inquiry, rather than responding to institutional directives or following entire online courses. This was supported by computer-log records, which showed that most visitors to a module arrived from an Internet search for terms specific to that module. The study suggests that, for teachers and students as well as self-directed learners, one function of OERs is as a resource for just-in-time, inquiry-based learning.

  10. Argumentation in Science Teacher Education: The simulated jury as a resource for teaching and learning

    Science.gov (United States)

    Drumond Vieira, Rodrigo; da Rocha Bernardo, José Roberto; Evagorou, Maria; Florentino de Melo, Viviane

    2015-05-01

    In this article, we focus on the contributions that a simulated jury-based activity might have for pre-service teachers, especially for their active participation and learning in teacher education. We observed a teacher educator using a series of simulated juries as teaching resources to help pre-service teachers develop their pedagogical knowledge and their argumentation abilities in a physics teacher methods course. For the purposes of this article, we have selected one simulated jury-based activity, comprising two opposed groups of pre-service teachers that presented aspects that hinder the teachers' development of professional knowledge (against group) and aspects that allow this development (favor group). After the groups' presentations, a group of judges was formed to evaluate the discussion. We applied a multi-level method for discourse analysis and the results showed that (1) the simulated jury afforded the pre-service teachers to position themselves as active knowledge producers; (2) the teacher acted as 'animator' of the pre-service teachers' actions, showing responsiveness to the emergence of circumstantial teaching and learning opportunities and (3) the simulated jury culminated in the judges' identification of the pattern 'concrete/obstacles-ideological/possibilities' in the groups' responses, which was elaborated by the teacher for the whole class. Implications from this study include using simulated juries for teaching and learning and for the development of the pre-service teachers' argumentative abilities. The potential of simulated juries to improve teaching and learning needs to be further explored in order to inform the uses and reflections of this resource in science education.

  11. Learning to remember: The early ontogeny of episodic memory☆

    Science.gov (United States)

    Mullally, Sinéad L.; Maguire, Eleanor A.

    2014-01-01

    Over the past 60 years the neural correlates of human episodic memory have been the focus of intense neuroscientific scrutiny. By contrast, neuroscience has paid substantially less attention to understanding the emergence of this neurocognitive system. In this review we consider how the study of memory development has evolved. In doing so, we concentrate primarily on the first postnatal year because it is within this time window that the most dramatic shifts in scientific opinion have occurred. Moreover, this time frame includes the critical age (∼9 months) at which human infants purportedly first begin to demonstrate rudimentary hippocampal-dependent memory. We review the evidence for and against this assertion, note the lack of direct neurocognitive data speaking to this issue, and question how demonstrations of exuberant relational learning and memory in infants as young as 3-months old can be accommodated within extant models. Finally, we discuss whether current impasses in the infant memory literature could be leveraged by making greater use of neuroimaging techniques, such as magnetic resonance imaging (MRI), which have been deployed so successfully in adults. PMID:24480487

  12. SIGNIFICANCE OF EARLY-AGE LEARNING OF MATHEMATICAL SKILLS

    Directory of Open Access Journals (Sweden)

    Sead Rešić

    2011-12-01

    Full Text Available It is a fact that only hereditary, i.e. genetic factors are not sufficient for development of a child’s brain; on the contrary, a child needs external stimuli expressed through touch, speech, images, which lead to the conclusion that immediate and extended surroundings shape the brain, meaning that the external stimuli, stronger or weaker, mutually connect the brain cells and neurons. Questions regarding the development of mathematical manner of thinking are mostly based on the natural process of learning, however, this paper deals with deeper set of problems, which are not only difficult to resolve but possibly there is no resolution. Namely, a question is posed what is the appropriate age when a child is ready and able to solve certain mathematical problems or notice mathematical principles, that is, whether they are actually exist clearly defined age boundaries based on which a conclusion could be made about the time and individual is ready to solve mathematical problems of a concrete difficulty level or to notice mathematical laws.

  13. [Effect of early scream sound stress on learning and memory in female rats].

    Science.gov (United States)

    Hu, Lili; Han, Bo; Zhao, Xiaoge; Mi, Lihua; Song, Qiang; Huang, Chen

    2015-12-01

    To investigate the effect of early scream sound stress on the ability of spatial learning and memory, the levels of norepinephrine (NE) and corticosterone (CORT) in serum, and the morphology of adrenal gland.
 Female Sprague-Dawley (SD) rats were treated daily with scream sound from postnatal day 1(P1) for 21 d. Morris water maze was used to measure the spatial learning and memory ability. The levels of serum NE and CORT were determined by radioimmunoassay. Adrenal gland of SD rats was collected and fixed in formalin, and then embedded with paraffin. The morphology of adrenal gland was observed by HE staining.
 Exposure to early scream sound decreased latency of escape and increased times to cross the platform in Morris water maze test (Psound stress can enhance spatial learning and memory ability in adulthood, which is related to activation of the hypothalamo-pituitary-adrenal axis and sympathetic nervous system.

  14. Early Cretaceous climate change (Hauterivian - Early Aptian): Learning from the past to prevent modern reefs decline

    Science.gov (United States)

    Godet, Alexis; Bodin, Stéphane; Adatte, Thierry; Föllmi, Karl B.

    2010-05-01

    In the last decades, the anthropogenic increase pCO2atm has been considered as one of the main contributors for the decline of modern coral reefs, and nearly 60% of these marine ecosystems are presently threatened (Bryant et al., 1998). Interactions between anthropogenic change and reef growth can, however, not be reduced to a single factor, and it is essential to look at the Earth's history to understand and counterbalance. During the Early Cretaceous, enhanced pCO2atm may have been responsible, at least in part, for the demise of the carbonate platform along the northern margin of the Tethys through climatic feedback mechanisms. From the Hauterivian to the Early Aptian, increased rainfalls are documented from the clay-mineral association, by a change from a smectite-dominated (most of the Hauterivian), to a kaolinite-dominated assemblage (latest Hauterivian up to the early Late Barremian). This switch is dated to the Pseudothurmannia ohmi ammonozone in the Vocontian Trough of southeastern France (Angles section, Godet et al., 2008). It is immediately followed in time by major nutrient input, as is illustrated by the substantial increase in phosphorus accumulation rates (PAR), not only in this section, but also in the Ultrahelvetic area of Switzerland and in the Umbria-Marche basin of Italy (Bodin et al., 2006). On the other hand, the remainder of the Hauterivian is characterized by PAR mean values characteristic of mesotrophic conditions, whereas the Late Barremian witnesses the return to oligotrophic environments (lower PAR values). Synchronously, these perturbations are mirrored on the platform by changes in the type of carbonate ecosystems. Indeed, a stronger continental runoff, and a subsequent input in the oceanic domain of nutrients (e.g., phosphorus) and clastic material modified marine palaeoenvironmental conditions and triggered changes in ecosystems. A unique archive of the Early Cretaceous carbonate platform is preserved in the Helvetic Alps, where the

  15. (Re)Affirming Identities: Implementing a Play-Based Approach to Learning in the Early Years of Schooling

    Science.gov (United States)

    Nolan, Andrea; Paatsch, Louise

    2018-01-01

    Learning through play has traditionally been a central tenet in early childhood education, however, in recent times primary schools have begun to consider the benefits of introducing a play-based approach into early years classrooms to support young children's learning, especially in the areas of language and literacy. This study focuses on the…

  16. Reduction in the retinotopic early visual cortex with normal aging and magnitude of perceptual learning.

    Science.gov (United States)

    Chang, Li-Hung; Yotsumoto, Yuko; Salat, David H; Andersen, George J; Watanabe, Takeo; Sasaki, Yuka

    2015-01-01

    Although normal aging is known to reduce cortical structures globally, the effects of aging on local structures and functions of early visual cortex are less understood. Here, using standard retinotopic mapping and magnetic resonance imaging morphologic analyses, we investigated whether aging affects areal size of the early visual cortex, which were retinotopically localized, and whether those morphologic measures were associated with individual performance on visual perceptual learning. First, significant age-associated reduction was found in the areal size of V1, V2, and V3. Second, individual ability of visual perceptual learning was significantly correlated with areal size of V3 in older adults. These results demonstrate that aging changes local structures of the early visual cortex, and the degree of change may be associated with individual visual plasticity. Copyright © 2015 Elsevier Inc. All rights reserved.

  17. Early neurophysiological indices of second language morphosyntax learning.

    Science.gov (United States)

    Hanna, Jeff; Shtyrov, Yury; Williams, John; Pulvermüller, Friedemann

    2016-02-01

    Humans show variable degrees of success in acquiring a second language (L2). In many cases, morphological and syntactic knowledge remain deficient, although some learners succeed in reaching nativelike levels, even if they begin acquiring their L2 relatively late. In this study, we use psycholinguistic, online language proficiency tests and a neurophysiological index of syntactic processing, the syntactic mismatch negativity (sMMN) to local agreement violations, to compare behavioural and neurophysiological markers of grammar processing between native speakers (NS) of English and non-native speakers (NNS). Variable grammar proficiency was measured by psycholinguistic tests. When NS heard ungrammatical word sequences lacking agreement between subject and verb (e.g. *we kicks), the MMN was enhanced compared with syntactically legal sentences (e.g. he kicks). More proficient NNS also showed this difference, but less proficient NNS did not. The main cortical sources of the MMN responses were localised in bilateral superior temporal areas, where, crucially, source strength of grammar-related neuronal activity correlated significantly with grammatical proficiency of individual L2 speakers as revealed by the psycholinguistic tests. As our results show similar, early MMN indices to morpho-syntactic agreement violations among both native speakers and non-native speakers with high grammar proficiency, they appear consistent with the use of similar brain mechanisms for at least certain aspects of L1 and L2 grammars. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.

  18. Associative Learning during Early Adulthood Enhances Later Memory Retention in Honeybees

    Science.gov (United States)

    Arenas, Andrés; Fernández, Vanesa M.; Farina, Walter M.

