WorldWideScience

Sample records for learning support medium

  1. Exploring the Potential for Language Supportive Learning in English Medium Instruction: A Rwandan Case Study

    Science.gov (United States)

    Milligan, Lizzi O.; Clegg, John; Tikly, Leon

    2016-01-01

    This article puts forward the argument for language supportive learning for learners in English medium instruction (EMI) classrooms based on the findings from a mixed methods study in Rwanda. The article first reviews the relevant literature and research which looks at the concept of language support, focusing on textbooks and pedagogy in…

  2. Learning Cultures in Small to Medium-Size Enterprises and Their Role in Supporting the Learning Region

    Science.gov (United States)

    Fitzpatrick, Maeve; O'Connell, Janice; Murphy, Eamonn

    2010-01-01

    The role of work-based learning is a pivotal part of developing the learning region. With rates of employment at their highest for many years across Europe, the need for up-skilling the workforce in many areas will be essential to retain competitiveness and employability. This paper will focus on quality management up-skilling in small to…

  3. Learning in an estimated medium-scale DSGE model

    Czech Academy of Sciences Publication Activity Database

    Slobodyan, Sergey; Wouters, R.

    2012-01-01

    Roč. 36, č. 1 (2012), s. 26-46 ISSN 0165-1889 R&D Projects: GA ČR(CZ) GCP402/11/J018 Institutional support: PRVOUK-P23 Keywords : constant-gain adaptive learning * medium-scale DSGE model * DSGE- VAR Subject RIV: AH - Economics Impact factor: 0.807, year: 2012

  4. Medium-Based Design: Extending a Medium to Create an Exploratory Learning Environment

    Science.gov (United States)

    Rick, Jochen; Lamberty, K. K.

    2005-01-01

    This article introduces "medium-based" design -- an approach to creating "exploratory learning environments" using the method of "extending a medium". First, the characteristics of exploratory learning environments and medium-based design are described and grounded in related work. Particular attention is given to "extending a medium" --…

  5. Supporting Seamless Learning Experiences

    NARCIS (Netherlands)

    Rusman, Ellen; Specht, Marcus; Klemke, Roland; Ternier, Stefaan; Tan, Esther; Firssova, Olga; Stracke, Christian M.; Suarez, Angel; Van Dijk, Guido

    2017-01-01

    Elevator pitch about Seamless learning for the Board of the Open University of the Netherlands. People increasingly learn in different (physical and social) settings with less effort than 50 years ago, as both technological as well as physical infrastructures allow them to do so. Learners easily

  6. Supportive Learning: Linear Learning and Collaborative Learning

    Science.gov (United States)

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

    2016-01-01

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

  7. Computer Support for Vicarious Learning.

    Science.gov (United States)

    Monthienvichienchai, Rachada; Sasse, M. Angela

    This paper investigates how computer support for vicarious learning can be implemented by taking a principled approach to selecting and combining different media to capture educational dialogues. The main goal is to create vicarious learning materials of appropriate pedagogic content and production quality, and at the same time minimize the…

  8. Supporting Children with Learning Disabilities

    OpenAIRE

    John k. McNamara

    2010-01-01

    This paper presents a prevention model for supporting children with learning disabilities. The model holds that children can be identified as at-risk for learning disabilities by identifying and supporting potential academic failure early in their elementary years. A prevention model includes two elements, identification and instruction. Identification entails recognizing those children at-risk for poor achievement in the early primary grades. The second component of the model is to...

  9. Three Philosophical Pillars That Support Collaborative Learning.

    Science.gov (United States)

    Maltese, Ralph

    1991-01-01

    Discusses three philosophical pillars that support collaborative learning: "spaces of appearance," active engagement, and ownership. Describes classroom experiences with collaborative learning supported by these pillars. (PRA)

  10. Learning with Support Vector Machines

    CERN Document Server

    Campbell, Colin

    2010-01-01

    Support Vectors Machines have become a well established tool within machine learning. They work well in practice and have now been used across a wide range of applications from recognizing hand-written digits, to face identification, text categorisation, bioinformatics, and database marketing. In this book we give an introductory overview of this subject. We start with a simple Support Vector Machine for performing binary classification before considering multi-class classification and learning in the presence of noise. We show that this framework can be extended to many other scenarios such a

  11. Supporting online learning with games

    Science.gov (United States)

    Yao, JingTao; Kim, DongWon; Herbert, Joseph P.

    2007-04-01

    This paper presents a study on Web-based learning support systems that is enhanced with two major subsystems: a Web-based learning game and a learning-oriented Web search. The Internet and theWeb may be considered as a first resource for students seeking for information and help. However, much of the information available online is not related to the course contents or is wrong in the worse case. The search subsystem aims to provide students with precise, relative and adaptable documents about certain courses or classes. Therefore, students do not have to spend time to verify the relationship of documents to the class. The learning game subsystem stimulates students to study, enables students to review their studies and to perform self-evaluation through a Web-based learning game such as a treasure hunt game. During the challenge and entertaining learning and evaluation process, it is hoped that students will eventually understand and master the course concepts easily. The goal of developing such a system is to provide students with an efficient and effective learning environment.

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

    Science.gov (United States)

    Isakovic, Adrienne A.; McNaught, Allan

    2013-01-01

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

  13. Academic Achievement from Using the Learning Medium Via a Tablet Device Based on Multiple Intelligences in Grade 1 Elementary Student.

    Science.gov (United States)

    Nuallaong, Winitra; Nuallaong, Thanya; Preechadirek, Nongluck

    2015-04-01

    To measure academic achievement of the multiple intelligence-based learning medium via a tablet device. This is a quasi-experimental research study (non-randomized control group pretest-posttest design) in 62 grade 1 elementary students (33 males and 29 females). Thirty-one students were included in an experimental group using purposive sampling by choosing a student who had highest multiple intelligence test scores in logical-mathematic. Then, this group learned by the new learning medium via a tablet which the application matched to logical-mathematic multiple intelligence. Another 31 students were included in a control group using simple random sampling and then learning by recitation. Both groups did pre-test and post-test vocabulary. Thirty students in the experimental group and 24 students in the control group increased post-test scores (odds ratio = 8.75). Both groups made significant increasing in post-test scores. The experimental group increased 9.07 marks (95% CI 8.20-9.93) significantly higher than the control group which increased 4.39 marks (95% CI 3.06-5.72) (t = -6.032, df = 51.481, p learning from either multiple intelligence-based learning medium via a tablet or recitation can contribute academic achievement, learningfrom the new medium contributed more achievement than recitation. The new learning medium group had higher post-test scores 8.75 times than the recitation group. Therefore, the new learning medium is more effective than the traditional recitation in terms of academic achievement. This study has limitations because samples came from the same school. However, the previous study in Thailand did notfind a logical-mathematical multiple intelligence difference among schools. In the future, long-term research to find how the new learning medium affects knowledge retention will support the advantage for life-long learning.

  14. Influences of Formal Learning, Personal Learning Orientation, and Supportive Learning Environment on Informal Learning

    Science.gov (United States)

    Choi, Woojae; Jacobs, Ronald L.

    2011-01-01

    While workplace learning includes formal and informal learning, the relationship between the two has been overlooked, because they have been viewed as separate entities. This study investigated the effects of formal learning, personal learning orientation, and supportive learning environment on informal learning among 203 middle managers in Korean…

  15. Creating a supportive learning environment for students with learning difficulties

    OpenAIRE

    Grah, Jana

    2013-01-01

    Co-building of supporting learning environment for the learners with learning difficulties is one of the 21st century inclusive school’s elements. Since the physical presence of learners with learning difficulties in the classroom does not self-evidently lead to an effective co-operation and implementation of 21st century inclusive school, I have dedicated my doctor thesis to the establishment of supporting learning environment for the learners with learning difficulties in primary school wit...

  16. Supporting Learning with Wireless Sensor Data

    Directory of Open Access Journals (Sweden)

    Arttu Perttula

    2013-03-01

    Full Text Available In this article, learning is studied in in situ applications that involve sensors. The main questions are how to conceptualize experiential learning involving sensors and what kinds of learning applications using sensors already exist or could be designed. It is claimed that experiential learning, context information and sensor data supports twenty first century learning. The concepts of context, technology-mediated experiences, shared felt experiences and experiential learning theory will be used to describe a framework for sensor-based mobile learning environments. Several scenarios and case examples using sensors and sensor data will be presented, and they will be analyzed using the framework. Finally, the article contributes to the discussion concerning the role of technology-mediated learning experiences and collective sensor data in developing twenty first century learning by characterizing what kinds of skills and competences are supported in learning situations that involve sensors.

  17. Mobile Affordances and Learning Theories in Supporting and Enhancing Learning

    Science.gov (United States)

    MacCallum, Kathryn; Day, Stephanie; Skelton, David; Verhaart, Michael

    2017-01-01

    Mobile technology promises to enhance and better support students' learning. The exploration and adoption of appropriate pedagogies that enhance learning is crucial for the wider adoption of mobile learning. An increasing number of studies have started to address how existing learning theory can be used to underpin and better frame mobile learning…

  18. Successful E-Learning in Small and Medium-Sized Enterprises

    Science.gov (United States)

    Paulsen, Morten Flate

    2009-01-01

    So far, e-learning has primarily been used when there are many learners involved. The up-front investments related to e-learning are relatively high, and may be perceived as prohibitive for small and medium-sized enterprises (SMEs). Some e-learning is, however, getting less expensive, and some e-learning models are more suited for small-scale…

  19. Assessment of (Computer-Supported) Collaborative Learning

    Science.gov (United States)

    Strijbos, J. -W.

    2011-01-01

    Within the (Computer-Supported) Collaborative Learning (CS)CL research community, there has been an extensive dialogue on theories and perspectives on learning from collaboration, approaches to scaffold (script) the collaborative process, and most recently research methodology. In contrast, the issue of assessment of collaborative learning has…

  20. Different Futures of Adaptive Collaborative Learning Support

    Science.gov (United States)

    Rummel, Nikol; Walker, Erin; Aleven, Vincent

    2016-01-01

    In this position paper we contrast a Dystopian view of the future of adaptive collaborative learning support (ACLS) with a Utopian scenario that--due to better-designed technology, grounded in research--avoids the pitfalls of the Dystopian version and paints a positive picture of the practice of computer-supported collaborative learning 25 years…

  1. Web-Based Learning Support System

    Science.gov (United States)

    Fan, Lisa

    Web-based learning support system offers many benefits over traditional learning environments and has become very popular. The Web is a powerful environment for distributing information and delivering knowledge to an increasingly wide and diverse audience. Typical Web-based learning environments, such as Web-CT, Blackboard, include course content delivery tools, quiz modules, grade reporting systems, assignment submission components, etc. They are powerful integrated learning management systems (LMS) that support a number of activities performed by teachers and students during the learning process [1]. However, students who study a course on the Internet tend to be more heterogeneously distributed than those found in a traditional classroom situation. In order to achieve optimal efficiency in a learning process, an individual learner needs his or her own personalized assistance. For a web-based open and dynamic learning environment, personalized support for learners becomes more important. This chapter demonstrates how to realize personalized learning support in dynamic and heterogeneous learning environments by utilizing Adaptive Web technologies. It focuses on course personalization in terms of contents and teaching materials that is according to each student's needs and capabilities. An example of using Rough Set to analyze student personal information to assist students with effective learning and predict student performance is presented.

  2. Supporting Student Learning in Computer Science Education via the Adaptive Learning Environment ALMA

    Directory of Open Access Journals (Sweden)

    Alexandra Gasparinatou

    2015-10-01

    Full Text Available This study presents the ALMA environment (Adaptive Learning Models from texts and Activities. ALMA supports the processes of learning and assessment via: (1 texts differing in local and global cohesion for students with low, medium, and high background knowledge; (2 activities corresponding to different levels of comprehension which prompt the student to practically implement different text-reading strategies, with the recommended activity sequence adapted to the student’s learning style; (3 an overall framework for informing, guiding, and supporting students in performing the activities; and; (4 individualized support and guidance according to student specific characteristics. ALMA also, supports students in distance learning or in blended learning in which students are submitted to face-to-face learning supported by computer technology. The adaptive techniques provided via ALMA are: (a adaptive presentation and (b adaptive navigation. Digital learning material, in accordance with the text comprehension model described by Kintsch, was introduced into the ALMA environment. This material can be exploited in either distance or blended learning.

  3. Distributed Medium Access Control with SDMA Support for WLANs

    Science.gov (United States)

    Zhou, Sheng; Niu, Zhisheng

    With simultaneous multi-user transmissions, spatial division multiple access (SDMA) provides substantial throughput gain over the single user transmission. However, its implementation in WLANs with contention-based IEEE 802.11 MAC remains challenging. Problems such as coordinating and synchronizing the multiple users need to be solved in a distributed way. In this paper, we propose a distributed MAC protocol for WLANs with SDMA support. A dual-mode CTS responding mechanism is designed to accomplish the channel estimation and user synchronization required for SDMA. We analytically study the throughput performance of the proposed MAC, and dynamic parameter adjustment is designed to enhance the protocol efficiency. In addition, the proposed MAC protocol does not rely on specific physical layer realizations, and can work on legacy IEEE 802.11 equipment with slight software updates. Simulation results show that the proposed MAC outperforms IEEE 802.11 significantly, and that the dynamic parameter adjustment can effectively track the load variation in the network.

  4. Invited Reaction: Influences of Formal Learning, Personal Learning Orientation, and Supportive Learning Environment on Informal Learning

    Science.gov (United States)

    Cseh, Maria; Manikoth, Nisha N.

    2011-01-01

    As the authors of the preceding article (Choi and Jacobs, 2011) have noted, the workplace learning literature shows evidence of the complementary and integrated nature of formal and informal learning in the development of employee competencies. The importance of supportive learning environments in the workplace and of employees' personal learning…

  5. Panorama of Recommender Systems to Support Learning

    NARCIS (Netherlands)

    Drachsler, Hendrik; Verbert, Katrien; Santos, Olga C.; Manouselis, Nikos

    2015-01-01

    This chapter presents an analysis of recommender systems in TechnologyEnhanced Learning along their 15 years existence (2000-2014). All recommender systems considered for the review aim to support educational stakeholders by personalising the learning process. In this meta-review 82 recommender

  6. Organisational Culture: Electronic Support for Occupational Learning.

    Science.gov (United States)

    Saunders, Murray

    1998-01-01

    Outlines the interrelationship between telematic learning support and organizational culture of the workplace, defines occupational learning and types of organizationally generated knowledge, identifies concepts of organizational culture, and assesses the argument that telematics can effect changes in culture. Contextualizes these issues in new…

  7. Modelling of the costs of decision support for small and medium-sized enterprises

    Directory of Open Access Journals (Sweden)

    Viera Tomišová

    2017-01-01

    Full Text Available The support of decision-making activities in small and medium-sized enterprises (SME has its specific features. When suggesting steps for the implementation of decision-support tools in the enterprise, we identified two main ways of decision-making support based on the data analysis: ERP (Enterprise Resource Planning without BI (Business Intelligence and ERP with BI. In our contribution, we present costs models of both mentioned decision support systems and their practical interpretation.

  8. e-Learning initiatives to support prescribing.

    Science.gov (United States)

    Maxwell, Simon; Mucklow, John

    2012-10-01

    Preparing medical students to prescribe is a major challenge of undergraduate education. They must develop an understanding of clinical pharmacology and acquire knowledge about drugs and therapeutics, as well as the skills to prescribe for individual patients in the face of multiple variables. The task of delivering the learning required to achieve these attributes relies upon limited numbers of teachers, who have increasingly busy clinical commitments. There is evidence that training is currently insufficient to meet the demands of the workplace. e-Learning provides an opportunity to improve the learning experience. The advantages for teachers are improved distribution of learning content, ease of update, standardization and tracking of learner activities. The advantages for learners are ease of access, greater interactivity and individual choice concerning the pace and mix of learning. Important disadvantages are the considerable resource required to develop e-Learning projects and difficulties in simulating some aspects of the real world prescribing experience. Pre-requisites for developing an e-Learning programme to support prescribing include academic expertise, institutional support, learning technology services and an effective virtual learning environment. e-Learning content might range from complex interactive learning sessions through to static web pages with links. It is now possible to simulate and provide feedback on prescribing decisions and this will improve with advances in virtual reality. Other content might include a student formulary, self-assessment exercises (e.g. calculations), a glossary and an on-line library. There is some evidence for the effectiveness of e-Learning but better research is required into its potential impact on prescribing. © 2012 The Authors. British Journal of Clinical Pharmacology © 2012 The British Pharmacological Society.

  9. e-Learning initiatives to support prescribing

    Science.gov (United States)

    Maxwell, Simon; Mucklow, John

    2012-01-01

    Preparing medical students to prescribe is a major challenge of undergraduate education. They must develop an understanding of clinical pharmacology and acquire knowledge about drugs and therapeutics, as well as the skills to prescribe for individual patients in the face of multiple variables. The task of delivering the learning required to achieve these attributes relies upon limited numbers of teachers, who have increasingly busy clinical commitments. There is evidence that training is currently insufficient to meet the demands of the workplace. e-Learning provides an opportunity to improve the learning experience. The advantages for teachers are improved distribution of learning content, ease of update, standardization and tracking of learner activities. The advantages for learners are ease of access, greater interactivity and individual choice concerning the pace and mix of learning. Important disadvantages are the considerable resource required to develop e-Learning projects and difficulties in simulating some aspects of the real world prescribing experience. Pre-requisites for developing an e-Learning programme to support prescribing include academic expertise, institutional support, learning technology services and an effective virtual learning environment. e-Learning content might range from complex interactive learning sessions through to static web pages with links. It is now possible to simulate and provide feedback on prescribing decisions and this will improve with advances in virtual reality. Other content might include a student formulary, self-assessment exercises (e.g. calculations), a glossary and an on-line library. There is some evidence for the effectiveness of e-Learning but better research is required into its potential impact on prescribing. PMID:22509885

  10. Conceptual and Socio-Cognitive Support for Collaborative Learning in Videoconferencing Environments

    Science.gov (United States)

    Ertl, Bernhard; Fischer, Frank; Mandl, Heinz

    2006-01-01

    Studies have shown that videoconferencing is an effective medium for facilitating communication between parties who are separated by distance, particularly when learners are engaged in complex collaborative learning tasks. However, as in face-to-face communication, learners benefit most when they receive additional support for such learning tasks.…

  11. GOVERNMENT SUPPORT FOR SMALL AND MEDIUM-SIZED BUSINESS AND INNOVATIVE ACTIVITIES

    OpenAIRE

    Pоlina Kolisnichenko

    2017-01-01

    The purpose of the paper is to reveal the conditions of the innovative development of the small and mediumsized entrepreneurship in Ukraine; the problems that suppress the innovative activity and small and medium-sized enterprises development; peculiarities of the tax incentives for the development of the entrepreneurship in the advanced countries and in Ukraine; the main kinds and characteristics of the small and medium-sized enterprises public support. Methodology. The methods of scientific...

  12. Technical Support Document: 50% Energy Savings Design Technology Packages for Medium Office Buildings

    Energy Technology Data Exchange (ETDEWEB)

    Thornton, Brian A.; Wang, Weimin; Lane, Michael D.; Rosenberg, Michael I.; Liu, Bing

    2009-09-01

    This Technical Support Document (TSD) describes the process and methodology for development of the Advanced Energy Design Guide for Medium Offices (AEDG-MO or the Guide), a design guidance document which intends to provide recommendations for achieving 50% energy savings in medium office buildings that just meet the requirements of ANSI/ASHRAE/IESNA Standard 90.1-2004, Energy Standard for Buildings Except Low-Rise Residential Buildings.

  13. Panorama of recommender systems to support learning

    OpenAIRE

    Drachsler, Hendrik; Verbert, Katrien; Santos, Olga; Manouselis, Nikos

    2015-01-01

    This chapter presents an analysis of recommender systems in Technology-Enhanced Learning along their 15 years existence (2000-2014). All recommender systems considered for the review aim to support educational stakeholders by personalising the learning process. In this meta-review 82 recommender systems from 35 different countries have been investigated and categorised according to a given classification framework. The reviewed systems have been classified into 7 clusters according to their c...

  14. Understanding Informal Learning in Small- and Medium-Sized Enterprises in South Korea

    Science.gov (United States)

    Jeong, Shinhee; McLean, Gary N.; Park, Soyoun

    2018-01-01

    Purpose: This paper aims to explore informal learning experiences among employees working in South Korean small- and medium-sized enterprises (SMEs) with fewer than 100 employees. This study specifically seeks to understand the characteristics of informal learning in Korean SMEs and culturally sensitive contextual factors that shape informal…

  15. 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…

  16. GOVERNMENT SUPPORT FOR SMALL AND MEDIUM-SIZED BUSINESS AND INNOVATIVE ACTIVITIES

    Directory of Open Access Journals (Sweden)

    Pоlina Kolisnichenko

    2017-09-01

    Full Text Available The purpose of the paper is to reveal the conditions of the innovative development of the small and mediumsized entrepreneurship in Ukraine; the problems that suppress the innovative activity and small and medium-sized enterprises development; peculiarities of the tax incentives for the development of the entrepreneurship in the advanced countries and in Ukraine; the main kinds and characteristics of the small and medium-sized enterprises public support. Methodology. The methods of scientific research include: analysis and generalization for studying the main kinds and characteristics of the government support of the small and medium-sized enterprises; dynamic and comparative analysis for studying the problems and factors influencing the development of small and medium enterprises and innovative activity, peculiarities of tax incentives for business development; systemanalytical method for studying the conditions of the innovative development of the small and medium-sized entrepreneurship. Results. The government's financial support priorities should be: optimal application of the fiscal regulation instruments (reduction of the amount of taxes, determination of the criteria for the maximum taxation amount, tax incentives etc., maintenance of the self-investment of small and medium-sized enterprises as well as investment, financial means of the public influence over the development of the enterprises, effective combination of both direct and indirect forms of the innovative development support. Practical implications. The obtained results can be used in the process of formation and implementation of the small and medium enterprise sector development strategy and innovative activity in the long-term perspective. Value/originality. The obtained data can provide a better understanding of the direction of innovative business development in Ukraine.

  17. Organizational Support in Online Learning Environments: Examination of Support Factors in Corporate Online Learning Implementation

    Science.gov (United States)

    Schultz, Thomas L.; Correia, Ana-Paula

    2015-01-01

    This article explores the role of different types of support in corporate online learning programs. Most research has not specifically focused on all of the support factors required to provide a corporate online learning program, although many research studies address several in regards to the research outcome. An effort was made in this article…

  18. Learning to Control Advanced Life Support Systems

    Science.gov (United States)

    Subramanian, Devika

    2004-01-01

    Advanced life support systems have many interacting processes and limited resources. Controlling and optimizing advanced life support systems presents unique challenges. In particular, advanced life support systems are nonlinear coupled dynamical systems and it is difficult for humans to take all interactions into account to design an effective control strategy. In this project. we developed several reinforcement learning controllers that actively explore the space of possible control strategies, guided by rewards from a user specified long term objective function. We evaluated these controllers using a discrete event simulation of an advanced life support system. This simulation, called BioSim, designed by Nasa scientists David Kortenkamp and Scott Bell has multiple, interacting life support modules including crew, food production, air revitalization, water recovery, solid waste incineration and power. They are implemented in a consumer/producer relationship in which certain modules produce resources that are consumed by other modules. Stores hold resources between modules. Control of this simulation is via adjusting flows of resources between modules and into/out of stores. We developed adaptive algorithms that control the flow of resources in BioSim. Our learning algorithms discovered several ingenious strategies for maximizing mission length by controlling the air and water recycling systems as well as crop planting schedules. By exploiting non-linearities in the overall system dynamics, the learned controllers easily out- performed controllers written by human experts. In sum, we accomplished three goals. We (1) developed foundations for learning models of coupled dynamical systems by active exploration of the state space, (2) developed and tested algorithms that learn to efficiently control air and water recycling processes as well as crop scheduling in Biosim, and (3) developed an understanding of the role machine learning in designing control systems for

  19. Using technology to support science inquiry learning

    Directory of Open Access Journals (Sweden)

    P John Williams

    2017-03-01

    Full Text Available This paper presents a case study of a teacher’s experience in implementing an inquiry approach to his teaching over a period of two years with two different classes. His focus was on using a range of information technologies to support student inquiry learning. The study demonstrates the need to consider the characteristics of students when implementing an inquiry approach, and also the influence of the teachers level of understanding and related confidence in such an approach. The case also indicated that a range of technologies can be effective in supporting student inquiry learning.

  20. Efficiency of state financial support of export activity of small and medium businesses

    Directory of Open Access Journals (Sweden)

    Timur R. Urumov

    2017-03-01

    Full Text Available Objective to assess the effectiveness and role of state financial support of export activities of small and medium enterprises. Methods regression analysis abstractlogical method method of comparison. Results the need is identified to evaluate the impact of state programs of export support on the results of export operations as a mechanism for assessing the efficiency of public spending in this area. The institutions are analyzed of state support of export of small and medium businesses production in the USA and India. It is revealed that in the US the main tool of support are export credits and guarantees while in India the emphasis is on the promotion of products to the world markets. To assess the effectiveness of public expenditure on export support the data were collected and systematized on the total volume of export and the costs of its support in the United States and India. The project revealed the presence of a time lag between these indices. When building a regression model the method of least squares was applied on the basis of which three hypotheses were investigated namely those taking into account and not taking into account the presence of the time lag between variables. As a result of constructing the model it was found that in the U.S. the increase in budget spending on export support to 1mln leads to an increase in export volume to 2mln. In India the corresponding figure was 10mln. The analysis of the Russian practice of the state support of export of the small and medium businesses production showed a lack of systematic approach and poor development of the small business sector compared to the studied countries. Scientific novelty the positive relationship was revealed between the costs of exports support and export sales in the United States and India. The necessity was grounded of state the financial support of export activities of small and medium enterprises in Russia as well as product promotion through sectoral

  1. The sociability of computer-supported collaborative learning environments

    NARCIS (Netherlands)

    Kreijns, C.J.; Kirschner, P.A.; Jochems, W.M.G.