    2009-01-01

    Background Cognitive experiences during the early stages of life play an important role in shaping the future behavior in mammals but also in insects, in which precocious learning can directly modify behaviors later in life depending on both the timing and the rearing environment. However, whether olfactory associative learning acquired early in the adult stage of insects affect memorizing of new learning events has not been studied yet. Methodology Groups of adult honeybee workers that experienced an odor paired with a sucrose solution 5 to 8 days or 9 to 12 days after emergence were previously exposed to (i) a rewarded experience through the offering of scented food, or (ii) a non-rewarded experience with a pure volatile compound in the rearing environment. Principal Findings Early rewarded experiences (either at 1–4 or 5–8 days of adult age) enhanced retention performance in 9–12-day-conditioned bees when they were tested at 17 days of age. The highest retention levels at this age, which could not be improved with prior rewarded experiences, were found for memories established at 5–8 days of adult age. Associative memories acquired at 9–12 days of age showed a weak effect on retention for some pure pre-exposed volatile compounds; whereas the sole exposure of an odor at any younger age did not promote long-term effects on learning performance. Conclusions The associative learning events that occurred a few days after adult emergence improved memorizing in middle-aged bees. In addition, both the timing and the nature of early sensory inputs interact to enhance retention of new learning events acquired later in life, an important matter in the social life of honeybees. PMID:19956575

  19. Associative learning during early adulthood enhances later memory retention in honeybees.

    Directory of Open Access Journals (Sweden)

    Andrés Arenas

    Full Text Available BACKGROUND: Cognitive experiences during the early stages of life play an important role in shaping the future behavior in mammals but also in insects, in which precocious learning can directly modify behaviors later in life depending on both the timing and the rearing environment. However, whether olfactory associative learning acquired early in the adult stage of insects affect memorizing of new learning events has not been studied yet. METHODOLOGY: Groups of adult honeybee workers that experienced an odor paired with a sucrose solution 5 to 8 days or 9 to 12 days after emergence were previously exposed to (i a rewarded experience through the offering of scented food, or (ii a non-rewarded experience with a pure volatile compound in the rearing environment. PRINCIPAL FINDINGS: Early rewarded experiences (either at 1-4 or 5-8 days of adult age enhanced retention performance in 9-12-day-conditioned bees when they were tested at 17 days of age. The highest retention levels at this age, which could not be improved with prior rewarded experiences, were found for memories established at 5-8 days of adult age. Associative memories acquired at 9-12 days of age showed a weak effect on retention for some pure pre-exposed volatile compounds; whereas the sole exposure of an odor at any younger age did not promote long-term effects on learning performance. CONCLUSIONS: The associative learning events that occurred a few days after adult emergence improved memorizing in middle-aged bees. In addition, both the timing and the nature of early sensory inputs interact to enhance retention of new learning events acquired later in life, an important matter in the social life of honeybees.

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

    Science.gov (United States)

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

    1997-04-01

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

  1. Predictive coding accelerates word recognition and learning in the early stages of language development.

    Science.gov (United States)

    Ylinen, Sari; Bosseler, Alexis; Junttila, Katja; Huotilainen, Minna

    2017-11-01

    The ability to predict future events in the environment and learn from them is a fundamental component of adaptive behavior across species. Here we propose that inferring predictions facilitates speech processing and word learning in the early stages of language development. Twelve- and 24-month olds' electrophysiological brain responses to heard syllables are faster and more robust when the preceding word context predicts the ending of a familiar word. For unfamiliar, novel word forms, however, word-expectancy violation generates a prediction error response, the strength of which significantly correlates with children's vocabulary scores at 12 months. These results suggest that predictive coding may accelerate word recognition and support early learning of novel words, including not only the learning of heard word forms but also their mapping to meanings. Prediction error may mediate learning via attention, since infants' attention allocation to the entire learning situation in natural environments could account for the link between prediction error and the understanding of word meanings. On the whole, the present results on predictive coding support the view that principles of brain function reported across domains in humans and non-human animals apply to language and its development in the infant brain. A video abstract of this article can be viewed at: http://hy.fi/unitube/video/e1cbb495-41d8-462e-8660-0864a1abd02c. [Correction added on 27 January 2017, after first online publication: The video abstract link was added.]. © 2016 John Wiley & Sons Ltd.

  2. Early life manipulations of vasopressin-family peptides alter vocal learning.

    Science.gov (United States)

    Baran, Nicole M; Peck, Samantha C; Kim, Tabitha H; Goldstein, Michael H; Adkins-Regan, Elizabeth

    2017-07-26

    Vocal learning from social partners is crucial for the successful development of communication in a wide range of species. Social interactions organize attention and enhance motivation to learn species-typical behaviour. However, the neurobiological mechanisms connecting social motivation and vocal learning are unknown. Using zebra finches ( Taeniopygia guttata ), a ubiquitous model for vocal learning, we show that manipulations of nonapeptide hormones in the vasopressin family (arginine vasotocin, AVT) early in development can promote or disrupt both song and social motivation. Young male zebra finches, like human infants, are socially gregarious and require interactive feedback from adult tutors to learn mature vocal forms. To investigate the role of social motivational mechanisms in song learning, in two studies, we injected hatchling males with AVT or Manning compound (MC, a nonapeptide receptor antagonist) on days 2-8 post-hatching and recorded song at maturity. In both studies, MC males produced a worse match to tutor song than controls. In study 2, which experimentally controlled for tutor and genetic factors, AVT males also learned song significantly better compared with controls. Furthermore, song similarity correlated with several measures of social motivation throughout development. These findings provide the first evidence that nonapeptides are critical to the development of vocal learning. © 2017 The Author(s).

  3. Early learning effect of residents for laparoscopic sigmoid resection.

    Science.gov (United States)

    Bosker, Robbert; Groen, Henk; Hoff, Christiaan; Totte, Eric; Ploeg, Rutger; Pierie, Jean-Pierre

    2013-01-01

    To evaluate the effect of learning the laparoscopic sigmoid resection procedure on resident surgeons; establish a minimum number of cases before a resident surgeon could be expected to achieve proficiency with the procedure; and examine if an analysis could be used to measure and support the clinical evaluation of the surgeon's competence with the procedure. Retrospective analysis of data which was prospective entered in the database. From 2003 to 2007 all patients who underwent a laparoscopic sigmoid resection carried out by senior residents, who completed the procedure as the primary surgeon proctored by an experienced surgeon, were included in the study. A cumulative sum control chart (CUSUM) analysis was used evaluate performance. The procedure was defined as a failure if major intra-operative complications occurred such as intra abdominal organ injury, bleeding, or anastomotic leakage; if an inadequate number of lymph nodes (<12 nodes) were removed; or if conversion to an open surgical procedure was required. Thirteen residents performed 169 laparoscopic sigmoid resections in the period evaluated. A significant majority of the resident surgeons were able to consistently perform the procedure without failure after 11 cases and determined to be competent. One resident was not determined to be competent and the CUSUM score supported these findings. We concluded that at least 11 cases are required for most residents to obtain necessary competence with the laparoscopic sigmoid resection procedure. Evaluation with the CUSUM analysis can be used to measure and support the clinical evaluation of the resident surgeon's competence with the procedure. Copyright © 2013 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  4. How comprehensive are research studies investigating the efficacy of technology-enhanced learning resources in anatomy education? A systematic review.

    Science.gov (United States)

    Clunie, Lauren; Morris, Neil P; Joynes, Viktoria C T; Pickering, James D

    2018-05-06

    Anatomy education is at the forefront of integrating innovative technologies into its curricula. However, despite this rise in technology numerous authors have commented on the shortfall in efficacy studies to assess the impact such technology-enhanced learning (TEL) resources have on learning. To assess the range of evaluation approaches to TEL across anatomy education, a systematic review was conducted using MEDLINE, the Educational Resources Information Centre (ERIC), Scopus, and Google Scholar, with a total of 3,345 articles retrieved. Following the PRISMA method for reporting items, 153 articles were identified and reviewed against a published framework-the technology-enhanced learning evaluation model (TELEM). The model allowed published reports to be categorized according to evaluations at the level of (1) learner satisfaction, (2) learning gain, (3) learner impact, and (4) institutional impact. The results of this systematic review reveal that most evaluation studies into TEL within anatomy curricula were based on learner satisfaction, followed by module or course learning outcomes. Randomized controlled studies assessing learning gain with a specific TEL resource were in a minority, with no studies reporting a comprehensive assessment on the overall impact of introducing a specific TEL resource (e.g., return on investment). This systematic review has provided clear evidence that anatomy education is engaged in evaluating the impact of TEL resources on student education, although it remains at a level that fails to provide comprehensive causative evidence. Anat Sci Educ 11: 303-319. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

  5. 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...

  6. A network analysis of blended learning: Perceived causal relations between use of learning resources, regulation strategies and course performance

    NARCIS (Netherlands)

    Bos, Nynke; Meijer, Bren; Brand-Gruwel, Saskia

    2018-01-01

    Blended learning is often associated with student-oriented learning in which students have more control over the learning path, which will stimulate self-regulated and deeper learning. Although the perceived value of blended learning is clear, less is known if and how blended learning contributes to

  7. Learning to Thrive: Building Diverse Scientists’ Access to Community and Resources through the BRAINS Program

    Science.gov (United States)

    Margherio, Cara; Horner-Devine, M. Claire; Mizumori, Sheri J. Y.; Yen, Joyce W.

    2016-01-01

    BRAINS: Broadening the Representation of Academic Investigators in NeuroScience is a National Institutes of Health–funded, national program that addresses challenges to the persistence of diverse early-career neuroscientists. In doing so, BRAINS aims to advance diversity in neuroscience by increasing career advancement and retention of post-PhD, early-career neuroscientists from underrepresented groups (URGs). The comprehensive professional development program is structured to catalyze conversations specific to URGs in neuroscience and explicitly addresses factors known to impact persistence such as a weak sense of belonging to the scientific community, isolation and solo status, inequitable access to resources that impact career success, and marginalization from informal networks and mentoring relationships. While we do not yet have data on the long-term impact of the BRAINS program on participants’ career trajectory and persistence, we introduce the BRAINS program theory and report early quantitative and qualitative data on shorter-term individual impacts within the realms of career-advancing behaviors and career experiences. These early results suggest promising, positive career productivity, increased self-efficacy, stronger sense of belonging, and new perspectives on navigating careers for BRAINS participants. We finish by discussing recommendations for future professional development programs and research designed to broaden participation in the biomedical and life sciences. PMID:27587858

  8. A Tool and Process that Facilitate Community Capacity Building and Social Learning for Natural Resource Management

    Directory of Open Access Journals (Sweden)

    Christopher M. Raymond

    2013-03-01

    Full Text Available This study presents a self-assessment tool and process that facilitate community capacity building and social learning for natural resource management. The tool and process provide opportunities for rural landholders and project teams both to self-assess their capacity to plan and deliver natural resource management (NRM programs and to reflect on their capacities relative to other organizations and institutions that operate in their region. We first outline the tool and process and then present a critical review of the pilot in the South Australian Arid Lands NRM region, South Australia. Results indicate that participants representing local, organizational, and institutional tiers of government were able to arrive at a group consensus position on the strength, importance, and confidence of a variety of capacities for NRM categorized broadly as human, social, physical, and financial. During the process, participants learned a lot about their current capacity as well as capacity needs. Broad conclusions are discussed with reference to the iterative process for assessing and reflecting on community capacity.