    2002-01-01

    There is much positive research on computer-supported collaborative learning (CSCL) environments in asynchronous distributed learning groups (DLGs). There is also research that shows that contemporary CSCL environments do not completely fulfil expectations on supporting interactive group learning,

  2. Elements of Social Learning Supporting Transformative Change

    African Journals Online (AJOL)

    sound, ontologically congruent methodology to support their social-learning ..... role in strengthening democratisation of the decision-making of the participants. ... powers of the contextual social structures and cultural systems (Lindley, 2014). ... participatory practice in integrated water resource management in South Africa.

  3. PACS infrastructure supporting e-learning

    International Nuclear Information System (INIS)

    Mildenberger, Peter; Brueggemann, Kerstin; Roesner, Freya; Koch, Katja; Ahlers, Christopher

    2011-01-01

    Digital imaging is becoming predominant in radiology. This has implications for teaching support, because conventional film-based concepts are now obsolete. The IHE Teaching File and Clinical Study Export (TCE) profile provides an excellent platform to enhance PACS infrastructure with educational functionality. This can be supplemented with dedicated e-learning tools.

  4. PACS infrastructure supporting e-learning

    Energy Technology Data Exchange (ETDEWEB)

    Mildenberger, Peter, E-mail: milden@radiologie.klinik.uni-mainz.de [University Medicine Mainz, Johannes Gutenberg-University Mainz, Langenbeckstr 1, Mainz (Germany); Brueggemann, Kerstin; Roesner, Freya; Koch, Katja; Ahlers, Christopher [University Medicine Mainz, Johannes Gutenberg-University Mainz, Langenbeckstr 1, Mainz (Germany)

    2011-05-15

    Digital imaging is becoming predominant in radiology. This has implications for teaching support, because conventional film-based concepts are now obsolete. The IHE Teaching File and Clinical Study Export (TCE) profile provides an excellent platform to enhance PACS infrastructure with educational functionality. This can be supplemented with dedicated e-learning tools.

  5. Supporting learning experiences beyond the school context

    NARCIS (Netherlands)

    Rusman, Ellen

    2015-01-01

    In this workshop you’ll become familiar with two examples of how technology can support learning experiences that go beyond, but still connect to, the school context. The first example, called Elena, is for primary schools. The second example, called weSPOT, is for secondary schools. The Elena

  6. Video as a Medium for Learning and Teaching

    CERN Document Server

    CERN. Geneva

    2017-01-01

    Videos play an important role in today's digital era. According to Cisco®, video (business and consumer combined) was  59% of the total Internet traffic in 2014. Video is permeating our educational institutions, transforming the way we teach, learn, study, communicate and work (Kaltura Report 2015). But are videos always the best choice? In this lecture we examine the benefits of the use of video in learning as well as its limits.Tips on how to minimize those limits will be explained.Example short videos that demonstrate success (or not) stories will be shown.Finally, guidelines for making good videos for education will be given. NB! All Academic Training lectures are recorded but not webcasted. The recording will be linked from this event and the CDS Academic Training collection. Participation is free. No registration needed. Bio: Pedro de Freitas has realized a MSc in learning & teaching technologies and MSc in Psychology in the University of Geneva. His thesis subject ...

  7. Neuronal medium that supports basic synaptic functions and activity of human neurons in vitro.

    Science.gov (United States)

    Bardy, Cedric; van den Hurk, Mark; Eames, Tameji; Marchand, Cynthia; Hernandez, Ruben V; Kellogg, Mariko; Gorris, Mark; Galet, Ben; Palomares, Vanessa; Brown, Joshua; Bang, Anne G; Mertens, Jerome; Böhnke, Lena; Boyer, Leah; Simon, Suzanne; Gage, Fred H

    2015-05-19

    Human cell reprogramming technologies offer access to live human neurons from patients and provide a new alternative for modeling neurological disorders in vitro. Neural electrical activity is the essence of nervous system function in vivo. Therefore, we examined neuronal activity in media widely used to culture neurons. We found that classic basal media, as well as serum, impair action potential generation and synaptic communication. To overcome this problem, we designed a new neuronal medium (BrainPhys basal + serum-free supplements) in which we adjusted the concentrations of inorganic salts, neuroactive amino acids, and energetic substrates. We then tested that this medium adequately supports neuronal activity and survival of human neurons in culture. Long-term exposure to this physiological medium also improved the proportion of neurons that were synaptically active. The medium was designed to culture human neurons but also proved adequate for rodent neurons. The improvement in BrainPhys basal medium to support neurophysiological activity is an important step toward reducing the gap between brain physiological conditions in vivo and neuronal models in vitro.

  8. Social support and child protection: Lessons learned and learning.

    Science.gov (United States)

    Thompson, Ross A

    2015-03-01

    Social support has been a topic of research for nearly 50 years, and its applications to prevention and intervention have grown significantly, including programs advancing child protection. This article summarizes the central conclusions of the 1994 review of research on social support and the prevention of child maltreatment prepared for the U.S. Advisory Board on Child Abuse and Neglect, and surveys advances in the field since its publication. Among the lessons learned twenty years ago are (a) the diversity of the social support needs of at-risk families and their association with child endangerment, (b) the need to supplement the emotionally affirmative aspects of social support with efforts to socialize parenting practices and monitor child well-being, (c) the desirability of integrating formal and informal sources of social support for recipients, and (d) the importance of considering the complex recipient reactions to receiving support from others. The lessons we are now learning derive from research exploring the potential of online communication to enhance social support, the neurobiology of stress and its buffering through social support, and the lessons of evaluation research that are identifying the effective ingredients of social support interventions. Copyright © 2014 Elsevier Ltd. All rights reserved.

  9. Firm performance model in small and medium enterprises (SMEs) based on learning orientation and innovation

    Science.gov (United States)

    Lestari, E. R.; Ardianti, F. L.; Rachmawati, L.

    2018-03-01

    This study investigated the relationship between learning orientation, innovation, and firm performance. A conceptual model and hypothesis were empirically examined using structural equation modelling. The study involved a questionnaire-based survey of owners of small and medium enterprises (SMEs) operating in Batu City, Indonesia. The results showed that both variables of learning orientation and innovation effect positively on firm performance. Additionally, learning orientation has positive effect innovation. This study has implication for SMEs aiming at increasing their firm performance based on learning orientation and innovation capability.

  10. eLEARNING - A CHANCE FOR SMALL AND MEDIUM SIZED ENTERPRISES

    Directory of Open Access Journals (Sweden)

    Ileana Hamburg

    2005-12-01

    Full Text Available eLearning through its flexibility and facility of access is seen as a major enabler of lifelong learning (LLL, as a catalyst of change and a chance for small and medium-sized enterprises (SMEs to improve their business and to integrate into European market. But so far the eLearning in the context of vocational educational training has been mainly adopted by large enterprises, while only little activity can be observed in SMEs. The question arises what the chances and challenges for SMEs are and what is the experience with its usage. In this paper after a presentation of key issues in eLearning chances and challenges of eLearning for SMEs are discussed and experiences are exemplified by three EU-funded eLearning projects. The focus lies on the ongoing project ARIEL - Analysing and Reporting the Implementation of Electronic Learning in Europe - coordinated by the Institut Arbeit und Technik (IAT.

  11. POSSIBILITIES OF FINANCIAL SUPPORT TO SMALL AND MEDIUM HOTEL COMPANIES IN SERBIA

    Directory of Open Access Journals (Sweden)

    Dragoljub Barjaktarovic

    2010-06-01

    Full Text Available Abstract:Small and medium hotel companies in the majority of developed tourist countries have dominant role in hotel industry. The same situation is with Serbia. An important precondition for successful business of a hotel is accepting and applying basic pillars of marketing concept i.e. satisfying needs and expectations of guests inorder to achieve profit. Small hotel companies have specific problems in their daily business. Top priority in management and surviving of hotels is cash, because fixed costs are very dominant so hotels earmark more resources for them than for marketing. This means higher engagement and involvement of the state in furtherdevelopment of small and medium hotel companies in Serbia. The state should provide favourable subsidized credit lines for small and medium hotel companies in Serbia, through appropriate support programmes.

  12. SupportNet: a novel incremental learning framework through deep learning and support data

    KAUST Repository

    Li, Yu; Li, Zhongxiao; Ding, Lizhong; Hu, Yuhui; Chen, Wei; Gao, Xin

    2018-01-01

    Motivation: In most biological data sets, the amount of data is regularly growing and the number of classes is continuously increasing. To deal with the new data from the new classes, one approach is to train a classification model, e.g., a deep learning model, from scratch based on both old and new data. This approach is highly computationally costly and the extracted features are likely very different from the ones extracted by the model trained on the old data alone, which leads to poor model robustness. Another approach is to fine tune the trained model from the old data on the new data. However, this approach often does not have the ability to learn new knowledge without forgetting the previously learned knowledge, which is known as the catastrophic forgetting problem. To our knowledge, this problem has not been studied in the field of bioinformatics despite its existence in many bioinformatic problems. Results: Here we propose a novel method, SupportNet, to solve the catastrophic forgetting problem efficiently and effectively. SupportNet combines the strength of deep learning and support vector machine (SVM), where SVM is used to identify the support data from the old data, which are fed to the deep learning model together with the new data for further training so that the model can review the essential information of the old data when learning the new information. Two powerful consolidation regularizers are applied to ensure the robustness of the learned model. Comprehensive experiments on various tasks, including enzyme function prediction, subcellular structure classification and breast tumor classification, show that SupportNet drastically outperforms the state-of-the-art incremental learning methods and reaches similar performance as the deep learning model trained from scratch on both old and new data. Availability: Our program is accessible at: \\url{https://github.com/lykaust15/SupportNet}.

  13. SupportNet: a novel incremental learning framework through deep learning and support data

    KAUST Repository

    Li, Yu

    2018-05-08

    Motivation: In most biological data sets, the amount of data is regularly growing and the number of classes is continuously increasing. To deal with the new data from the new classes, one approach is to train a classification model, e.g., a deep learning model, from scratch based on both old and new data. This approach is highly computationally costly and the extracted features are likely very different from the ones extracted by the model trained on the old data alone, which leads to poor model robustness. Another approach is to fine tune the trained model from the old data on the new data. However, this approach often does not have the ability to learn new knowledge without forgetting the previously learned knowledge, which is known as the catastrophic forgetting problem. To our knowledge, this problem has not been studied in the field of bioinformatics despite its existence in many bioinformatic problems. Results: Here we propose a novel method, SupportNet, to solve the catastrophic forgetting problem efficiently and effectively. SupportNet combines the strength of deep learning and support vector machine (SVM), where SVM is used to identify the support data from the old data, which are fed to the deep learning model together with the new data for further training so that the model can review the essential information of the old data when learning the new information. Two powerful consolidation regularizers are applied to ensure the robustness of the learned model. Comprehensive experiments on various tasks, including enzyme function prediction, subcellular structure classification and breast tumor classification, show that SupportNet drastically outperforms the state-of-the-art incremental learning methods and reaches similar performance as the deep learning model trained from scratch on both old and new data. Availability: Our program is accessible at: \\\\url{https://github.com/lykaust15/SupportNet}.

  14. Selecting the Most Appropriate Primary Learning Medium for Students with Functional Vision.

    Science.gov (United States)

    Mangold, S.; Mangold, P.

    1989-01-01

    Five considerations for determining the most appropriate learning medium for students with functional vision are: (1) working distance from the page; (2) portability of reading skills; (3) reading rates and accuracy; (4) visual fatigue; and (5) interpretation of assessment results. (Author/DB)

  15. Learning science through the medium of English: what do Grade 8 ...

    African Journals Online (AJOL)

    The TIMSS-R (Third International Mathematics and Science Study1 report) results served to focus attention on the long-standing problem of teaching and learning though the medium of English when it is not the home language of learners or teachers and proficiency levels are too low for learners to engage with the ...

  16. Developing a Methodology Based on Action Learning to Facilitate the Adoption of ICT in Small and Medium-sized Companies in Costa Rica

    DEFF Research Database (Denmark)

    Nunez, Heilyn Camacho

    2010-01-01

    The aim of the thesis is to understand and explore better strategies to support the Small and Medium-sized companies sector in Costa Rica in the ICT adoption process. A strategy has been proposed which focuses on learning process and the interaction of university, industry and government (Triple...

  17. eLEARNING - A CHANCE FOR SMALL AND MEDIUM SIZED ENTERPRISES

    OpenAIRE

    Ileana Hamburg; Christiane Lindecke; Judith Terstriep

    2005-01-01

    eLearning through its flexibility and facility of access is seen as a major enabler of lifelong learning (LLL), as a catalyst of change and a chance for small and medium-sized enterprises (SMEs) to improve their business and to integrate into European market. But so far the eLearning in the context of vocational educational training has been mainly adopted by large enterprises, while only little activity can be observed in SMEs. The question arises what the chances and challenges for SMEs are...

  18. Systematic development and optimization of chemically defined medium supporting high cell density growth of Bacillus coagulans.