  9. Analysis of problem solving on project based learning with resource based learning approach computer-aided program

    Science.gov (United States)

    Kuncoro, K. S.; Junaedi, I.; Dwijanto

    2018-03-01

    This study aimed to reveal the effectiveness of Project Based Learning with Resource Based Learning approach computer-aided program and analyzed problem-solving abilities in terms of problem-solving steps based on Polya stages. The research method used was mixed method with sequential explanatory design. The subject of this research was the students of math semester 4. The results showed that the S-TPS (Strong Top Problem Solving) and W-TPS (Weak Top Problem Solving) had good problem-solving abilities in each problem-solving indicator. The problem-solving ability of S-MPS (Strong Middle Problem Solving) and (Weak Middle Problem Solving) in each indicator was good. The subject of S-BPS (Strong Bottom Problem Solving) had a difficulty in solving the problem with computer program, less precise in writing the final conclusion and could not reflect the problem-solving process using Polya’s step. While the Subject of W-BPS (Weak Bottom Problem Solving) had not been able to meet almost all the indicators of problem-solving. The subject of W-BPS could not precisely made the initial table of completion so that the completion phase with Polya’s step was constrained.

  10. Quality in South African early learning centres: Mothers’ and teachers’ views and understanding

    Directory of Open Access Journals (Sweden)

    Judy Van Heerden

    2016-11-01

    Full Text Available This study investigated how quality in early learning centres (preschools in South Africa was experienced and perceived by mothers and teachers. A theoretical framework, based on a model of quality development by Woodhead (1996, informed the study. This framework that consists of input (structural, process and outcome quality indicators is a well-established model for quality development, which has been used in developing countries. The findings generated from a thematical analysis of interview data showed that aspects perceived by mothers and teachers as quality indicators in early learning centres were predominantly process indicators and hard to ‘measure’ in a quantitative way. For mothers and teachers, children’s social-emotional well-being, holistic development, a normative foundation for values and respect, effective infrastructure and accountable learning indicated quality. A quality school climate enhances emotional and social well-being, and the findings suggest that for mothers and teachers quality concerns were not about that which the early learning centres have provided in terms of facilities (input indicators, but rather about the process indicators where centres promote children’s holistic well-being. The only outcome indicator that was regarded as extremely important by mothers and important, but not to the same extent, by teachers, is whether children are happy and content and enjoying school.

  11. Enhancing early child care quality and learning for toddlers at risk: the responsive early childhood program.

    Science.gov (United States)

    Landry, Susan H; Zucker, Tricia A; Taylor, Heather B; Swank, Paul R; Williams, Jeffrey M; Assel, Michael; Crawford, April; Huang, Weihua; Clancy-Menchetti, Jeanine; Lonigan, Christopher J; Phillips, Beth M; Eisenberg, Nancy; Spinrad, Tracy L; de Villiers, Jill; de Villiers, Peter; Barnes, Marcia; Starkey, Prentice; Klein, Alice

    2014-02-01

    Despite reports of positive effects of high-quality child care, few experimental studies have examined the process of improving low-quality center-based care for toddler-age children. In this article, we report intervention effects on child care teachers' behaviors and children's social, emotional, behavioral, early literacy, language, and math outcomes as well as the teacher-child relationship. The intervention targeted the use of a set of responsive teacher practices, derived from attachment and sociocultural theories, and a comprehensive curriculum. Sixty-five childcare classrooms serving low-income 2- and 3-year-old children were randomized into 3 conditions: business-as-usual control, Responsive Early Childhood Curriculum (RECC), and RECC plus explicit social-emotional classroom activities (RECC+). Classroom observations showed greater gains for RECC and RECC+ teachers' responsive practices including helping children manage their behavior, establishing a predictable schedule, and use of cognitively stimulating activities (e.g., shared book reading) compared with controls; however, teacher behaviors did not differ for focal areas such as sensitivity and positive discipline supports. Child assessments demonstrated that children in the interventions outperformed controls in areas of social and emotional development, although children's performance in control and intervention groups was similar for cognitive skills (language, literacy, and math). Results support the positive impact of responsive teachers and environments providing appropriate support for toddlers' social and emotional development. Possible explanations for the absence of systematic differences in children's cognitive skills are considered, including implications for practice and future research targeting low-income toddlers.

  12. The Role of Motive Objects in Early Childhood Teacher Development Concerning Children's Digital Play and Play-Based Learning in Early Childhood Curricula

    Science.gov (United States)

    Nuttall, Joce; Edwards, Susan; Mantilla, Ana; Grieshaber, Sue; Wood, Elizabeth

    2015-01-01

    Digital technologies are increasingly accepted as a viable aspect of early childhood curriculum. However, teacher uptake of digital technologies in early childhood education and their use with young children in play-based approaches to learning have not been strong. Traditional approaches to the problem of teacher uptake of digital technologies in…

  13. Utilizing a Collaborative Learning Model to Promote Early Extubation Following Infant Heart Surgery.

    Science.gov (United States)

    Mahle, William T; Nicolson, Susan C; Hollenbeck-Pringle, Danielle; Gaies, Michael G; Witte, Madolin K; Lee, Eva K; Goldsworthy, Michelle; Stark, Paul C; Burns, Kristin M; Scheurer, Mark A; Cooper, David S; Thiagarajan, Ravi; Sivarajan, V Ben; Colan, Steven D; Schamberger, Marcus S; Shekerdemian, Lara S

    2016-10-01

    To determine whether a collaborative learning strategy-derived clinical practice guideline can reduce the duration of endotracheal intubation following infant heart surgery. Prospective and retrospective data collected from the Pediatric Heart Network in the 12 months pre- and post-clinical practice guideline implementation at the four sites participating in the collaborative (active sites) compared with data from five Pediatric Heart Network centers not participating in collaborative learning (control sites). Ten children's hospitals. Data were collected for infants following two-index operations: 1) repair of isolated coarctation of the aorta (birth to 365 d) and 2) repair of tetralogy of Fallot (29-365 d). There were 240 subjects eligible for the clinical practice guideline at active sites and 259 subjects at control sites. Development and application of early extubation clinical practice guideline. After clinical practice guideline implementation, the rate of early extubation at active sites increased significantly from 11.7% to 66.9% (p collaborative learning strategy designed clinical practice guideline significantly increased the rate of early extubation with no change in the rate of reintubation. The early extubation clinical practice guideline did not significantly change postoperative ICU length of stay.

  14. Early handling effect on female rat spatial and non-spatial learning and memory.

    Science.gov (United States)

    Plescia, Fulvio; Marino, Rosa A M; Navarra, Michele; Gambino, Giuditta; Brancato, Anna; Sardo, Pierangelo; Cannizzaro, Carla

    2014-03-01

    This study aims at providing an insight into early handling procedures on learning and memory performance in adult female rats. Early handling procedures were started on post-natal day 2 until 21, and consisted in 15 min, daily separations of the dams from their litters. Assessment of declarative memory was carried out in the novel-object recognition task; spatial learning, reference- and working memory were evaluated in the Morris water maze (MWM). Our results indicate that early handling induced an enhancement in: (1) declarative memory, in the object recognition task, both at 1h and 24h intervals; (2) reference memory in the probe test and working memory and behavioral flexibility in the "single-trial and four-trial place learning paradigm" of the MWM. Short-term separation by increasing maternal care causes a dampening in HPA axis response in the pups. A modulated activation of the stress response may help to protect brain structures, involved in cognitive function. In conclusion, this study shows the long-term effects of a brief maternal separation in enhancing object recognition-, spatial reference- and working memory in female rats, remarking the impact of early environmental experiences and the consequent maternal care on the behavioral adaptive mechanisms in adulthood. Copyright © 2013 Elsevier B.V. All rights reserved.

  15. Investigating and learning lessons from early experiences of implementing ePrescribing systems into NHS hospitals: a questionnaire study.

    Directory of Open Access Journals (Sweden)

    Kathrin Cresswell

    Full Text Available ePrescribing systems have significant potential to improve the safety and efficiency of healthcare, but they need to be carefully selected and implemented to maximise benefits. Implementations in English hospitals are in the early stages and there is a lack of standards guiding the procurement, functional specifications, and expected benefits. We sought to provide an updated overview of the current picture in relation to implementation of ePrescribing systems, explore existing strategies, and identify early lessons learned.A descriptive questionnaire-based study, which included closed and free text questions and involved both quantitative and qualitative analysis of the data generated.We obtained responses from 85 of 108 NHS staff (78.7% response rate. At least 6% (n = 10 of the 168 English NHS Trusts have already implemented ePrescribing systems, 2% (n = 4 have no plans of implementing, and 34% (n = 55 are planning to implement with intended rapid implementation timelines driven by high expectations surrounding improved safety and efficiency of care. The majority are unclear as to which system to choose, but integration with existing systems and sophisticated decision support functionality are important decisive factors. Participants highlighted the need for increased guidance in relation to implementation strategy, system choice and standards, as well as the need for top-level management support to adequately resource the project. Although some early benefits were reported by hospitals that had already implemented, the hoped for benefits relating to improved efficiency and cost-savings remain elusive due to a lack of system maturity.Whilst few have begun implementation, there is considerable interest in ePrescribing systems with ambitious timelines amongst those hospitals that are planning implementations. In order to ensure maximum chances of realising benefits, there is a need for increased guidance in relation to implementation strategy

  16. Supporting Shared Resource Usage for a Diverse User Community: the OSG Experience and Lessons Learned

    International Nuclear Information System (INIS)

    Garzoglio, Gabriele; Levshina, Tanya; Sehgal, Chander; Slyz, Marko; Rynge, Mats

    2012-01-01

    The Open Science Grid (OSG) supports a diverse community of new and existing users in adopting and making effective use of the Distributed High Throughput Computing (DHTC) model. The LHC user community has deep local support within the experiments. For other smaller communities and individual users the OSG provides consulting and technical services through the User Support area. We describe these sometimes successful and sometimes not so successful experiences and analyze lessons learned that are helping us improve our services. The services offered include forums to enable shared learning and mutual support, tutorials and documentation for new technology, and troubleshooting of problematic or systemic failure modes. For new communities and users, we bootstrap their use of the distributed high throughput computing technologies and resources available on the OSG by following a phased approach. We first adapt the application and run a small production campaign on a subset of “friendly” sites. Only then do we move the user to run full production campaigns across the many remote sites on the OSG, adding to the community resources up to hundreds of thousands of CPU hours per day. This scaling up generates new challenges – like no determinism in the time to job completion, and diverse errors due to the heterogeneity of the configurations and environments – so some attention is needed to get good results. We cover recent experiences with image simulation for the Large Synoptic Survey Telescope (LSST), small-file large volume data movement for the Dark Energy Survey (DES), civil engineering simulation with the Network for Earthquake Engineering Simulation (NEES), and accelerator modeling with the Electron Ion Collider group at BNL. We will categorize and analyze the use cases and describe how our processes are evolving based on lessons learned.

  17. Neurodevelopment: The Impact of Nutrition and Inflammation During Early to Middle Childhood in Low-Resource Settings.

    Science.gov (United States)

    John, Chandy C; Black, Maureen M; Nelson, Charles A

    2017-04-01

    The early to middle childhood years are a critical period for child neurodevelopment. Nutritional deficiencies, infection, and inflammation are major contributors to impaired child neurodevelopment in these years, particularly in low-resource settings. This review identifies global research priorities relating to nutrition, infection, and inflammation in early to middle childhood neurodevelopment. The research priority areas identified include: (1) assessment of how nutrition, infection, or inflammation in the preconception, prenatal, and infancy periods (or interventions in these periods) affect function in early to middle childhood; (2) assessment of whether effects of nutritional interventions vary by poverty or inflammation; (3) determination of the feasibility of preschool- and school-based integrated nutritional interventions; (4) improved assessment of the epidemiology of infection- and inflammation-related neurodevelopmental impairment (NDI); (5) identification of mechanisms through which infection causes NDI; (6) identification of noninfectious causes of inflammation-related NDI and interventions for causes already identified (eg, environmental factors); and (7) studies on the effects of interactions between nutritional, infectious, and inflammatory factors on neurodevelopment in early to middle childhood. Areas of emerging importance that require additional study include the effects of maternal Zika virus infection, childhood environmental enteropathy, and alterations in the child's microbiome on neurodevelopment in early to middle childhood. Research in these key areas will be critical to the development of interventions to optimize the neurodevelopmental potential of children worldwide in the early to middle childhood years. Copyright © 2017 by the American Academy of Pediatrics.

  18. The role of food experiences during early childhood in food pleasure learning.

    Science.gov (United States)

    Nicklaus, Sophie

    2016-09-01

    Infants are born equipped to ingest nutrients, but have to learn what to eat. This must occur early, because the mode of feeding evolves dramatically, from "tube" feeding in utero to eating family foods. Eating habits established during early years contribute to the development of subsequent eating habits. Therefore, it is fundamental to understand the most important early periods (between birth and 2 years, i.e. onset of food neophobia) for the development of eating habits and the drivers of this development. The role of pleasure in eating is central, especially during childhood when cognitive drivers of food choices may be less prominent than later in life. It is not easy to define and measure pleasure of eating in early childhood. However, it is possible to identify the characteristics of the eating experience which contribute to drive infant's eating and to shape preferences (food sensory properties; food rewarding properties; social context of eating). The learning processes involve repeated exposure (including to a variety of flavours), association with post-absorptive consequences and with contextual signals (including family members). The important early periods for learning food pleasure start being well identified. Beyond the first flavour discoveries during the prenatal and lactation periods (through the infant's exposure to flavours from foods of the mother's diet), the most important phase may be the beginning of complementary feeding. Infants discover the sensory (texture, taste and flavour) and nutritional properties (energy density) of the foods that will ultimately compose their adult diet; parents are still in charge of providing appropriate foods, timing, context for eating. Inter-individual differences in food pleasure learning, related to temperamental dimensions, or to sensory sensitivity also have to be taken into account. Copyright © 2015 Elsevier Ltd. All rights reserved.

  19. Open Educational Resources and the Opportunities for Expanding Open and Distance Learning (OERS-ODL

    Directory of Open Access Journals (Sweden)

    Jameson Mbale

    2013-05-01

    Full Text Available Distance learning (DL was a teaching modality which utilized technology to deliver teaching to students who were not physically present such as in a traditional classroom setting. DL was not constrained by geographic considerations and therefore offered unique opportunities to expand educational access. The University of Namibia (UNAM and International Training and Education Center for Health (I-TECH partnered to examine DL at UNAM, to assess strengths and weaknesses, and to make recommendations for improvement. The primary method used in this assessment was interviews with staff at centers and units engaged in Distance Learning at UNAM. It was analyzed how interactions vary between instructor and learner, among learners, and between learners and learning resources. DL at UNAM was categorized into five approaches including: 1 Outreach, 2 Print-based, 3 Computer based, 4 Internet-based, and 5 Digital Video Conferencing (DVC. All-in-all, a strategy of “starting small” was envisaged to allow individual instructors to voluntarily use collaborative software such as Google Groups to enhance print-based instruction and progressively expand DL at UNAM.

  20. Early Childhood Professional Development: An Experimental Study of Adult Teaching Practices Derived from Adult Learning Theory

    Science.gov (United States)

    Weber-Mayrer, Melissa M.

    Research that describes how adults acquire and use new information, collectively called adult learning theory, has potentially important implications for facilitating such adult learning experiences as educator professional development. The purpose of this study was to examine whether integrating adult teaching practices derived from adult learning theories into early childhood educators professional development would result in better gains in educator engagement in professional development, phonological awareness abilities, phonological awareness knowledge, and language and literacy beliefs. The impact on educator engagement and educator proximal knowledge was analyzed using one way ANOVA. The impact on educator phonological awareness abilities, phonological awareness general knowledge, and beliefs was analyzed using a 3 X (2 X S) mixed analyses of variance to examine the pretest to posttest change between educators participating the three conditions. Results revealed significant findings for increased engagement in professional learning and gains in educators general knowledge. This study is a first step in understanding effective adult teaching practices that may or may not contribute to better educator outcomes and promoting more effective professional learning experiences for early childhood educators.

  1. Word learning in deaf children with cochlear implants: effects of early auditory experience.

    Science.gov (United States)

    Houston, Derek M; Stewart, Jessica; Moberly, Aaron; Hollich, George; Miyamoto, Richard T

    2012-05-01

    Word-learning skills were tested in normal-hearing 12- to 40-month-olds and in deaf 22- to 40-month-olds 12 to 18 months after cochlear implantation. Using the Intermodal Preferential Looking Paradigm (IPLP), children were tested for their ability to learn two novel-word/novel-object pairings. Normal-hearing children demonstrated learning on this task at approximately 18 months of age and older. For deaf children, performance on this task was significantly correlated with early auditory experience: Children whose cochlear implants were switched on by 14 months of age or who had relatively more hearing before implantation demonstrated learning in this task, but later implanted profoundly deaf children did not. Performance on this task also correlated with later measures of vocabulary size. Taken together, these findings suggest that early auditory experience facilitates word learning and that the IPLP may be useful for identifying children who may be at high risk for poor vocabulary development. © 2012 Blackwell Publishing Ltd.

  2. Recruitment of Older Adult Patient-Caregiver Dyads for an Online Caregiver Resource Program: Lessons Learned.

    Science.gov (United States)

    Nahm, Eun-Shim; Orwig, Denise; Resnick, Barbara; Magaziner, Jay; Bellantoni, Michele; Sterling, Robert

    2012-01-12

    Hip fracture is a significant health problem for older adults and generally requires surgery followed by intensive rehabilitation. Informal caregivers (CGs) can provide vital assistance to older adults recovering from hip fracture. Caregiving is a dyadic process that affects both CGs and care recipients (CRs). In a feasibility study, we assessed the effects of using a theory-based online hip fracture resource program for CGs on both CGs and CRs. In this article, we discuss our recruitment process and the lessons learned. Participants were recruited from six acute hospitals, and CGs used the online resource program for 8 weeks. A total of 256 hip fracture patients were screened, and 164 CRs were ineligible. CG screening was initiated when CRs were determined to be eligible. Among 41 eligible dyads, 36 dyads were recruited. Several challenges to the recruitment of these dyads for online studies were identified, including a low number of eligible dyads in certain hospitals and difficulty recruiting both the CR and the CG during the short hospital stay. Field nurses often had to make multiple trips to the hospital to meet with both the CR and the CG. Thus, when a subject unit is a dyad recruited from acute settings, the resources required for the recruitment may be more than doubled. These challenges could be successfully alleviated with careful planning, competent field staff members, collaboration with hospital staff members, and efficient field operations.

  3. Simultaneous allocation of distributed resources using improved teaching learning based optimization

    International Nuclear Information System (INIS)

    Kanwar, Neeraj; Gupta, Nikhil; Niazi, K.R.; Swarnkar, Anil

    2015-01-01

    Highlights: • Simultaneous allocation of distributed energy resources in distribution networks. • Annual energy loss reduction is optimized using a multi-level load profile. • A new penalty factor approach is suggested to check node voltage deviations. • An improved TLBO is proposed by suggesting several modifications in standard TLBO. • An intelligent search is proposed to enhance the performance of solution technique. - Abstract: Active and reactive power flow in distribution networks can be effectively controlled by optimally placing distributed resources like shunt capacitors and distributed generators. This paper presents improved variant of Teaching Learning Based Optimization (TLBO) to efficiently and effectively deal with the problem of simultaneous allocation of these distributed resources in radial distribution networks while considering multi-level load scenario. Several algorithm specific modifications are suggested in the standard form of TLBO to cope against the intrinsic flaws of this technique. In addition, an intelligent search approach is proposed to restrict the problem search space without loss of diversity. This enhances the overall performance of the proposed method. The proposed method is investigated on IEEE 33-bus, 69-bus and 83-bus test distribution systems showing promising results

  4. Rats' learned preferences for flavors encountered early or late in a meal paired with the postingestive effects of glucose.

    Science.gov (United States)

    Myers, Kevin P; Whitney, Margaret C

    2011-03-28

    Rats learn to prefer flavors that are followed by postingestive effects of nutrients. This experiment investigated whether the timing of a flavor (specifically, in the first or second half of the meal) influences learning about that flavor. Stronger learning about earlier or later flavors would indicate when the rewarding postingestive effects of nutrients are sensed. Rats with intragastric (IG) catheters drank saccharin-sweetened, calorically-dilute solutions with distinct flavors added, accompanied by IG infusion of glucose (+sessions) or water (-sessions). In both types of sessions, an "Early" flavor was provided for the first 8 min and a "Late" flavor for the last 8 min. Thus, rats were trained with Early(+) and Late(+) in high-calorie meals, and Early(-) and Late(-) in low-calorie meals. Strength of the learned preference for Early(+) and Late(+) was then assessed in a series of two-bottle choice tests between Early(+) vs. Early(-), Late(+) vs. Late(-), Early(+) vs. Late(+), and Early(-) vs. Late(-). Rats preferred both Early(+) and Late(+) over the respective (-) flavors. But Early(+) was only preferred when rats were tested hungry. Late(+) was preferred when rats were tested hungry or recently satiated. This indicates qualitatively different associations learned about flavors at different points in the meal. While not supporting the idea that postingestive effects become most strongly associated with later-occurring ("dessert") flavors, it does suggest a reason dessert flavors may remain attractive in the absence of hunger. Copyright © 2010 Elsevier Inc. All rights reserved.