    Science.gov (United States)

    Chen, Yu; Dong, Fengqing; Wang, Yonghong

    2016-09-01

    With determined components and experimental reducibility, the chemically defined medium (CDM) and the minimal chemically defined medium (MCDM) are used in many metabolism and regulation studies. This research aimed to develop the chemically defined medium supporting high cell density growth of Bacillus coagulans, which is a promising producer of lactic acid and other bio-chemicals. In this study, a systematic methodology combining the experimental technique with flux balance analysis (FBA) was proposed to design and simplify a CDM. The single omission technique and single addition technique were employed to determine the essential and stimulatory compounds, before the optimization of their concentrations by the statistical method. In addition, to improve the growth rationally, in silico omission and addition were performed by FBA based on the construction of a medium-size metabolic model of B. coagulans 36D1. Thus, CDMs were developed to obtain considerable biomass production of at least five B. coagulans strains, in which two model strains B. coagulans 36D1 and ATCC 7050 were involved.

  19. A study on online learner profile for supporting personalized learning

    Directory of Open Access Journals (Sweden)

    Jie Yang

    2013-09-01

    Full Text Available Digital learning as a popular learning approach has received increasing attention in modern education. The learner profile in online learning plays a critical role in supporting personalized learning. This article uses an information flow-based approach to build the learner profile for supporting personalized learning. The learner profile includes the individual profile to capture the personal features and the community profile to capture the social features in online learning environment.

  20. Glucose and D-Allulose contained medium to support the growth of lactic acid bacteria

    Science.gov (United States)

    Al-Baarri, A. N.; Legowo, A. M.; Pramono, Y. B.; Sari, D. I.; Pangestika, W.

    2018-01-01

    Monosaccharide has been known as support agent for the growth of lactic acid bacteria. However the combination among monosaccharides for supporting the living of bacteria has not been understood well. This research was done for analyzing the combination glucose and D-allulose for the growth of Lactobacillus acidophilus and Streptococcus thermophillus. The NaCl medium containing glucose and D-allulose was used to analyse the growth of bacteria. The study showed that glucose and D-allulose have been detected as supportive agent to L. acidophilus and S. thermophillus specifically. As conclusion, glucose and D-allulose supported the growth of lactic acid bacteria equally. This finding might provide the beneficial information for industry to utilize D-allulose as well as glucose.

  1. The importance of task appropriateness in computer-supported collaborative learning

    Directory of Open Access Journals (Sweden)

    Kathy Buckner

    1999-12-01

    Full Text Available The study of learning in collaborative electronic environments is becoming established as Computer Supported Collaborative Learning (CSCL - an emergent sub-discipline of the more established Computer Supported Co-operative Work (CSCW discipline (Webb, 1995. Using computers for the development of shared understanding through collaboration has been explored by Crook who suggests that success may depend partly on having a clearly specified purpose or goal (Crook, 1994. It is our view that the appropriateness of the task given to the student is central to the success or otherwise of the learning experience. However, the tasks that are given to facilitate collaborative learning in face-toface situations are not always suitable for direct transfer to the electronic medium. It may be necessary to consider redesigning these tasks in relation to the medium in which they are to be undertaken and the functionality of the electronic conferencing software used.

  2. CLASSIFYING STRUCTURES IN THE INTERSTELLAR MEDIUM WITH SUPPORT VECTOR MACHINES: THE G16.05-0.57 SUPERNOVA REMNANT

    International Nuclear Information System (INIS)

    Beaumont, Christopher N.; Williams, Jonathan P.; Goodman, Alyssa A.

    2011-01-01

    We apply Support Vector Machines (SVMs)-a machine learning algorithm-to the task of classifying structures in the interstellar medium (ISM). As a case study, we present a position-position-velocity (PPV) data cube of 12 CO J = 3-2 emission toward G16.05-0.57, a supernova remnant that lies behind the M17 molecular cloud. Despite the fact that these two objects partially overlap in PPV space, the two structures can easily be distinguished by eye based on their distinct morphologies. The SVM algorithm is able to infer these morphological distinctions, and associate individual pixels with each object at >90% accuracy. This case study suggests that similar techniques may be applicable to classifying other structures in the ISM-a task that has thus far proven difficult to automate.

  3. System of Consciousness Contextual as Learning Support

    Directory of Open Access Journals (Sweden)

    Jorge Eliseo Gómez Gómez

    2016-08-01

    Full Text Available With the inclusion of ubiquitous computing in education, it is intended that the student is an active agent in its formation process and interacts with its context. This paper presents the design and implementation of architecture for ubiquitous learning environments in which they integrate physical spaces with applications which are then executed by users. The system supports objects augmented with RFID tags, NFC and QR Code. Each tag contains data that uniquely identifies the resource. To validate the proposed architecture is developed experimentally tested a prototype at the end of it is done to verify that the proposed architecture improves the academic performance of students.

  4. Applying the Flipped Learning Model to an English-Medium Nursing Course.

    Science.gov (United States)

    Choi, Heeseung; Kim, Jeongeun; Bang, Kyung Sook; Park, Yeon Hwan; Lee, Nam Ju; Kim, Chanhee

    2015-12-01

    An emerging trend in Asian higher education is English-medium instruction (EMI), which uses English as the primary instructional language. EMI prepares domestic students for international leadership; however, students report difficulty in learning, and educators have raised questions concerning the effectiveness of EMI. The flipped learning model (FLM), in which lecture and homework activities for a course are reversed, was applied to an English-medium course offered by a college of nursing in Korea. The aims of this study were to: 1) revise an existing English-medium nursing course using the FLM; 2) explore students' learning experiences and their acceptance of the FLM; and 3) identify key factors in the success of FLM. We used a descriptive, cross-sectional, mixed-methods design and the participants were students at one nursing school in Korea. A series of course development meetings with faculties from the nursing school and the center for teaching and learning were used to develop the course format and content. We conducted course evaluations using the Flipped Course Evaluation Questionnaire with open-ended questions and focus group interviews. Students (N=75) in a 15-week nursing course responded to a survey after completing the course. Among them, seven students participated in one of two focus groups. Overall, students accepted and favored the flipped learning strategy, and indicated that the method enhanced lecture content and their understanding of it. Factors associated with effective instruction included structured monitoring systems and motivational environments. The FLM requires sufficient preparation to facilitate student motivation and maximize learning outcomes.

  5. Supporting English-medium pedagogy through an online corpus of science and engineering lectures

    Science.gov (United States)

    Kunioshi, Nílson; Noguchi, Judy; Tojo, Kazuko; Hayashi, Hiroko

    2016-05-01

    As English-medium instruction (EMI) spreads around the world, university teachers and students who are non-native speakers of English (NNS) need to put much effort into the delivery or reception of content. Construction of scientific meaning in the process of learning is already complex when instruction is delivered in the first language of the teachers and students, and may become even more challenging in a second language, because science education depends greatly on language. In order to identify important pedagogical functions that teachers use to deliver content and to present different ways to realise each function, a corpus of lectures related to science and engineering courses was created and analysed. NNS teachers and students in science and engineering involved in EMI higher education can obtain insights for delivering and listening to lectures from the Online Corpus of Academic Lectures (OnCAL).

  6. State Support of Small and Medium Enterprises in Russia: Spatial Issues

    Directory of Open Access Journals (Sweden)

    Vitaliy Victorovich Aleshchenko

    2015-03-01

    Full Text Available The article is prepared by results of the researches executed at the expense of budgetary funds on the Government task of Financial University, 2014. The paper analyses the spatial asymmetry of the development level of small and medium enterprises (SMEs and its support by the state in Russian regions. Using the integrated assessments of the development level and per capita state support for SMEs the author makes grouping of subjects of the Russian Federation by 5 taxa: «very high development», «high development», «moderate development», «low development» and «very low development». The researcher also composes two-dimensional matrices based on above indicators (SME development and its state support for conditions of 2012 and the forecast to 2015 (under the current trend. The study shows that the asymmetry of the development level will persist over time; and maintaining the existing policy of state support for SMEs will only increase differences in the development level between the Russian territories. Moreover, the stability of matrix of the spatial asymmetry of SMEs does not presuppose stable positive changes. This suggests that the existing mechanism of state support for SMEs does not regulate the processes of spatial development

  7. Supporting the processes of teaching and learning

    DEFF Research Database (Denmark)

    Bundsgaard, Jeppe

    2010-01-01

    an equally widespread process at the meso-level is a workflow called Lecture-Recitation-Seatwork-Plenary session (abbreviated as LeReSeP). These two structures are discussed and analysed, and they are criticised on a theoretical basis for being too teacher-centred, and leaving insufficient room....... A course consists of several modules integrating several workflows, each of which comprises several interaction sequences. Two common processes are identified. At the micro-level, the most common interaction sequence is (the teacher's) Initiation- (student's) Response- (teacher's) Feedback (IRF) while...... for developing more complex competences in students. A number of alternative interaction sequences and workflows are described and discussed. These alternatives all have their advantages, but they are evaluated as more complex, troublesome, and inconvenient to work with. Teaching and learning materials support...

  8. Learners' experiences of learning support in selected Western Cape ...

    African Journals Online (AJOL)

    The learning support assisted in meeting learners' academic, social and emotional needs by addressing barriers to learning, creating conducive learning environments, enhancing learners' self-esteem and improving learners' academic performance. Keywords: academic needs; academic performance; barriers to learning; ...

  9. ENCOURAGING ENVIRONMENTAL MANAGEMENT AMONG SMALL AND MEDIUM ACCOMMODATIONS (SMAs THROUGH E-LEARNING INITIATIVE

    Directory of Open Access Journals (Sweden)

    Azilah KASIM

    2009-04-01

    Full Text Available This paper is a continuance of an empirical work on hotels in a developing country and its acceptance on environmental impact. The study measured the responsiveness of small and medium accommodations (SMAs in Kuala Lumpur, Malaysia towards environmental management, by means of their awareness, attitudes and opinion on the meaning, marketability and practicality of environmental management in an accommodation property. A combination of quantitative and qualitative approach was used for the study. The study found those respondents’ perceptions on the meaning, marketability and practicality of environmental management that SMAs are generally positive about the relevance of environmental issues in their operations and their role in it. However, the SMAs do not go beyond the basic common sense of cutting their water and energy costs. The chief reason for the lack of motivation to do more is lack of awareness on how to adopt environmental management in their operations. The study also found path towards a wider adoption of environmental management among SMAs is still rough because there is very little pressure from the authorities and relevant stakeholders for them to change. Without external drivers, it is difficult to expect SMAs to go beyond their normal business activity as internal constraints and lack of guidance on how to play a more significant role in sustainable development are hampering such move. To overcome the lack of drivers, this paper is proposing e-learning as a way to promote wider understanding and acceptance on environmental management for SMAs. Thus, the paper discusses the situation by addressing key issues such as students, teachers and organizational issues, information technology delivery design and top level support, outcome assessment, flexibility as well as supplement versus substitute issues.

  10. Analysis and Assessment of Computer-Supported Collaborative Learning Conversations

    NARCIS (Netherlands)

    Trausan-Matu, Stefan

    2008-01-01

    Trausan-Matu, S. (2008). Analysis and Assessment of Computer-Supported Collaborative Learning Conversations. Workshop presentation at the symposium Learning networks for professional. November, 14, 2008, Heerlen, Nederland: Open Universiteit Nederland.

  11. Scripting intercultural computer-supported collaborative learning in higher education

    NARCIS (Netherlands)

    Popov, V.

    2013-01-01

    Introduction of computer-supported collaborative learning (CSCL), specifically in an intercultural learning environment, creates both challenges and benefits. Among the challenges are the coordination of different attitudes, styles of communication, and patterns of behaving. Among the benefits are

  12. The 8 Learning Events Model: a Pedagogic Conceptual Tool Supporting Diversification of Learning Methods

    NARCIS (Netherlands)

    Verpoorten, Dominique; Poumay, M; Leclercq, D

    2006-01-01

    Please, cite this publication as: Verpoorten, D., Poumay, M., & Leclercq, D. (2006). The 8 Learning Events Model: a Pedagogic Conceptual Tool Supporting Diversification of Learning Methods. Proceedings of International Workshop in Learning Networks for Lifelong Competence Development, TENCompetence

  13. Ambient Learning Displays - Distributed Mixed Reality Information Mash-ups to support Ubiquitous Learning

    NARCIS (Netherlands)

    Börner, Dirk

    2010-01-01

    Börner, D. (2010, 19-21 March). Ambient Learning Displays Distributed Mixed Reality Information Mash-ups to support Ubiquitous Learning. Presented at the IADIS International Conference Mobile Learning 2010, Porto, Portugal.

  14. Organizational Support for Action Learning in South Korean Organizations

    Science.gov (United States)

    Cho, Yonjoo; Egan, Toby

    2013-01-01

    The purpose of this study was (1) to examine the impact of organizational support on employee learning and performance and (2) to elaborate on the context of organizational support for action learning in South Korean organizations. For this inquiry, two central questions were posed: What are employee reactions to organizational support for action…

  15. Learners' experiences of learning support in selected Western Cape schools

    Directory of Open Access Journals (Sweden)

    Olaniyi Bojuwoye

    2014-01-01

    Full Text Available The study explored Western Cape primary and secondary school learners' experiences regarding the provision and utilization of support services for improving learning. A qualitative interpretive approach was adopted and data gathered through focus group interviews involving 90 learners. Results revealed that learners received and utilized various forms of learning support from their schools, teachers, and peers. The learning support assisted in meeting learners' academic, social and emotional needs by addressing barriers to learning, creating conducive learning environments, enhancing learners' self-esteem and improving learners' academic performance.