  5. Critical care in resource-poor settings: lessons learned and future directions.

    Science.gov (United States)

    Riviello, Elisabeth D; Letchford, Stephen; Achieng, Loice; Newton, Mark W

    2011-04-01

    Critical care faces the same challenges as other aspects of healthcare in the developing world. However, critical care faces an additional challenge in that it has often been deemed too costly or complicated for resource-poor settings. This lack of prioritization is not justified. Hospital care for the sickest patients affects overall mortality, and public health interventions depend on community confidence in healthcare to ensure participation and adherence. Some of the most effective critical care interventions, including rapid fluid resuscitation, early antibiotics, and patient monitoring, are relatively inexpensive. Although cost-effectiveness studies on critical care in resource-poor settings have not been done, evidence from the surgical literature suggests that even resource-intensive interventions can be cost effective in comparison to immunizations and human immunodeficiency virus care. In the developing world, where many critically ill patients are younger and have fewer comorbidities, critical care presents a remarkable opportunity to provide significant incremental benefit, arguably much more so than in the developed world. Key areas of consideration in developing critical care in resource-poor settings include: Personnel and training, equipment and support services, ethics, and research. Strategies for training and retaining skilled labor include tying education to service commitment and developing protocols for even complex processes. Equipment and support services need to focus on technologies that are affordable and sustainable. Ethical decision making must be based on data when possible and on transparent articulated policies always. Research should be performed in resource-poor settings and focus on needs assessment, prognostication, and cost effectiveness. The development of critical care in resource-poor settings will rely on the stepwise introduction of service improvements, leveraging human resources through training, a focus on sustainable

  6. Posttraining transcranial magnetic stimulation of striate cortex disrupts consolidation early in visual skill learning.

    Science.gov (United States)

    De Weerd, Peter; Reithler, Joel; van de Ven, Vincent; Been, Marin; Jacobs, Christianne; Sack, Alexander T

    2012-02-08

    Practice-induced improvements in skilled performance reflect "offline " consolidation processes extending beyond daily training sessions. According to visual learning theories, an early, fast learning phase driven by high-level areas is followed by a late, asymptotic learning phase driven by low-level, retinotopic areas when higher resolution is required. Thus, low-level areas would not contribute to learning and offline consolidation until late learning. Recent studies have challenged this notion, demonstrating modified responses to trained stimuli in primary visual cortex (V1) and offline activity after very limited training. However, the behavioral relevance of modified V1 activity for offline consolidation of visual skill memory in V1 after early training sessions remains unclear. Here, we used neuronavigated transcranial magnetic stimulation (TMS) directed to a trained retinotopic V1 location to test for behaviorally relevant consolidation in human low-level visual cortex. Applying TMS to the trained V1 location within 45 min of the first or second training session strongly interfered with learning, as measured by impaired performance the next day. The interference was conditional on task context and occurred only when training in the location targeted by TMS was followed by training in a second location before TMS. In this condition, high-level areas may become coupled to the second location and uncoupled from the previously trained low-level representation, thereby rendering consolidation vulnerable to interference. Our data show that, during the earliest phases of skill learning in the lowest-level visual areas, a behaviorally relevant form of consolidation exists of which the robustness is controlled by high-level, contextual factors.

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

    Science.gov (United States)

    Trainor, Laurel J

    2012-02-01

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

  8. A review of Computer Science resources for learning and teaching with K-12 computing curricula: an Australian case study

    Science.gov (United States)

    Falkner, Katrina; Vivian, Rebecca

    2015-10-01

    To support teachers to implement Computer Science curricula into classrooms from the very first year of school, teachers, schools and organisations seek quality curriculum resources to support implementation and teacher professional development. Until now, many Computer Science resources and outreach initiatives have targeted K-12 school-age children, with the intention to engage children and increase interest, rather than to formally teach concepts and skills. What is the educational quality of existing Computer Science resources and to what extent are they suitable for classroom learning and teaching? In this paper, an assessment framework is presented to evaluate the quality of online Computer Science resources. Further, a semi-systematic review of available online Computer Science resources was conducted to evaluate resources available for classroom learning and teaching and to identify gaps in resource availability, using the Australian curriculum as a case study analysis. The findings reveal a predominance of quality resources, however, a number of critical gaps were identified. This paper provides recommendations and guidance for the development of new and supplementary resources and future research.

  9. Learning Media Application Based On Microcontroller Chip Technology In Early Age

    Science.gov (United States)

    Ika Hidayati, Permata

    2018-04-01

    In Early childhood cognitive intelligence need right rncdia learning that can help a child’s cognitive intelligence quickly. The purpose of this study to design a learning media in the form of a puppet can used to introduce human anatomy during early childhood. This educational doll utilizing voice recognition technology from EasyVR module to receive commands from the user to introduce body parts on a doll, is used as an indicator TED. In addition to providing the introduction of human anatomy, this dolljut. a user can give a shout out to mainly play previously stored voice module sound recorder. Results obtained from this study is that this educational dolls can detect more than voice and spoken commands that can be random detected. Distance concrete of this doll in detecting the sound is up to a distance of 2.5 meters.

  10. A seamless global hydrological monitoring and forecasting system for water resources assessment and hydrological hazard early warning

    Science.gov (United States)

    Sheffield, Justin; He, Xiaogang; Wood, Eric; Pan, Ming; Wanders, Niko; Zhan, Wang; Peng, Liqing

    2017-04-01

    Sustainable management of water resources and mitigation of the impacts of hydrological hazards are becoming ever more important at large scales because of inter-basin, inter-country and inter-continental connections in water dependent sectors. These include water resources management, food production, and energy production, whose needs must be weighed against the water needs of ecosystems and preservation of water resources for future generations. The strains on these connections are likely to increase with climate change and increasing demand from burgeoning populations and rapid development, with potential for conflict over water. At the same time, network connections may provide opportunities to alleviate pressures on water availability through more efficient use of resources such as trade in water dependent goods. A key constraint on understanding, monitoring and identifying solutions to increasing competition for water resources and hazard risk is the availability of hydrological data for monitoring and forecasting water resources and hazards. We present a global online system that provides continuous and consistent water products across time scales, from the historic instrumental period, to real-time monitoring, short-term and seasonal forecasts, and climate change projections. The system is intended to provide data and tools for analysis of historic hydrological variability and trends, water resources assessment, monitoring of evolving hazards and forecasts for early warning, and climate change scale projections of changes in water availability and extreme events. The system is particular useful for scientists and stakeholders interested in regions with less available in-situ data, and where forecasts have the potential to help decision making. The system is built on a database of high-resolution climate data from 1950 to present that merges available observational records with bias-corrected reanalysis and satellite data, which then drives a coupled land

  11. Technological innovation capability in Malaysian-owned resource-based manufacturing companies: Early findings

    Science.gov (United States)

    Razali, Nur Fhathyhah; Mohd Suradi, Nur Riza; Ahmad Shahabuddin, Faridatul Azna; Ismail, Wan Rosmanira; Abidin, Norkisme Zainal; Ahmad, Nor Amalina; Mustafa, Zainol

    2013-04-01

    This study aims to identify the determinants of technological innovation capability of Malaysian-owned companies in the resources-based manufacturing, to identify the relationship between technological innovation capability (TIC) and technological innovation performance (TIP) for the resource-based manufacturing. Furthermore, this study also aims to identify innovation capability factors that need more emphasis and improvements from the respective authority. The scope of the study covers four industries which are petrochemical industries, pharmaceutical industries, palm oil-based industries and food processing industries which are located in the state of Selangor. Descriptive analysis, correlation analysis and performance capability analysis were used in this study. It was found that, technological innovation capabilities (TIC) for companies in the resource-based manufacturing are moderate. Factors such as policies capability, human resources capability and facilities capability have a positive relationship with the performance of technological innovation (TIP). These findings will help the government in making decisions and better implementation of policies to strengthen the competitiveness of the company, particularly in resource-based manufacturing.

  12. Time to Talk? How the Structure of Dialog Processes Shapes Stakeholder Learning in Participatory Water Resources Management

    Directory of Open Access Journals (Sweden)

    Melanie Muro

    2012-03-01

    Full Text Available Public participation is increasingly viewed as a means to initiate social learning among stakeholders, resource managers, and policy makers rather than to ensure democratic representation. This growing understanding of participatory activities as learning platforms can be seen as a direct response to shifts in how natural resources management is framed, namely as uncertain, non-linear, and interlinked with the human dimensions. Social learning as it is discussed within the natural resources management (NRM context features a process of collective and communicative learning that is thought to enable stakeholders to arrive at a shared understanding of a specific environmental situation and to develop new solutions as well as ways of acting together in pursuit of a shared ambition. Yet, although case-study research on social-learning processes provides multiple accounts of positive experiences, there are also reports of mistaken learning, the intensification of tensions or conflict, and failure to reach agreement or verifiable consensus. Based on results of a postal survey of stakeholder experiences in two involvement initiatives, we can draw two main conclusions: First, social learning is a multidimensional and dynamic process and, as such, evolves in stages and to various degrees. Second, stakeholder processes are shaped and affected by a multitude of factors that constrain the occurrence of learning processes and eventually limit the extent to which these can contribute to sustainable NRM. Foremost, the fact that the intensity of stakeholder learning differed in the two investigated initiatives reinforces the role organizational arrangements play in encouraging the type of communicative process necessary for stakeholder learning.

  13. Effect of promoting self-esteem by participatory learning process on emotional intelligence among early adolescents.

    Science.gov (United States)

    Munsawaengsub, Chokchai; Yimklib, Somkid; Nanthamongkolchai, Sutham; Apinanthavech, Suporn

    2009-12-01

    To study the effect of promoting self-esteem by participatory learning program on emotional intelligence among early adolescents. The quasi-experimental study was conducted in grade 9 students from two schools in Bangbuathong district, Nonthaburi province. Each experimental and comparative group consisted of 34 students with the lowest score of emotional intelligence. The instruments were questionnaires, Program to Develop Emotional Intelligence and Handbook of Emotional Intelligence Development. The experimental group attended 8 participatory learning activities in 4 weeks to Develop Emotional Intelligence while the comparative group received the handbook for self study. Assessment the effectiveness of program was done by pre-test and post-test immediately and 4 weeks apart concerning the emotional intelligence. Implementation and evaluation was done during May 24-August 12, 2005. Data were analyzed by frequency, percentage, mean, standard deviation, Chi-square, independent sample t-test and paired sample t-test. Before program implementation, both groups had no statistical difference in mean score of emotional intelligence. After intervention, the experimental group had higher mean score of emotional intelligence both immediately and 4 weeks later with statistical significant (p = 0.001 and self-esteem by participatory learning process could enhance the emotional intelligence in early-adolescent. This program could be modified and implemented for early adolescent in the community.

  14. Early learning affects social dominance: interspecifically cross-fostered tits become subdominant

    OpenAIRE

    Bo Terning Hansen; Tore Slagsvold

    2004-01-01

    Social dominance influences the outcome of competitive interactions over limited resources, and may hence be important for individual fitness. Theory thus predicts that its heritability will be low and that non-genetic determinants of dominance should prevail. In this field experiment we reciprocally cross-fostered great tits (Parus major) to blue tits (Parus caeruleus) to investigate the impact of early social experience on dominance status in competition over food during winter. Controlling...

  15. Flooding During Drought: Learning from Stakeholder Engagement & Partner Coordination in the California-Nevada Drought Early Warning System (DEWS)

    Science.gov (United States)

    Sheffield, A. M.

    2017-12-01

    After more than 5 years of drought, extreme precipitation brought drought relief in California and Nevada and presents an opportunity to reflect upon lessons learned while planning for the future. NOAA's National Integrated Drought Information System (NIDIS) California-Nevada Drought Early Warning System (DEWS) in June 2017 convened a regional coordination workshop to provide a forum to discuss and build upon past drought efforts in the region and increase coordination, collaboration and information sharing across the region as a whole. Participants included federal, tribal, state, academic, and local partners who provided a post-mortem on the recent drought and impacts as well as recent innovations in drought monitoring, forecasts, and decision support tools in response to the historic drought. This presentation will highlight lessons learned from stakeholder outreach and engagement around flooding during drought, and pathways for moving forward coordination and collaboration in the region. Additional focus will be on the potential opportunities from examining California decision making calendars from this drought. Identified gaps and challenges will also be shared, such as the need to connect observations with social impacts, capacity building around available tools and resources, and future drought monitoring needs. Drought will continue to impact California and Nevada, and the CA-NV DEWS works to make climate and drought science readily available, easily understandable and usable for decision makers; and to improve the capacity of stakeholders to better monitor, forecast, plan for and cope with the impacts of drought.

  16. Emotional learning, stress, and development: An ever-changing landscape shaped by early-life experience.

    Science.gov (United States)

    Pattwell, Siobhan S; Bath, Kevin G

    2017-09-01

    The capacity to learn to associate cues with negative outcomes is a highly adaptive process that appears to be conserved across species. However, when the cue is no longer a valid predictor of danger, but the emotional response persists, this can result in maladaptive behaviors, and in humans contribute to debilitating emotional disorders. Over the past several decades, work in neuroscience, psychiatry, psychology, and biology have uncovered key processes underlying, and structures governing, emotional responding and learning, as well as identified disruptions in the structural and functional integrity of these brain regions in models of pathology. In this review, we highlight some of this elegant body of work as well as incorporate emerging findings from the field of developmental neurobiology to emphasize how development contributes to changes in the ability to learn and express emotional responses, and how early experiences, such as stress, shape the development and functioning of these circuits. Copyright © 2017 Elsevier Inc. All rights reserved.

  17. Visual working memory gives up attentional control early in learning: ruling out interhemispheric cancellation.

    Science.gov (United States)

    Reinhart, Robert M G; Carlisle, Nancy B; Woodman, Geoffrey F

    2014-08-01

    Current research suggests that we can watch visual working memory surrender the control of attention early in the process of learning to search for a specific object. This inference is based on the observation that the contralateral delay activity (CDA) rapidly decreases in amplitude across trials when subjects search for the same target object. Here, we tested the alternative explanation that the role of visual working memory does not actually decline across learning, but instead lateralized representations accumulate in both hemispheres across trials and wash out the lateralized CDA. We show that the decline in CDA amplitude occurred even when the target objects were consistently lateralized to a single visual hemifield. Our findings demonstrate that reductions in the amplitude of the CDA during learning are not simply due to the dilution of the CDA from interhemispheric cancellation. Copyright © 2014 Society for Psychophysiological Research.

  18. Learning to multitask: effects of video game practice on electrophysiological indices of attention and resource allocation.

    Science.gov (United States)

    Maclin, Edward L; Mathewson, Kyle E; Low, Kathy A; Boot, Walter R; Kramer, Arthur F; Fabiani, Monica; Gratton, Gabriele

    2011-09-01

    Changes in attention allocation with complex task learning reflect processing automatization and more efficient control. We studied these changes using ERP and EEG spectral analyses in subjects playing Space Fortress, a complex video game comprising standard cognitive task components. We hypothesized that training would free up attentional resources for a secondary auditory oddball task. Both P3 and delta EEG showed a processing trade-off between game and oddball tasks, but only some game events showed reduced attention requirements with practice. Training magnified a transient increase in alpha power following both primary and secondary task events. This contrasted with alpha suppression observed when the oddball task was performed alone, suggesting that alpha may be related to attention switching. Hence, P3 and EEG spectral data are differentially sensitive to changes in attentional processing occurring with complex task training. Copyright © 2011 Society for Psychophysiological Research.

  19. [Physical projects atelier: strategy for physical resources administration learning on nursing].

    Science.gov (United States)

    Draganov, Patricia Bover; Sanna, Maria Cristina

    2011-09-01

    The success of learning involves adequate strategies. Those inspired on andragogy, which is the science of teaching adults, seem to be ideal for the nursing undergraduate subject "projects", with a focus on the administration of physical resources for nursing. This study reports teaching strategies that try to estimulate the acquisition of competences that make the nurse capable of a dialogue on projects with a multiprofessional team. The strategy involved a workshop composed by four stages: reading of projects, health assistance institute (HAI) attributions, notions on physical scaling strategies and development of a glossary. The strategy, proposed by a graduate student in the subject "Strategies to the teaching of Administration", was tested through practical application, evaluated and approved by graduate students and teachers. The conditions for its implementation are working with few students, availability of proper classrooms and equipment, and partnership with HAIs.

  20. Decoding the future from past experience: learning shapes predictions in early visual cortex.

    Science.gov (United States)

    Luft, Caroline D B; Meeson, Alan; Welchman, Andrew E; Kourtzi, Zoe

    2015-05-01

    Learning the structure of the environment is critical for interpreting the current scene and predicting upcoming events. However, the brain mechanisms that support our ability to translate knowledge about scene statistics to sensory predictions remain largely unknown. Here we provide evidence that learning of temporal regularities shapes representations in early visual cortex that relate to our ability to predict sensory events. We tested the participants' ability to predict the orientation of a test stimulus after exposure to sequences of leftward- or rightward-oriented gratings. Using fMRI decoding, we identified brain patterns related to the observers' visual predictions rather than stimulus-driven activity. Decoding of predicted orientations following structured sequences was enhanced after training, while decoding of cued orientations following exposure to random sequences did not change. These predictive representations appear to be driven by the same large-scale neural populations that encode actual stimulus orientation and to be specific to the learned sequence structure. Thus our findings provide evidence that learning temporal structures supports our ability to predict future events by reactivating selective sensory representations as early as in primary visual cortex. Copyright © 2015 the American Physiological Society.

  1. Learning representations for the early detection of sepsis with deep neural networks.

    Science.gov (United States)

    Kam, Hye Jin; Kim, Ha Young

    2017-10-01

    Sepsis is one of the leading causes of death in intensive care unit patients. Early detection of sepsis is vital because mortality increases as the sepsis stage worsens. This study aimed to develop detection models for the early stage of sepsis using deep learning methodologies, and to compare the feasibility and performance of the new deep learning methodology with those of the regression method with conventional temporal feature extraction. Study group selection adhered to the InSight model. The results of the deep learning-based models and the InSight model were compared. With deep feedforward networks, the area under the ROC curve (AUC) of the models were 0.887 and 0.915 for the InSight and the new feature sets, respectively. For the model with the combined feature set, the AUC was the same as that of the basic feature set (0.915). For the long short-term memory model, only the basic feature set was applied and the AUC improved to 0.929 compared with the existing 0.887 of the InSight model. The contributions of this paper can be summarized in three ways: (i) improved performance without feature extraction using domain knowledge, (ii) verification of feature extraction capability of deep neural networks through comparison with reference features, and (iii) improved performance with feedforward neural networks using long short-term memory, a neural network architecture that can learn sequential patterns. Copyright © 2017 Elsevier Ltd. All rights reserved.

  2. MetEd Learning Resources from COMET: Assisting With User Readiness for the JPSS Era

    Science.gov (United States)

    Bol, A.; Page, E. M.; Dills, P. N.; Lee, T.; Weingroff, M.; Stevermer, A.

    2017-12-01

    The COMET® Program (www.comet.ucar.edu) is funded by NOAA NESDIS as well as EUMETSAT and the Meteorological Service of Canada to develop and deliver education and training in satellite meteorology. COMET's self-paced online training resources are freely available 24/7/365 via the MetEd Website (meted.ucar.edu) to help learners stay current regarding new instruments, capabilities, products and applications. Experts from NOAA-NESDIS and its Cooperative Institutes, the Meteorological Service of Canada, EUMETSAT, the Naval Research Laboratory and others, work with COMET staff to create lessons that encourage greater use of current and future satellite observations and products. As of fall 2017, over 90 satellite-focused, interactive lessons are available in English via the MetEd Web site at http://meted.ucar.edu/topics/satellite. Many of these lessons are also available in Spanish and French, with some Portuguese offerings also available, making learning resources more accessible to a larger international audience. This presentation will focus on COMET's satellite training offerings that are directly applicable to helping users learn more about the capabilities of the S-NPP and JPSS satellite series just in time for JPSS-1 becoming operational. MetEd's educational offerings include lessons on the VIIRS imager and its applications, and a recently updated lesson on nighttime visible observation using the VIIRS Day-Night Band. We'll show how the lessons introduce users to the advances these systems bring to forecasting, numerical weather prediction, and environmental monitoring. We'll also highlight newly developed lessons covering various aspects of JPSS for National Weather Service forecasters, and discuss current and future work.