  16. A Knowledge Management Scenario to Support Knowledge Applications Development in Small and Medium Enterprises

    Directory of Open Access Journals (Sweden)

    ROSU, S. M.

    2009-02-01

    Full Text Available Nowadays, in the European countries more than 95% of the companies are small and medium-sized enterprises (SMEs and majority of the European Union employees work in these companies. In order to develop intelligent business to become competitive, the enterprises must increase the quality and technologic level of products and services, to have permanent new product or to make old products bettering and to have a good prices policy. These activities request first a large amount of data, information and knowledge collected from all sources and then request transferring knowledge at each enterprise level. Therefore, this work analyses the state of art of the knowledge and knowledge management (KM and propose KM scenario to support knowledge applications (KApps development in SMEs. In addition, the paper presents how can be knowledge bases built at the enterprise level.

  17. Challenges of Using Learning Analytics Techniques to Support Mobile Learning

    Science.gov (United States)

    Arrigo, Marco; Fulantelli, Giovanni; Taibi, Davide

    2015-01-01

    Evaluation of Mobile Learning remains an open research issue, especially as regards the activities that take place outside the classroom. In this context, Learning Analytics can provide answers, and offer the appropriate tools to enhance Mobile Learning experiences. In this poster we introduce a task-interaction framework, using learning analytics…

  18. MOODLE – COMPUTERIZED DISTANT LEARNING SUPPORT SYSTEM

    Directory of Open Access Journals (Sweden)

    V. A. Tunda

    2014-01-01

    Full Text Available Moodle (Modular Object-Oriented Dynamic Learning Environment is the system developed by the English-speaking community around the world for more than 10 years, supports both, offline and online training. In most cases, Moodle is used to support and connect learning face-to-face with online training, as well as with other types of learning. Moodle allows you to ask all sorts of questions and assess responses in a variety of ways. The central concept of Moodle is a course in which one or more teachers offer students resources (such as files, folders, Web pages and participate in interactive activities (such as forums, wikis, blogging, lessons, seminars, assignments, examinations. Students and teachers can change roles, mutually assess each other, share knowledge on the topics of study in the glossary and database system.In the English-speaking world, there are public sites with detailed documentation on Moodle, which is constantly verified and modified in accordance with emerging new versions of the system; Russian versions do not have public sites with detailed translation of the English-language documentation. On what and to whom you want to perform actions in the daily practice of the modern versions, only the barest of outlines on paid seminars and presentations to those who started the implementation of Moodle in your organization are given. And this despite the fact that the system has a great variety of Moodle (over 500 settings with different levels of functionality to be performed, to maintain and develop specially organized by the team of specialists. The question is not only about creating a training course in Moodle. It's about maintaining the health of the system within the institution, such as a University. Under the "health maintenance" means: availability and preservation of up-to-date documentation on system and manuals on Moodle separately for administrators, managers, teachers and students at their level, training consultants

  19. Working memory supports inference learning just like classification learning.

    Science.gov (United States)

    Craig, Stewart; Lewandowsky, Stephan

    2013-08-01

    Recent research has found a positive relationship between people's working memory capacity (WMC) and their speed of category learning. To date, only classification-learning tasks have been considered, in which people learn to assign category labels to objects. It is unknown whether learning to make inferences about category features might also be related to WMC. We report data from a study in which 119 participants undertook classification learning and inference learning, and completed a series of WMC tasks. Working memory capacity was positively related to people's classification and inference learning performance.

  20. Myths about Technology-Supported Professional Learning

    Science.gov (United States)

    Killion, Joellen; Treacy, Barbara

    2014-01-01

    The future of professional learning is shaped by its present and past. As new technologies emerge to increase affordability, access, and appropriateness of professional learning, three beliefs are visible in current practices related to online learning. Each contains a premise that merits identification and examination. The authors call these…

  1. A Survey of Technologies Supporting Virtual Project Based Learning

    DEFF Research Database (Denmark)

    Dirckinck-Holmfeld, Lone

    2002-01-01

    This paper describes a survey of technologies and to what extent they support virtual project based learning. The paper argues that a survey of learning technologies should be related to concrete learning tasks and processes. Problem oriented project pedagogy (POPP) is discussed, and a framework...... for evaluation is proposed where negotiation of meaning, coordination and resource management are identified as the key concepts in virtual project based learning. Three e-learning systems are selected for the survey, Virtual-U, Lotus Learningspace and Lotus Quickplace, as each system offers different strategies...... for e-learning. The paper concludes that virtual project based learning may benefit from facilities of all these systems....

  2. A Web-Based Learning Support System for Inquiry-Based Learning

    Science.gov (United States)

    Kim, Dong Won; Yao, Jingtao

    The emergence of the Internet and Web technology makes it possible to implement the ideals of inquiry-based learning, in which students seek truth, information, or knowledge by questioning. Web-based learning support systems can provide a good framework for inquiry-based learning. This article presents a study on a Web-based learning support system called Online Treasure Hunt. The Web-based learning support system mainly consists of a teaching support subsystem, a learning support subsystem, and a treasure hunt game. The teaching support subsystem allows instructors to design their own inquiry-based learning environments. The learning support subsystem supports students' inquiry activities. The treasure hunt game enables students to investigate new knowledge, develop ideas, and review their findings. Online Treasure Hunt complies with a treasure hunt model. The treasure hunt model formalizes a general treasure hunt game to contain the learning strategies of inquiry-based learning. This Web-based learning support system empowered with the online-learning game and founded on the sound learning strategies furnishes students with the interactive and collaborative student-centered learning environment.

  3. Ridge, Bulk, and Medium Response: How to Kill Models and Learn Something in the Process

    International Nuclear Information System (INIS)

    Nagle, J.L.

    2009-01-01

    In these proceedings, we highlight experimental data (published and preliminary) related to jet quenching and the response of the medium to this deposited energy. Signatures in two- and three-particle hadron correlations indicate interesting structures near the trigger particle in azimuth and over a broad range in pseudo-rapidity, often termed 'the ridge', and conical-like structures separated in azimuth opposite to the trigger particle. We review numerous theoretical interpretations of the ridge in particular with a critical eye for the key properties that allow one to discriminate between, or rule out, certain physical pictures and models (and hopefully learn something in the process).

  4. Developing a Matrix Organization to Unify Learning Support Services.

    Science.gov (United States)

    Clarke, John H.; Mansfield, Barry K.

    1988-01-01

    Describes use of matrix management to organize learning support services on a college campus. Claims matrix management, which links support services from academic and student affairs, increases access, improves accountability, and encourages new programs. (Author/ABL)

  5. Supporting Inquiry-based Learning with Google Glass (GPIM)

    NARCIS (Netherlands)

    Suarez, Angel; Ternier, Stefaan; Kalz, Marco; Specht, Marcus

    2015-01-01

    Wearable technology is a new genre of technology that is appearing to enhance learning in context. This manuscript introduces a Google Glass application to support Inquiry-based Learning (IBL). Applying Google Glass to IBL, we aim to transform the learning process into a more seamless, personal and

  6. Lifelong Learning and its support with new technologies

    NARCIS (Netherlands)

    Kalz, Marco

    2014-01-01

    This chapter provides an overview about the use of new technologies for lifelong learning. While in the past learning technologies were mostly provided by educational institutions to support a specific lifetime or shorter learning episodes nowadays more personal technologies are used for lifelong

  7. The role of learning technologists in supporting e-research

    Directory of Open Access Journals (Sweden)

    Susi Peacock

    2009-12-01

    Full Text Available This article explores how the role of learning technologists, a professional group that has emerged during the last 15 to 20 years, may be diversifying to include supporting e-research. It contributes to the current debate about the emerging profession and the roles it should play in contemporary higher education. Previous studies have shown that, typically, the profession's role has focussed almost exclusively on curriculum development; traditionally, learning technologists work with students and tutors to enhance the learning environment with technology. This article presents two case studies of PhD research that used a standard e-learning tool, the virtual learning environment (VLE, to conduct focus groups online. The case studies demonstrate the expert role of the learning technologist in supporting researchers to make informed decisions about whether and how to use e-learning tools to conduct qualitative e-research. The learning technologist advised on the potential advantages and limitations of using the VLE for research and fostered collaborative, working relationships with the researchers, acquiring extensive background knowledge about their projects. This required the learning technologist to draw upon her own experience with research into e-learning and on her professional experience gained from supporting curriculum developments. It is suggested that many learning technologists could extend their roles, transferring their knowledge to include supporting e-research. A more inclusive model of the learning technologist's role in academia could help address the potential polarisation of the profession into researchers and practitioners.

  8. Tablet PC Support of Students' Learning Styles

    Directory of Open Access Journals (Sweden)

    Shreya Kothaneth

    2012-12-01

    Full Text Available In the context of rapid technology development, it comes as no surprise that technology continues to impact the educational domain, challenging traditional teaching and learning styles. This study focuses on how students with different learning styles use instructional technology, and in particular, the tablet PC, to enhance their learning experience. The VARK model was chosen as our theoretical framework as we analyzed responses of an online survey, both from a quantitative and qualitative standpoint. Results indicate that if used correctly, the tablet PC can be used across different learning styles to enrich the educational experience.

  9. Social networks as ICT collaborative and supportive learning media ...

    African Journals Online (AJOL)

    ... ICT collaborative and supportive learning media utilisation within the Nigerian educational system. The concept of ICT was concisely explained vis-à-vis the social network concept, theory and collaborative and supportive learning media utilisation. Different types of social network are highlighted among which Facebook, ...

  10. Computer-Supported Collaborative Learning in Higher Education

    Science.gov (United States)

    Roberts, Tim, Ed.

    2005-01-01

    "Computer-Supported Collaborative Learning in Higher Education" provides a resource for researchers and practitioners in the area of computer-supported collaborative learning (also known as CSCL); particularly those working within a tertiary education environment. It includes articles of relevance to those interested in both theory and practice in…

  11. Mobile Apps to Support and Assess Foreign Language Learning

    Science.gov (United States)

    Berns, Anke; Palomo-Duarte, Manuel; Dodero, Juan Manuel; Ruiz-Ladrón, Juan Miguel; Márquez, Andrea Calderón

    2015-01-01

    In the last two decades there have been many attempts to integrate all kinds of mobile devices and apps to support formal as well as informal learning processes. However, most of the available apps still support mainly individual learning, using mobile devices to deliver content rather than providing learners with the opportunity to interact with…

  12. Using Technology to Support Visual Learning Strategies

    Science.gov (United States)

    O'Bannon, Blanche; Puckett, Kathleen; Rakes, Glenda

    2006-01-01

    Visual learning is a strategy for visually representing the structure of information and for representing the ways in which concepts are related. Based on the work of Ausubel, these hierarchical maps facilitate student learning of unfamiliar information in the K-12 classroom. This paper presents the research base for this Type II computer tool, as…

  13. Cooperative Learning, Responsibility, Ambiguity, Controversy and Support in Motivating Students

    Directory of Open Access Journals (Sweden)

    Ronald Brecke, PhD

    2007-08-01

    Full Text Available This paper argues that student motivation is nurtured more by intrinsic rather than extrinsic rewards. Rather than relying on grades alone to stimulate students, this paper explores how engendering a natural critical learning environment can give students a sense of ownership in their own learning and lead to their commitment to that learning. We examine uses of cooperative learning, shared responsibility, ambiguity, controversy and support in student motivation.

  14. Cooperative Learning, Responsibility, Ambiguity, Controversy and Support in Motivating Students

    Directory of Open Access Journals (Sweden)

    Ronald Brecke

    2007-01-01

    Full Text Available This paper argues that student motivation is nurtured more by intrinsic rather than extrinsic rewards. Rather than relying on grades alone to stimulate students, this paper explores how engendering a natural critical learning environment can give students a sense of ownership in their own learning and lead to their commitment to that learning. We examine uses of cooperative learning, shared responsibility, ambiguity, controversy and support in student motivation.

  15. Seven Affordances of Computer-Supported Collaborative Learning: How to Support Collaborative Learning? How Can Technologies Help?

    Science.gov (United States)

    Jeong, Heisawn; Hmelo-Silver, Cindy E.

    2016-01-01

    This article proposes 7 core affordances of technology for collaborative learning based on theories of collaborative learning and CSCL (Computer-Supported Collaborative Learning) practices. Technology affords learner opportunities to (1) engage in a joint task, (2) communicate, (3) share resources, (4) engage in productive collaborative learning…

  16. Carbon-supported cubic CoSe2 catalysts for oxygen reduction reaction in alkaline medium

    International Nuclear Information System (INIS)

    Feng Yongjun; Alonso-Vante, Nicolas

    2012-01-01

    Highlights: ► Cubic CoSe 2 a non-precious metal electrocatalyst for oxygen reduction in KOH. ► The catalyst shows four-electron transfer pathway in overall reaction. ► Catalyst has higher methanol tolerance than commercial Pt/C catalyst. - Abstract: A Carbon-supported CoSe 2 nanocatalyst has been developed as an alternative non-precious metal electrocatalyst for oxygen reduction reaction (ORR) in alkaline medium. The catalyst was prepared via a surfactant-free route and its electrocatalytic activity for the ORR has been investigated in detail in 0.1 M KOH electrolyte at 25 °C using rotating disk electrode (RDE) and rotating ring-disk electrode (RRDE) techniques. The prepared catalyst showed promising catalytic activity towards ORR in a four-electron transfer pathway and higher tolerance to methanol compared to commercial Pt/C catalyst in 0.1 M KOH. To some extent, the increase of CoSe 2 loading on the electrode favors a faster reduction of H 2 O 2 intermediate to H 2 O.

  17. Representation of Coordination Mechanisms in IMS Learning Design to Support Group-based Learning

    NARCIS (Netherlands)

    Miao, Yongwu; Burgos, Daniel; Griffiths, David; Koper, Rob

    2007-01-01

    Miao, Y., Burgos, D., Griffiths, D., & Koper, R. (2008). Representation of Coordination Mechanisms in IMS Learning Design to Support Group-based Learning. In L. Lockyer, S. Bennet, S. Agostinho & B. Harper (Eds.), Handbook of Research on Learning Design and Learning Objects: Issues, Applications and

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

    NARCIS (Netherlands)

    Drie, J.P. van

    2005-01-01

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

  19. A Team Formation and Project-based Learning Support Service for Social Learning Networks

    NARCIS (Netherlands)

    Spoelstra, Howard; Van Rosmalen, Peter; Van de Vrie, Evert; Obreza, Matija; Sloep, Peter

    2014-01-01

    The Internet affords new approaches to learning. Geographically dispersed self-directed learners can learn in computer-supported communities, forming social learning networks. However, self-directed learners can suffer from a lack of continuous motivation. And surprisingly, social learning networks

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

    Science.gov (United States)

    Roll, Ido; Winne, Philip H.

    2015-01-01

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

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

    Science.gov (United States)

    Valaski, Joselaine; Reinehr, Sheila; Malucelli, Andreia

    2017-01-01

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

  2. Supporting School Leaders in Blended Learning with Blended Learning

    Science.gov (United States)

    Acree, Lauren; Gibson, Theresa; Mangum, Nancy; Wolf, Mary Ann; Kellogg, Shaun; Branon, Suzanne

    2017-01-01

    This study provides a mixed-methods case-study design evaluation of the Leadership in Blended Learning (LBL) program. The LBL program uses blended approaches, including face-to-face and online, to prepare school leaders to implement blended learning initiatives in their schools. This evaluation found that the program designers effectively…

  3. Using Oceanography to Support Active Learning

    Science.gov (United States)

    Byfield, V.

    2012-04-01

    Teachers are always on the lookout for material to give their brightest students, in order to keep them occupied, stimulated and challenged, while the teacher gets on with helping the rest. They are also looking for material that can inspire and enthuse those who think that school is 'just boring!' Oceanography, well presented, has the capacity to do both. As a relatively young science, oceanography is not a core curriculum subject (possibly an advantage), but it draws on the traditional sciences of biology, chemistry, physic and geology, and can provide wonderful examples for teaching concepts in school sciences. It can also give good reasons for learning science, maths and technology. Exciting expeditions (research cruises) to far-flung places; opportunities to explore new worlds, a different angle on topical debates such as climate change, pollution, or conservation can bring a new life to old subjects. Access to 'real' data from satellites or Argo floats can be used to develop analytical and problem solving skills. The challenge is to make all this available in a form that can easily be used by teachers and students to enhance the learning experience. We learn by doing. Active teaching methods require students to develop their own concepts of what they are learning. This stimulates new neural connections in the brain - the physical manifestation of learning. There is a large body of evidence to show that active learning is much better remembered and understood. Active learning develops thinking skills through analysis, problem solving, and evaluation. It helps learners to use their knowledge in realistic and useful ways, and see its importance and relevance. Most importantly, properly used, active learning is fun. This paper presents experiences from a number of education outreach projects that have involved the National Oceanography Centre in Southampton, UK. All contain some element of active learning - from quizzes and puzzles to analysis of real data from

  4. Students experiences with collaborative learning in asynchronous computer-supported collaborative learning environments.

    NARCIS (Netherlands)

    Dewiyanti, Silvia; Brand-Gruwel, Saskia; Jochems, Wim; Broers, Nick

    2008-01-01

    Dewiyanti, S., Brand-Gruwel, S., Jochems, W., & Broers, N. (2007). Students experiences with collaborative learning in asynchronous computer-supported collaborative learning environments. Computers in Human Behavior, 23, 496-514.

  5. International Mechanisms to Support Records, Knowledge and Memory Preservation Over the Short and Medium Term

    International Nuclear Information System (INIS)

    Schneider, Thierry; Andresz, Sylvain; Reaud, Cynthia; Dumont, Jean-Noel

    2015-07-01

    The aim of this analysis is to investigate the potential usefulness of mechanisms that have international influence, scope or support and are based on international cooperation, for the preservation of records, knowledge and memory (RK and M) about radioactive waste in the short and medium term. Eleven international mechanisms set up through the United Nations Educational, Scientific and Cultural Organization (UNESCO), the United Nations Economic Commission for Europe (UNECE), the International Atomic Energy Agency (IAEA) and the European Commission (EC) were analysed following two main objectives: identifying the key characteristics of the organisations coordinating the international mechanisms and analysing the contribution of those mechanisms to the preservation of records, memory and knowledge. This analysis points out that the link with international organisations provides international mechanisms with important technical and administrative support as well as with fora for dialogue. The voluntary involvement of contracting parties to join the individual mechanisms for a common goal and their declaration of adhesion to the objectives constitute the driving force of various international conventions. Nevertheless, the efficacy of these mechanisms can be limited in case of conflict. Most of these mechanisms are based on the recognition of individual and societal rights for protection issues, and entail that each contracting party assumes the mechanism's responsibilities. The mechanisms provide a platform for establishing an 'evolving' convention. The prime objective of the conventions examined in this document lies on economic development, while the international mechanisms associated with them also emphasise the necessity to take into account societal and environmental issues. The link with more general frameworks allows the mobilisation of regular funds. Beyond the funds, it is important to mention that the efficiency also relies on the capacity of the various

  6. A Cybernetic Design Methodology for 'Intelligent' Online Learning Support

    Science.gov (United States)

    Quinton, Stephen R.

    The World Wide Web (WWW) provides learners and knowledge workers convenient access to vast stores of information, so much that present methods for refinement of a query or search result are inadequate - there is far too much potentially useful material. The problem often encountered is that users usually do not recognise what may be useful until they have progressed some way through the discovery, learning, and knowledge acquisition process. Additional support is needed to structure and identify potentially relevant information, and to provide constructive feedback. In short, support for learning is needed. The learning envisioned here is not simply the capacity to recall facts or to recognise objects. The focus is on learning that results in the construction of knowledge. Although most online learning platforms are efficient at delivering information, most do not provide tools that support learning as envisaged in this chapter. It is conceivable that Web-based learning environments can incorporate software systems that assist learners to form new associations between concepts and synthesise information to create new knowledge. This chapter details the rationale and theory behind a research study that aims to evolve Web-based learning environments into 'intelligent thinking' systems that respond to natural language human input. Rather than functioning simply as a means of delivering information, it is argued that online learning solutions will 1 day interact directly with students to support their conceptual thinking and cognitive development.

  7. Effectiveness of Dysphagia Training for Adult Learning Disabilities Support Workers

    Science.gov (United States)

    Tredinnick, Gerlind; Cocks, Naomi

    2014-01-01

    This study investigated the effectiveness of a 1-day dysphagia training package delivered to support workers who work with adults with a learning disability. Thirty-eight support staff took part in this study. Twenty-five support staff received training, and 13 did not receive training and therefore acted as a control group. Three questionnaires…

  8. Supporting Collocation Learning with a Digital Library

    Science.gov (United States)

    Wu, Shaoqun; Franken, Margaret; Witten, Ian H.

    2010-01-01

    Extensive knowledge of collocations is a key factor that distinguishes learners from fluent native speakers. Such knowledge is difficult to acquire simply because there is so much of it. This paper describes a system that exploits the facilities offered by digital libraries to provide a rich collocation-learning environment. The design is based on…

  9. Coaching Discourse: Supporting Teachers' Professional Learning

    Science.gov (United States)

    Heineke, Sally F.

    2013-01-01

    Although coaching is used in many schools to facilitate teachers' professional learning, few studies look closely at coaching discourse. Exploring how coaching facilitates teachers' professional development, this study used tape-recorded coaching sessions and individual post-interviews to examine the one-on-one coaching interactions of 4…

  10. Organizational Learning Supported by Reference Architecture Models

    DEFF Research Database (Denmark)

    Nardello, Marco; Møller, Charles; Gøtze, John

    2017-01-01

    of an emerging technical standard specific for the manufacturing industry. Global manufacturing experts consider the Reference Architecture Model Industry 4.0 (RAMI4.0) as one of the corner stones for the implementation of Industry 4.0. The instantiation contributed to organizational learning in the laboratory...

  11. Organizational Learning Support Preferences of Millennials

    Science.gov (United States)

    Thompson, Kevin S.

    2016-01-01

    Since more than $140 Billion is invested annually on employee learning and development in the U.S (Harward, 2014) it is important that training leads to improved job performance. Millennials, who comprise the latest employee generation, are age 18-37 (Tyler, 2007) and share the same performance requirements and expectations of the generations that…

  12. Supporting visual quality assessment with machine learning

    NARCIS (Netherlands)

    Gastaldo, P.; Zunino, R.; Redi, J.

    2013-01-01

    Objective metrics for visual quality assessment often base their reliability on the explicit modeling of the highly non-linear behavior of human perception; as a result, they may be complex and computationally expensive. Conversely, machine learning (ML) paradigms allow to tackle the quality

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

    African Journals Online (AJOL)

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

  14. Learner Open Modeling in Adaptive Mobile Learning System for Supporting Student to Learn English

    Directory of Open Access Journals (Sweden)

    Van Cong Pham

    2011-10-01

    Full Text Available This paper represents a personalized context-aware mobile learning architecture for supporting student to learn English as foreign language in order to prepare for TOEFL test. We consider how to apply open learner modeling techniques to adapt contents for different learners based on context, which includes location, amount of time to learn, the manner as well as learner's knowledge in learning progress. Through negotiation with system, the editable learner model will be updated to support adaptive engine to select adaptive contents meeting learner's demands. Empirical testing results for students who used application prototype indicate that interaction user modeling is helpful in supporting learner to learn adaptive materials.

  15. Carbon supported Pd-Sn and Pd-Ru-Sn nanocatalysts for ethanol electro-oxidation in alkaline medium

    CSIR Research Space (South Africa)

    Modibedi, RM

    2011-04-01

    Full Text Available Carbon supported Pd-Sn and Pd-Ru-Sn nanocatalysts were prepared by the chemical reduction method, using sodium borohydride and ethylene glycol mixture as the reducing agent. The catalytic activity towards ethanol electro-oxidation in alkaline medium...

  16. The development of internet based ship design support system for small and medium sized shipyards

    Science.gov (United States)

    Shin, Sung-Chul; Lee, Soon-Sup; Kang, Dong-Hoon; Lee, Kyung-Ho

    2012-03-01

    In this paper, a prototype of ship basic planning system is implemented for the small and medium sized shipyards based on the internet technology and concurrent engineering concept. The system is designed from the user requirements. Consequently, standardized development environment and tools are selected. These tools are used for the system development to define and evaluate core application technologies. The system will contribute to increasing competitiveness of small and medium sized shipyards in the 21st century industrial en-vironment.

  17. Considering Peer Support for Self-Access Learning

    Directory of Open Access Journals (Sweden)

    Craig Manning

    2014-01-01

    Full Text Available This paper briefly examines if and how peer support can be implemented as an appropriate means to improve self-access learning. The potential for further alignment with the higher aims common among self-access learning centers will be examined. Opportunities for increasing interdependence, purpose, and level of challenge to foster student engagement will also be explored. Finally, future directions in self-access learning will be discussed.