  3. Teachers' perceptions about children's movement and learning in early childhood education programmes.

    Science.gov (United States)

    Gehris, J S; Gooze, R A; Whitaker, R C

    2015-01-01

    Efforts to improve the academic skills of preschool-aged children have resulted in approaches that tend to limit children's movement. However, movement experiences have long been considered important to children's learning and have received increased attention because of the obesity epidemic. Early childhood educators are important sources of information about if and how to promote learning and school readiness through movement, but little effort has been made to understand teachers' views on this topic. We conducted six focus groups with 37 teachers from a Head Start programme with centres in three cities in eastern Pennsylvania. We inquired about: (1) how movement influences children's learning; (2) what types of movement experiences are most beneficial for children; (3) what settings best support children's movement; and (4) challenges related to children's movement. To identify key themes from the focus groups, transcripts were analysed using an inductive method of coding. Teachers' views were expressed in four major themes. First, young children have an innate need to move, and teachers respond to this need by using movement experiences to prepare children to learn and to teach academic concepts and spatial awareness. However, teachers wanted more training in these areas. Second, movement prepares children for school and for life by building children's confidence and social skills. Third, teachers and children benefit from moving together because it motivates children and promotes teacher-child relationships. Finally, moving outdoors promotes learning by engaging children's senses and promoting community interaction. More training may be required to help early childhood educators use movement experiences to teach academic concepts and improve children's spatial awareness. Future interventions could examine the impacts on children's movement and learning of having teachers move with children during outdoor free play and including more natural features in the

  4. Developing resources to facilitate culturally-sensitive service planning and delivery - doing research inclusively with people with learning disabilities.

    Science.gov (United States)

    Unwin, Gemma; Larkin, Michael; Rose, John; Kroese, Biza Stenfert; Malcolm, Stephen

    2016-01-01

    (Please see www.Toolsfortalking.co.uk for an easy read summary of the project.) The Tools for Talking are a set of resources that were developed through collaboration between Black, Asian and minority ethnic people with learning disabilities and researchers at the University of Birmingham. The resources were designed to be used by people with learning disabilities and service providers to facilitate culturally-sensitive communication and information sharing, service planning and delivery. They comprise illustrative videos and exploratory activities relating to five topics, namely, culture, activities, support from staff, important people, choices and independence. These topics emerged as important to people with learning disabilities during the 'Access to Social Care-Learning Disabilities' (ASC-LD) study which involved interviews with 32 adults with learning disabilities from Black, Asian and minority ethnic communities. The results of the ASC-LD study were used to develop a set of draft resources which were then co-developed through collaboration with people with learning disabilities and service providers. A 'Partnership event' was convened to involve stakeholders in the development of the resources. This paper describes the refinement of these materials by people with learning disabilities from Black, Asian and minority ethnic backgrounds in cooperation with a range of other stakeholders. Background Black, Asian and minority ethnic people with learning disabilities face inequities in health and social care provision. Lower levels of service uptake and satisfaction with services have been reported, however, this is largely based on the views of carers. The 'Access to Social Care: Learning Disabilities (ASC-LD)' study sought to explore the views and experiences of social support services among adults with learning disabilities from Black, Asian and minority ethnic communities. Interviews with 32 Black, Asian and minority ethnic adults with learning disabilities

  5. Learning to Associate Orientation with Color in Early Visual Areas by Associative Decoded fMRI Neurofeedback.

    Science.gov (United States)

    Amano, Kaoru; Shibata, Kazuhisa; Kawato, Mitsuo; Sasaki, Yuka; Watanabe, Takeo

    2016-07-25

    Associative learning is an essential brain process where the contingency of different items increases after training. Associative learning has been found to occur in many brain regions [1-4]. However, there is no clear evidence that associative learning of visual features occurs in early visual areas, although a number of studies have indicated that learning of a single visual feature (perceptual learning) involves early visual areas [5-8]. Here, via decoded fMRI neurofeedback termed "DecNef" [9], we tested whether associative learning of orientation and color can be created in early visual areas. During 3 days of training, DecNef induced fMRI signal patterns that corresponded to a specific target color (red) mostly in early visual areas while a vertical achromatic grating was physically presented to participants. As a result, participants came to perceive "red" significantly more frequently than "green" in an achromatic vertical grating. This effect was also observed 3-5 months after the training. These results suggest that long-term associative learning of two different visual features such as orientation and color was created, most likely in early visual areas. This newly extended technique that induces associative learning is called "A-DecNef," and it may be used as an important tool for understanding and modifying brain functions because associations are fundamental and ubiquitous functions in the brain. Copyright © 2016 Elsevier Ltd. All rights reserved.

  6. Learning to associate orientation with color in early visual areas by associative decoded fMRI neurofeedback

    Science.gov (United States)

    Amano, Kaoru; Shibata, Kazuhisa; Kawato, Mitsuo; Sasaki, Yuka; Watanabe, Takeo

    2016-01-01

    Summary Associative learning is an essential brain process where the contingency of different items increases after training. Associative learning has been found to occur in many brain regions [1-4]. However, there is no clear evidence that associative learning of visual features occurs in early visual areas, although a number of studies have indicated that learning of a single visual feature (perceptual learning) involves early visual areas [5-8]. Here, via decoded functional magnetic resonance imaging (fMRI) neurofeedback, termed “DecNef” [9], we tested whether associative learning of color and orientation can be created in early visual areas. During three days' training, DecNef induced fMRI signal patterns that corresponded to a specific target color (red) mostly in early visual areas while a vertical achromatic grating was physically presented to participants. As a result, participants came to perceive “red” significantly more frequently than “green” in an achromatic vertical grating. This effect was also observed 3 to 5 months after the training. These results suggest that long-term associative learning of the two different visual features such as color and orientation was created most likely in early visual areas. This newly extended technique that induces associative learning is called “A(ssociative)-DecNef” and may be used as an important tool for understanding and modifying brain functions, since associations are fundamental and ubiquitous functions in the brain. PMID:27374335

  7. Quality of life outcomes' in early motherhood in Austria : The impact of internal and external resources

    OpenAIRE

    Mautner, Eva

    2014-01-01

    The aim of this paper is to provide results of two studies, which were conducted in Austria to examine the impact of internal and external factors on quality of life and depressive symptoms in early motherhood. In general early motherhood may be a critical life event for a woman and their partner and can lead to decreased well-being. Emotional aspects such as depression affects not only the quality of life of the mothers but also her new-born child, her other children, partner and relati...

  8. Interdisciplinarity and Hermeneutics as Pedagogical Resources for the Elaboration of Learning Projects

    Directory of Open Access Journals (Sweden)

    Lizbeth Teresa Villamizar Vega

    2017-08-01

    Full Text Available The so-called Learning Projects (AP are considered a methodological strategy conceived in the school and for the school, that must be elaborated in a school year product of a collaborative work between the educative community: students, teachers and managers, but where some teachers Have no clear idea of the linkage they can give to the syllabus contents of the subjects they teach with the learning project, they also do not know that interdisciplinarity and hermeneutics are pedagogical resources that will enable both teachers and students to seek the answer to What does their daily action mean? It is here that the need for a holistic view of the teachers who manage the different curricular units in the technical schools is recognized, where they must search through the APs That the students demonstrate their ability to grant new knowledge, instrumental functionality and usefulness to solve present and future problems that can create critical, reflective, humanistic, liberating and environmental human beings that benefit the community where they are immersed, Where the solution of the problem is solved with the interpretation of the transmitted knowledge, as well as with the new interdisciplinary competences to look for real solutions to real problems.

  9. Using best practices in designing a lifelong learning strategy for human resources in Romania

    Directory of Open Access Journals (Sweden)

    Dorel Mihai Paraschiv

    2013-06-01

    Full Text Available Starting from the understanding that society as a whole can not move forward without sufficient incentives, we initiated this research aiming to identify good practices in formulating strategies on lifelong learning in order to emphasize the need to create a stable framework for the development and training of human resources. Considering that in the last decade there has been a growing desire among higher education graduates to study abroad after their mobility period and showed the willingness to engage in the labor market in other european countries, we think that the proposed research theme fully justify its relevance, in terms of the need to create medium and long term strategies in order to ensure compliance with the next european regulations framework and a set of elements that have the capacity to regain the qualified romanian human resources employed abroad. Without a european workforce that is able to respond promptly to training tasks throughout life, Romania and after that Europe will not gain the skills needed to achieve an competitive advantage among other world economies. In this respect, we think that the present theme is sufficiently anchored in the realities of our contemporary society on the one hand and on the other hand requires to identify the concrete measures that could be put in place in order to improve the issues presented.

  10. Decision Support Systems for Water Resources Management in Developing Countries: Learning from Experiences in Africa

    Directory of Open Access Journals (Sweden)

    Carlo Giupponi

    2013-06-01

    Full Text Available Decision support system (DSS tools are rather popular in the literature on water resources management. The European Project “Splash” conducted a survey of the literature and of DSS implementation in developing countries with specific reference on Africa. Experts in the field were consulted through an ad hoc questionnaire and interviews. The results of the survey indicate that the exchange of experiences amongst projects with similar objectives or even the same case study is very limited, with a tendency towards restarting every time from scratch. As a consequence, it seems that DSS developments have produced only limited positive impacts. Most experts contacted shared either the frustration deriving from the limited impacts on intended end-users, who rarely used the tool after the project end, or in the case of ongoing projects, the preoccupation for future maintenance. Responses from the questionnaires indicate that priority efforts should not focus on developing the tools, but rather on improving the effectiveness and applicability of integrated water resource management legislative and planning frameworks, training and capacity building, networking and cooperation, harmonization of transnational data infrastructures and, very importantly, learning from past experiences and adopting enhanced protocols for DSS development.

  11. Ecosystem-learning blended training for enterprises and assist in the university. Assessment of student resource

    Directory of Open Access Journals (Sweden)

    Emilio ÁLVAREZ ARREGUI

    2011-12-01

    Full Text Available 0 0 1 134 740 Instituto Universitario de Ciencias de la Educación 6 1 873 14.0 Normal 0 21 false false false ES JA X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Tabla normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin-top:0cm; mso-para-margin-right:0cm; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0cm; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:Calibri; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-ansi-language:ES; mso-fareast-language:EN-US;} In this work we present the results obtained in an innovation project that is part of a longitudinal study on ecosystems Training we are developing in collaboration with the University of Algarve and other centers of innovation (Innobridge, Switzerland and Valnalón, Spain. This time we present the assessment of the resources employed students perform in various degrees and courses at the Faculty of Teacher Training and Education at the University of Oviedo. The sample consisted of 120 students and the methodology is quantitative. Results indicate a positive assessment of the context blended learning teaching and technological resources and human resources used because they facilitate knowledge management in a collaborative manner between the educational agents involved and the participation of outside professionals that ecosystem project training the workplace.