  18. Uninformative contexts support word learning for high-skill spellers.

    Science.gov (United States)

    Eskenazi, Michael A; Swischuk, Natascha K; Folk, Jocelyn R; Abraham, Ashley N

    2018-04-30

    The current study investigated how high-skill spellers and low-skill spellers incidentally learn words during reading. The purpose of the study was to determine whether readers can use uninformative contexts to support word learning after forming a lexical representation for a novel word, consistent with instance-based resonance processes. Previous research has found that uninformative contexts damage word learning; however, there may have been insufficient exposure to informative contexts (only one) prior to exposure to uninformative contexts (Webb, 2007; Webb, 2008). In Experiment 1, participants read sentences with one novel word (i.e., blaph, clurge) embedded in them in three different conditions: Informative (six informative contexts to support word learning), Mixed (three informative contexts followed by three uninformative contexts), and Uninformative (six uninformative contexts). Experiment 2 added a new condition with only three informative contexts to further clarify the conclusions of Experiment 1. Results indicated that uninformative contexts can support word learning, but only for high-skill spellers. Further, when participants learned the spelling of the novel word, they were more likely to learn the meaning of that word. This effect was much larger for high-skill spellers than for low-skill spellers. Results are consistent with the Lexical Quality Hypothesis (LQH) in that high-skill spellers form stronger orthographic representations which support word learning (Perfetti, 2007). Results also support an instance-based resonance process of word learning in that prior informative contexts can be reactivated to support word learning in future contexts (Bolger, Balass, Landen, & Perfetti, 2008; Balass, Nelson, & Perfetti, 2010; Reichle & Perfetti, 2003). (PsycINFO Database Record (c) 2018 APA, all rights reserved).

  19. Student Support in Open Learning: Sustaining the Process.

    Science.gov (United States)

    Dearnley, Christine

    2003-01-01

    A 2-year study included interviews with 18 and survey of 160 nurses studying through open learning in the United Kingdom. They were challenged by returning to study, requiring time management and technological skills. Professional, academic, and social networks provided important support as life responsibilities and events impinged on learning.…

  20. Integrating Collaborative and Decentralized Models to Support Ubiquitous Learning

    Science.gov (United States)

    Barbosa, Jorge Luis Victória; Barbosa, Débora Nice Ferrari; Rigo, Sandro José; de Oliveira, Jezer Machado; Rabello, Solon Andrade, Jr.

    2014-01-01

    The application of ubiquitous technologies in the improvement of education strategies is called Ubiquitous Learning. This article proposes the integration between two models dedicated to support ubiquitous learning environments, called Global and CoolEdu. CoolEdu is a generic collaboration model for decentralized environments. Global is an…

  1. Navigation Support and Social Visualization for Personalized E-Learning

    Science.gov (United States)

    Hsiao, I-Han

    2012-01-01

    A large number of educational resources is now made available on the Web to support both regular classroom learning and online learning. However, the abundance of available content produced at least two problems: how to help students to find the most appropriate resources and how to engage them into using these resources and benefit from them.…

  2. A Professional Learning Model Supporting Teachers to Integrate Digital Technologies

    Science.gov (United States)

    Sheffield, Rachel; Blackley, Susan; Moro, Paul

    2018-01-01

    Contemporary teachers have an obligation to support and scaffold students' learning in digital technologies and to do this in authentic contexts. In order for teachers to be successful in this, their own competency in digital technologies needs to be high, and their own 21st century learning skills of communication, collaboration, creativity and…

  3. Visual Supports for the Learning Disabled: A Handbook for Educators

    Science.gov (United States)

    Sells, Leighan

    2013-01-01

    A large percent of the population is affected by learning disabilities, which significantly impacts individuals and families. Much research has been done to identify effective ways to best help the students with learning disabilities. One of the more promising strategies is the use of visual supports to enhance these students' understanding…

  4. Action Learning--A Process Which Supports Organisational Change Initiatives

    Science.gov (United States)

    Joyce, Pauline

    2012-01-01

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

  5. Mobile Contextualized learning games for decision support training

    NARCIS (Netherlands)

    Klemke, Roland

    2014-01-01

    This interactive workshop session introduces mobile serious games as situated, contextualized learning games. Example cases for mobile serious games for decision support training are introduced and discussed. Participants will get to know contextualization techniques used in modern mobile devices

  6. Mobile Contextualized learning games for decision support training

    NARCIS (Netherlands)

    Klemke, Roland; Börner, Dirk; Suarez, Angel; Schneider, Jan; Antonaci, Alessandra

    2015-01-01

    This interactive workshop session introduces mobile serious games as situated, contextualized learning games. Example cases for mobile serious games for decision support training are introduced and discussed. Participants will get to know contextualization techniques used in modern mobile

  7. Organizational Learning Supported by Reference Architecture Models

    DEFF Research Database (Denmark)

    Nardello, Marco; Møller, Charles; Gøtze, John

    2017-01-01

    The wave of the fourth industrial revolution (Industry 4.0) is bringing a new vision of the manufacturing industry. In manufacturing, one of the buzzwords of the moment is “Smart production”. Smart production involves manufacturing equipment with many sensors that can generate and transmit large...... amounts of data. These data and information from manufacturing operations are however not shared in the organization. Therefore the organization is not using them to learn and improve their operations. To address this problem, the authors implemented in an Industry 4.0 laboratory an instance...... of an emerging technical standard specific for the manufacturing industry. Global manufacturing experts consider the Reference Architecture Model Industry 4.0 (RAMI4.0) as one of the corner stones for the implementation of Industry 4.0. The instantiation contributed to organizational learning in the laboratory...

  8. Assessment is for learning: Supporting feedback

    OpenAIRE

    McLaren, Susan

    2012-01-01

    This paper describes an action research, school situated project conducted withpartnership funding from Learning and Teaching Scotland, Scottish QualificationsAuthority and Becta, the UK government’s agency for communications technology in education. Based on e-scape (e-solutions for creative assessment in portfolio environments), developed by Goldsmiths, University of London, the Scottish project focussed on integrating innovative methods of capturing evidence of creative performance with pr...

  9. Applications of Support Vector Machine (SVM) Learning in Cancer Genomics

    OpenAIRE

    HUANG, SHUJUN; CAI, NIANGUANG; PACHECO, PEDRO PENZUTI; NARANDES, SHAVIRA; WANG, YANG; XU, WAYNE

    2017-01-01

    Machine learning with maximization (support) of separating margin (vector), called support vector machine (SVM) learning, is a powerful classification tool that has been used for cancer genomic classification or subtyping. Today, as advancements in high-throughput technologies lead to production of large amounts of genomic and epigenomic data, the classification feature of SVMs is expanding its use in cancer genomics, leading to the discovery of new biomarkers, new drug targets, and a better ...

  10. A Learning Activity Design Framework for Supporting Mobile Learning

    Directory of Open Access Journals (Sweden)

    Jalal Nouri

    2016-01-01

    Full Text Available This article introduces the Learning Activity Design (LEAD framework for the development and implementation of mobile learning activities in primary schools. The LEAD framework draws on methodological perspectives suggested by design-based research and interaction design in the specific field of technology-enhanced learning (TEL. The LEAD framework is grounded in four design projects conducted over a period of six years. It contributes a new understanding of the intricacies and multifaceted aspects of the design-process characterizing the development and implementation of mobile devices (i.e. smart phones and tablets in curricular activities conducted in Swedish primary schools. This framework is intended to provide both designers and researchers with methodological tools that take account of the pedagogical foundations of technologically-based educational interventions, usability issues related to the interaction with the mobile application developed, multiple data streams generated during the design project, multiple stakeholders involved in the design process and sustainability aspects of the mobile learning activities implemented in the school classroom.

  11. Culture Medium Supplements Derived from Human Platelet and Plasma: Cell Commitment and Proliferation Support

    Directory of Open Access Journals (Sweden)

    Anita Muraglia

    2017-11-01

    Full Text Available Present cell culture medium supplements, in most cases based on animal sera, are not fully satisfactory especially for the in vitro expansion of cells intended for human cell therapy. This paper refers to (i an heparin-free human platelet lysate (PL devoid of serum or plasma components (v-PL and (ii an heparin-free human serum derived from plasma devoid of PL components (Pl-s and to their use as single components or in combination in primary or cell line cultures. Human mesenchymal stem cells (MSC primary cultures were obtained from adipose tissue, bone marrow, and umbilical cord. Human chondrocytes were obtained from articular cartilage biopsies. In general, MSC expanded in the presence of Pl-s alone showed a low or no proliferation in comparison to cells grown with the combination of Pl-s and v-PL. Confluent, growth-arrested cells, either human MSC or human articular chondrocytes, treated with v-PL resumed proliferation, whereas control cultures, not supplemented with v-PL, remained quiescent and did not proliferate. Interestingly, signal transduction pathways distinctive of proliferation were activated also in cells treated with v-PL in the absence of serum, when cell proliferation did not occur, indicating that v-PL could induce the cell re-entry in the cell cycle (cell commitment, but the presence of serum proteins was an absolute requirement for cell proliferation to happen. Indeed, Pl-s alone supported cell growth in constitutively activated cell lines (U-937, HeLa, HaCaT, and V-79 regardless of the co-presence of v-PL. Plasma- and plasma-derived serum were equally able to sustain cell proliferation although, for cells cultured in adhesion, the Pl-s was more efficient than the plasma from which it was derived. In conclusion, the cells expanded in the presence of the new additives maintained their differentiation potential and did not show alterations in their karyotype.

  12. Parents Supporting Learning: A Non-Intensive Intervention Supporting Literacy and Numeracy in the Home Learning Environment

    Science.gov (United States)

    Niklas, Frank; Cohrssen, Caroline; Tayler, Collette

    2016-01-01

    In Australia, emphasis in early childhood education policy is placed on the importance of the role of the family as a child's first educator, and finding effective ways to raise the effectiveness of parents in supporting children's learning, development and well-being. International studies demonstrate that the home learning environment (HLE)…

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

    Science.gov (United States)

    Sanchez, Adolfo; Mejia, Andres

    2008-01-01

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

  14. Supporting Learning from Illustrated Texts: Conceptualizing and Evaluating a Learning Strategy

    Science.gov (United States)

    Schlag, Sabine; Ploetzner, Rolf

    2011-01-01

    Texts and pictures are often combined in order to improve learning. Many students, however, have difficulty to appropriately process text-picture combinations. We have thus conceptualized a learning strategy which supports learning from illustrated texts. By inducing the processes of information selection, organization, integration, and…

  15. A Contextualised Multi-Platform Framework to Support Blended Learning Scenarios in Learning Networks

    NARCIS (Netherlands)

    De Jong, Tim; Fuertes, Alba; Schmeits, Tally; Specht, Marcus; Koper, Rob

    2008-01-01

    De Jong, T., Fuertes, A., Schmeits, T., Specht, M., & Koper, R. (2009). A Contextualised Multi-Platform Framework to Support Blended Learning Scenarios in Learning Networks. In D. Goh (Ed.), Multiplatform E-Learning Systems and Technologies: Mobile Devices for Ubiquitous ICT-Based Education (pp.

  16. Lifelong Learning Organisers: Requirements for Tools for Supporting Episodic and Semantic Learning

    Science.gov (United States)

    Vavoula, Giasemi; Sharples, Mike

    2009-01-01

    We propose Lifelong Learning Organisers (LLOs) as tools to support the capturing, organisation and retrieval of personal learning experiences, resources and notes, over a range of learning topics, at different times and places. The paper discusses general requirements for the design of LLOs based on findings from a diary-based study of everyday…

  17. How do medium naturalness and personality traits shape academic achievement and perceived learning? An experimental study of face-to-face and synchronous e-learning

    Directory of Open Access Journals (Sweden)

    Ina Blau

    2017-07-01

    Full Text Available This controlled experiment examined how academic achievement and cognitive, emotional and social aspects of perceived learning are affected by the level of medium naturalness (face-to-face, one-way and two-way videoconferencing and by learners’ personality traits (extroversion–introversion and emotional stability–neuroticism. The Media Naturalness Theory explains the degree of medium naturalness by comparing its characteristics to face-to-face communication, considered to be the most natural form of communication. A total of 76 participants were randomly assigned to three experimental conditions: face-to-face, one-way and two-way videoconferencing. E-learning conditions were conducted through Zoom videoconferencing, which enables natural and spontaneous communication. Findings shed light on the trade-off involved in media naturalness: one-way videoconferencing, the less natural learning condition, enhanced the cognitive aspect of perceived learning but compromised the emotional and social aspects. Regarding the impact of personality, neurotic students tended to enjoy and succeed more in face-to-face learning, whereas emotionally stable students enjoyed and succeeded in all of the learning conditions. Extroverts tended to enjoy more natural learning environments but had lower achievements in these conditions. In accordance with the ‘poor get richer’ principle, introverts enjoyed environments with a low level of medium naturalness. However, they remained focused and had higher achievements in the face-to-face learning.