  12. A Resource and Reference Bibliography in Early Childhood Education and Developmental Psychology: The Affective Domain.

    Science.gov (United States)

    Feldman, Ronald, Comp.; Coopersmith, Stanley, Comp.

    This bibliography provides a comprehensive listing of the reference literature in early childhood (ages 2-9) psychology and education dealing with the affective domain. Categories such as achievement motivation; aggression; anger and frustration; character and moral development; creativity; games; and social behavior are included. One of the 27…

  13. Age-related changes in learning across early childhood: a new imitation task.

    Science.gov (United States)

    Dickerson, Kelly; Gerhardstein, Peter; Zack, Elizabeth; Barr, Rachel

    2013-11-01

    Imitation plays a critical role in social and cognitive development, but the social learning mechanisms contributing to the development of imitation are not well understood. We developed a new imitation task designed to examine social learning mechanisms across the early childhood period. The new task involves assembly of abstract-shaped puzzle pieces in an arbitrary sequence on a magnet board. Additionally, we introduce a new scoring system that extends traditional goal-directed imitation scoring to include measures of both children's success at copying gestures (sliding the puzzle pieces) and goals (connecting the puzzle pieces). In Experiment 1, we demonstrated an age-invariant baseline from 1.5 to 3.5 years of age, accompanied by age-related changes in success at copying goals and gestures from a live demonstrator. In Experiment 2, we applied our new task to learning following a video demonstration. Imitation performance in the video demonstration group lagged behind that of the live demonstration group, showing a protracted video deficit effect. Across both experiments, children were more likely to copy gestures at earlier ages, suggesting mimicry, and only later copy both goals and gestures, suggesting imitation. Taken together, the findings suggest that different social learning strategies may predominate in imitation learning dependent upon the degree of object affordance, task novelty, and task complexity. © 2012 Wiley Periodicals, Inc.

  14. Pottery use by early Holocene hunter-gatherers of the Korean peninsula closely linked with the exploitation of marine resources

    Science.gov (United States)

    Shoda, Shinya; Lucquin, Alexandre; Ahn, Jae-ho; Hwang, Chul-joo; Craig, Oliver E.

    2017-08-01

    The earliest pottery on the Korean peninsula dates to the early Holocene, notably later than other regions of East Asia, such as Japan, the Russian Far East and Southern China. To shed light on the function of such early Korean pottery and to understand the motivations for its adoption, organic residue analysis was conducted on pottery sherds and adhered surface deposit on the wall of pottery vessels (foodcrusts) excavated from the Sejuk shell midden (7.7-6.8ka calBP) on the southeastern coast and the Jukbyeon-ri site (7.9-6.9ka calBP) on the eastern coast of the Korean peninsula, that represents the earliest pottery assemblages with reliable radiocarbon dates. Through chemical and isotopic residue analysis, we conclude that the use of pottery at these sites was oriented towards marine resources, supported by lipid biomarkers typical of aquatic organisms and stable carbon isotope values that matched authentic marine reference fats. The findings contrast with other archaeological evidence, which shows that a wider range of available food resources were exploited. Therefore, we conclude pottery was used selectively for processing aquatic organisms perhaps including the rendering of aquatic oils for storage. Early pottery use in Korea is broadly similar to other prehistoric temperate hunter-gatherers, such as in Japan, northern Europe and northern America. However, it is also notable that elaborately decorated red burnished pottery excavated from isolated location at the Jukbyeon-ri site had a different usage pattern, which indicates that division of pottery use by vessel form was established even at this early stage.

  15. A neurocomputational account of taxonomic responding and fast mapping in early word learning.

    Science.gov (United States)

    Mayor, Julien; Plunkett, Kim

    2010-01-01

    We present a neurocomputational model with self-organizing maps that accounts for the emergence of taxonomic responding and fast mapping in early word learning, as well as a rapid increase in the rate of acquisition of words observed in late infancy. The quality and efficiency of generalization of word-object associations is directly related to the quality of prelexical, categorical representations in the model. We show how synaptogenesis supports coherent generalization of word-object associations and show that later synaptic pruning minimizes metabolic costs without being detrimental to word learning. The role played by joint-attentional activities is identified in the model, both at the level of selecting efficient cross-modal synapses and at the behavioral level, by accelerating and refining overall vocabulary acquisition. The model can account for the qualitative shift in the way infants use words, from an associative to a referential-like use, for the pattern of overextension errors in production and comprehension observed during early childhood and typicality effects observed in lexical development. Interesting by-products of the model include a potential explanation of the shift from prototype to exemplar-based effects reported for adult category formation, an account of mispronunciation effects in early lexical development, and extendability to include accounts of individual differences in lexical development and specific disorders such as Williams syndrome. The model demonstrates how an established constraint on lexical learning, which has often been regarded as domain-specific, can emerge from domain-general learning principles that are simultaneously biologically, psychologically, and socially plausible.

  16. Learning About Energy Resources Through Student Created Video Documentaries in the University Science Classroom

    Science.gov (United States)

    Wade, P.; Courtney, A.

    2010-12-01

    Students enrolled in an undergraduate non-science majors’ Energy Perspectives course created 10-15 minute video documentaries on topics related to Energy Resources and the Environment. Video project topics included wave, biodiesel, clean coal, hydro, solar and “off-the-grid” energy technologies. No student had any prior experience with creating video projects. Students had Liberal Arts academic backgrounds that included Anthropology, Theater Arts, International Studies, English and Early Childhood Education. Students were required to: 1) select a topic, 2) conduct research, 3) write a narrative, 4) construct a project storyboard, 5) shoot or acquire video and photos (from legal sources), 6) record the narrative, and 7) construct the video documentary. This study describes the instructional approach of using student created video documentaries as projects in an undergraduate non-science majors’ science course. Two knowledge survey instruments were used for assessment purposes. Each instrument was administered Pre-, Mid- and Post course. One survey focused on the skills necessary to research and produce video documentaries. Results showed students acquired enhanced technology skills especially with regard to research techniques, writing skills and video editing. The second survey assessed students’ content knowledge acquired from each documentary. Results indicated students’ increased their content knowledge of energy resource topics. Students reported very favorable evaluations concerning their experience with creating “Ken Burns” video project documentaries.

  17. Influences of early child nutritional status and home learning environment on child development in Vietnam.

    Science.gov (United States)

    Nguyen, Phuong H; DiGirolamo, Ann M; Gonzalez-Casanova, Ines; Young, Melissa; Kim, Nicole; Nguyen, Son; Martorell, Reynaldo; Ramakrishnan, Usha

    2018-01-01

    Early childhood development plays a key role in a child's future health, educational success, and economic status. However, suboptimal early development remains a global challenge. This study examines the influences of quality of the home learning environment (HOME) and child stunting in the first year of life on child development. We used data collected from a randomized controlled trial of preconceptional micronutrient supplementation in Vietnam (n = 1,458). The Bayley Scales of Infant Development-III were used to assess cognition, language, and motor development domains at 2 years. At 1 year, 14% of children were stunted, and 15%, 58%, and 28% of children lived in poor, medium, and high HOME environments, respectively. In multivariate generalized linear regression models, living in a high HOME environment was significantly associated with higher scores (0.10 to 0.13 SD) in each of the developmental domains. Stunted children scored significantly lower for cognitive, language, and motor development (-0.11 to -0.18), compared to nonstunted children. The negative associations between stunting on development were modified by HOME; the associations were strong among children living in homes with a poor learning environment whereas they were nonsignificant for those living in high-quality learning environments. In conclusion, child stunting the first year of life was negatively associated with child development at 2 years among children in Vietnam, but a high-quality HOME appeared to attenuate these associations. Early interventions aimed at improving early child growth as well as providing a stimulating home environment are critical to ensure optimal child development. © 2017 John Wiley & Sons Ltd.

  18. Design of multiple representations e-learning resources based on a contextual approach for the basic physics course

    Science.gov (United States)

    Bakri, F.; Muliyati, D.

    2018-05-01

    This research aims to design e-learning resources with multiple representations based on a contextual approach for the Basic Physics Course. The research uses the research and development methods accordance Dick & Carey strategy. The development carried out in the digital laboratory of Physics Education Department, Mathematics and Science Faculty, Universitas Negeri Jakarta. The result of the process of product development with Dick & Carey strategy, have produced e-learning design of the Basic Physics Course is presented in multiple representations in contextual learning syntax. The appropriate of representation used in the design of learning basic physics include: concept map, video, figures, data tables of experiment results, charts of data tables, the verbal explanations, mathematical equations, problem and solutions example, and exercise. Multiple representations are presented in the form of contextual learning by stages: relating, experiencing, applying, transferring, and cooperating.

  19. The moderating role of team resources in translating nursing teams' accountability into learning and performance: a cross-sectional study.

    Science.gov (United States)

    Rashkovits, Sarit; Drach-Zahavy, Anat

    2017-05-01

    The aim of this study was to test the moderated-mediation model suggesting that nursing teams' accountability affects team effectiveness by enhancing team learning when relevant resources are available to the team. Disappointing evidence regarding improvement in nurses' safe and quality care elevate the need in broadening our knowledge regarding the factors that enhance constant learning in nursing teams. Accountability is considered as crucial for team learning and quality of care but empirical findings have shown mixed evidence. A cross-sectional design. Forty-four nursing teams participated in the study. Data were collected in 2013-2014: Head nurses completed validated questionnaires, regarding team resources for learning (time availability, team autonomy and team performance feedback), and nursing teams' effectiveness; and nurses answered questionnaires regarding teams' accountability and learning (answers were aggregated to the team level). The model was tested using a moderated-mediation analysis with resources as moderating variables, and team learning as the mediator in the team accountability-team effectiveness link. The results of a mixed linear regression show that, as expected, nursing teams' accountability was positively linked to nursing teams' learning, when time availability, and team autonomy were high rather than low, and team performance feedback was low rather than high. Nurturing team accountability is not enough for achieving team learning and subsequent team effectiveness. Rather there is a need to provide nursing teams with adequate time, autonomy, and be cautious with performance feedback, as the latter may motivate nurses to repeat routine work strategies rather than explore improved ones. © 2016 John Wiley & Sons Ltd.

  20. Influence of Instructional Resources in Learning Agriculture in Secondary School on Employment Creation in Vihiga County, Kenya

    Science.gov (United States)

    Aholi, Seraphine Sherry; Konyango, Jacob J. J. Ochieng'; Kibett, Joash K.

    2018-01-01

    The purpose of this study was to determine the influence of instructional resources in learning agriculture in secondary school on employment creation in Vihiga County, Kenya. The study was conducted in Emuhaya Constituency, and it adopted qualitative research design using descriptive survey method. The target population was the youth who learnt…