  18. Supporting Fieldwork Learning by Visual Documentation and Reflection

    DEFF Research Database (Denmark)

    Saltofte, Margit

    2017-01-01

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

  19. Energetic Communities: Planning support for sustainable energy transition in small- and medium-sized communities

    Directory of Open Access Journals (Sweden)

    Christina Valeska Sager-Klauss

    2016-04-01

    energy transition processes? For the research project this general question was broken down into four primary research questions: • How can communities anchor and monitor long-term energy transition visions in their communal development plans? • What tools and models are available for urban energy system analysis? • How can tools and models be adapted to the specific demands and boundary conditions in the case study communities to ensure long-term implementation of appropriate technologies and measures? • How does the practical implementation of the adapted tools work in the case study and what barriers must be overcome for long-term success? To answer these questions a combination of review of the current state of scientific literature of the thematic field with a practical application and evaluation of ‘real’ implementation projects was chosen. This appears to be a beneficial approach to scientific research in planning disciplines. The first research question is closely connected to urban planning and strategy. To anchor energy transition goals in these disciplines the potentials and consequences of political energy visions were studied. To monitor developments and progress existing indicator systems were reviewed and adapted to the needs of small- and medium-sized communities. For this overall target-definition the question of 'Exergy Thinking' in planning urban environments and energy systems was discussed. This basically means to create a deep understanding of the quality aspects in energy demand and supply systems and to be aware for better matching solutions. This approach opens many options for the integration of renewables in the heating and cooling supply. It showed that the definition of a clear long-term target or 'energy vision' supports the implementation of measures because it facilitates communication and controversy. The large number of available tools and scientific methods for the analysis and optimization of communal energy systems was

  20. Interactive learning environments to support independent learning: the impact of discernability of embedded support devices

    NARCIS (Netherlands)

    Martens, Rob; Valcke, Martin; Portier, Stanley

    2017-01-01

    In this article the effectivity of prototypes of interactive learning environments (ILE) is investigated. These computer-based environments are used for independent learning. In the learning materials, represented in the prototypes, a clear distinction is made between the basic content and embedded

  1. The Effects of the Medium of Instruction in Certificate-Level Physics on Achievement and Motivation to Learn

    Science.gov (United States)

    Fung, Dennis; Yip, Valerie

    2014-01-01

    A 3-year study was launched in a Hong Kong secondary school to investigate the effects of the medium of instruction (MOI), specifically English and Chinese, on the learning of certificate-level physics. A total of 199 Secondary Four (S4 or tenth-grade) students, divided into three major ability groups, participated in a teaching intervention…

  2. Internal and External Regulation to Support Knowledge Construction and Convergence in Computer Supported Collaborative Learning (CSCL)

    Science.gov (United States)

    Romero, Margarida; Lambropoulos, Niki

    2011-01-01

    Computer Supported Collaborative Learning (CSCL) activities aim to promote collaborative knowledge construction and convergence. During the CSCL activity, the students should regulate their learning activity, at the individual and collective level. This implies an organisation cost related to the coordination of the activity with the team-mates…

  3. Using visualizations to support collaboration and coordination during computer-supported collaborative learning

    NARCIS (Netherlands)

    Janssen, J.J.H.M.

    2008-01-01

    This thesis addresses the topic of computer-supported collaborative learning (CSCL in short). In a CSCL-environment, students work in small groups on complex and challenging tasks. Although the teacher guides this process at a distance, students have to regulate and monitor their own learning

  4. Online discussion compensates for suboptimal timing of supportive information presentation in a digitally supported learning environment

    NARCIS (Netherlands)

    Noroozi, O.; Busstra, M.C.; Mulder, M.; Biemans, H.J.A.; Tobi, H.; Geelen, A.; Veer, van 't P.; Chizari, M.

    2012-01-01

    This study used a sequential set-up to investigate the consecutive effects of timing of supportive information presentation (information before vs. information during the learning task clusters) in interactive digital learning materials (IDLMs) and type of collaboration (personal discussion vs.

  5. Perceived support among Iranian mothers of children with learning disability.

    Science.gov (United States)

    Kermanshahi, Sima Mohammad Khan; Vanaki, Zohreh; Ahmadi, Fazlollah; Azadfalah, Parviz

    2009-01-01

    This qualitative phenomenological study explores the lived experiences of perceived support by Iranian mothers who have children with learning disability. Twelve open interviews with six mothers of learning-disabled children (7-12 years of age) were audiotape-recorded with participants' consent. The interviews were transcribed and data were analyzed using Van Manen methodology. Two major themes emerged from 138 thematic sentences. The mothers'experiences could be interpreted as a sense of being in the light or being in the shade of support, with variations for different participants. The results indicate a need for more specialized and individually adjusted support for mothers in Iran.

  6. In their own words: Student stories of seeking learning support

    Directory of Open Access Journals (Sweden)

    Mark Brown

    2013-11-01

    Full Text Available Many Open and Distance Learning (ODL providers report that their students are prone to lower rates of retention and completion than campus-based students. Against this background, there is growing interest around distance-specific learning support. The current research investigated the experiences of students during their first semester as distance learners at Massey University in New Zealand. The overarching methodology was Design-Based Research, within which phenomenological data gathering methods were used to study the experiences of twenty participants from their own point of view. Using video cameras, over twentytwo hours of self-reflections were gathered between July and November 2011 using a technique adapted from previous studies. A grounded theory approach was applied to the process of thematic data analysis. Results revealed how participants varied in their engagement with learning supports, including orientation events, outreach activity, cultural services, learning consultants, library services, fellow students, lecturers, residential courses, and other people. The discussion reflects on clusters of participants who utilised learning supports effectively, moderately and barely. The paper concludes by summarizing how the current research has had an impact on the design of learning support services at one of the world’s leading providers of distance education.

  7. SUPPORTING SENIOR CITIZENS TO LEARN IT SKILLS

    Directory of Open Access Journals (Sweden)

    Shigeki Yokoi

    2009-12-01

    Full Text Available Digital divide owing to age has become a major concern around the world, even in developed country, Japan. To combat the digital divide, a project named “e-namokun” aiming to help senior citizens use the Internet was started in Nagoya, Japan, which was a national first joint project run through government, universities, and NPO cooperation. In the project, nearly 2000 senior citizens have taken course of the software we developed. In relation with this project, we have been developing useful tools to support senior IT beginners. In the paper, we introduce the outline of the project and explain developed tools for senior citizens.

  8. Technology Support for Discussion Based Learning: From Computer Supported Collaborative Learning to the Future of Massive Open Online Courses

    Science.gov (United States)

    Rosé, Carolyn Penstein; Ferschke, Oliver

    2016-01-01

    This article offers a vision for technology supported collaborative and discussion-based learning at scale. It begins with historical work in the area of tutorial dialogue systems. It traces the history of that area of the field of Artificial Intelligence in Education as it has made an impact on the field of Computer-Supported Collaborative…

  9. CSIR ScienceScope: Science and technology in support of small, medium and micro enterprises

    CSIR Research Space (South Africa)

    CSIR

    2017-01-01

    Full Text Available in priority sectors, developing new enterprises through feasibility studies and incubation support, facilitating training and skills development, supporting existing SMMEs by optimizing processes and products as part of localisation and supplier development...

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

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke

    2014-01-01

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

  11. Application of ICT supported learning in fluid mechanics

    DEFF Research Database (Denmark)

    Brohus, Henrik; Svidt, Kjeld

    2004-01-01

    of tools for knowledge transfer facilitates deep understanding and increases learning efficiency. Air flow is by nature invisible and represents a further challenge in the effort of providing sufficient understanding of typical flow patterns and behaviour of room air flow. An example of visualisation......This paper focuses on the application of ICT, Information & Communication Technology, supported learning in the area of fluid mechanics education. Taking a starting point in a course in Ventilation Technology, including room air flow and contaminant distribution, it explains how ICT may be used...... actively in the learning environment to increase efficiency in the learning process. The paper comprises past experiences and lessons learnt as well as prospect for future development in the area. A model is presented that describes a high efficiency learning environment where ICT plays an important role...

  12. Supportive Elements for Learning at a Global IT Company

    DEFF Research Database (Denmark)

    Kolbæk, Ditte

    2016-01-01

    This paper presents a completed research study that connects design, theory and practice. It explores learning in an online community of practice, which reflects upon experiences from facilitating learning situations in the context of work. The study’s aim is to identify supportive elements...... for learning at a global IT company that is classified as ‘big business’ and supports hundreds of communities of practice. This study examines an online community with members from more than 30 countries in Europe, the Middle East and Africa. The members never meet, and yet develop new working practices...... by collaborating online. The study draws on Silvia Gherardi’s (2015) work on working practices and Etienne Wenger’s (1998) theory of communities of practice. The research question is: ‘How can the context support the development of new working practices in communities of practice, when the members only interact...

  13. Does the Medium Matter in Collaboration? Using Visually Supported Collaboration Technology in an Interior Design Studio

    Science.gov (United States)

    Cho, Ji Young; Cho, Moon-Heum; Kozinets, Nadya

    2016-01-01

    With the recognition of the importance of collaboration in a design studio and the advancement of technology, increasing numbers of design students collaborate with others in a technology-mediated learning environment (TMLE); however, not all students have positive experiences in TMLEs. One possible reason for unsatisfactory collaboration…

  14. Learning Analytics for Supporting Seamless Language Learning Using E-Book with Ubiquitous Learning System

    Science.gov (United States)

    Mouri, Kousuke; Uosaki, Noriko; Ogata, Hiroaki

    2018-01-01

    Seamless learning has been recognized as an effective learning approach across various dimensions including formal and informal learning contexts, individual and social learning, and physical world and cyberspace. With the emergence of seamless learning, the majority of the current research focuses on realizing a seamless learning environment at…

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

    International Nuclear Information System (INIS)

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

    2011-01-01

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

  16. Using LEGO for learning fractions, supporting or distracting?

    Science.gov (United States)

    Rejeki, Sri; Setyaningsih, Nining; Toyib, Muhamad

    2017-05-01

    The role of games used for learning mathematics is still in debate. However, many research revealed that it gave positive effects on both students' motivation and performance in mathematics. Therefore, this study aims at investigating the effects of using LEGO-as one of games which students are familiar with, for learning mathematics, on both students' conceptual knowledge of fractions and students' attitude in learning mathematics. A set of learning activities consisting three meetings of fractions learning was designed for this study. The activities were mainly about solving word-context problems using LEGO as the model. Thirty students of seven grade with high-ability in mathematics and thirty two students with low-ability in mathematics were involved in this study. The data were collected through students' written works, video registration and field notes during the teaching and learning activities. The results indicate that in general the use of LEGO in learning activities support the conceptual understanding on fractions for both students with high-ability and low-ability in mathematics. Moreover, for students with low-ability in mathematics, it promotes the computational skill of fractions operation. The evidences also suggest that bringing LEGO into classroom activities improve students' motivation and engagement. However, in some cases, students were more focus on playing than learning. Therefore, teachers play important roles on providing clear pedagogical instructions about the way to use LEGO properly.

  17. Organizational Support for Employee Engagement in Technology-Enhanced Learning

    Directory of Open Access Journals (Sweden)

    Justina Naujokaitiene

    2015-10-01

    Full Text Available When trying to integrate technology-enhanced learning (TEL into employees’ competence development, it is necessary for an organization to have an appropriate support system. The research aim was to identify the form of organizational support that is most relevant for employee engagement in TEL. Findings of a questionnaire survey showed that employees become involved in TEL if organizations support their learning. The policy of the organization and its infrastructure-based support are also important for employees while engaging in TEL. Manager and colleague support is slightly more related to engagement in TEL than is infrastructural and institutional policy support. Benefits of organizational support for both employees and employers are mutual. Employees benefit by receiving higher salaries, better working conditions, satisfaction of attention given by managers, and the feeling that their work is meaningful and contributes to the organization’s operations, whereas the organization benefits as its employees are more committed to the organization, and work harder and more effectively. Findings extend the understanding about the relationship of organizational support and its different elements with employees’ engagement in TEL. However, there are aspects that are not covered in this research, and further research should be considered. It might be useful to carry out research in different kinds of organizations, especially in those where the use of technological tools is low. According to scientific literature analysis, not only internal support, but also external support, such as family, influences employees’ willingness to engage into TEL, should be studied.

  18. Collaborative Multimedia Learning: Influence of a Social Regulatory Support on Learning Performance and on Collaboration

    Science.gov (United States)

    Acuña, Santiago Roger; López-Aymes, Gabriela

    2016-01-01

    This paper analyzes the effects of a support aimed at favoring the social regulatory processes in a computer-supported collaborative learning (CSCL) environment, specifically in a comprehension task of a multimedia text about Psychology of Communication. This support, named RIDE (Saab, van Joolingen, & van Hout-Wolters, 2007; 2012), consists…

  19. En retorisk forståelsesramme for Computer Supported Collaborative Learning (A Rhetorical Theory on Computer Supported Collaborative Learning)

    DEFF Research Database (Denmark)

    Harlung, Asger

    2003-01-01

    The dissertation explores the potential of rhetorical theories for understanding, analyzing, or planning communication and learning processes, and for integrating the digitized contexts and human interaction and communication proccesses in a single theoretical framework. Based on Cicero's rhetori...... applied to two empirical case studies of Master programs, the dissertation develops and presents a new theory on Computer Supported Collaborative Learning (CSCL).......The dissertation explores the potential of rhetorical theories for understanding, analyzing, or planning communication and learning processes, and for integrating the digitized contexts and human interaction and communication proccesses in a single theoretical framework. Based on Cicero's rhetoric...

  20. Application of a support vector machine algorithm to the safety precaution technique of medium-low pressure gas regulators

    Science.gov (United States)

    Hao, Xuejun; An, Xaioran; Wu, Bo; He, Shaoping

    2018-02-01

    In the gas pipeline system, safe operation of a gas regulator determines the stability of the fuel gas supply, and the medium-low pressure gas regulator of the safety precaution system is not perfect at the present stage in the Beijing Gas Group; therefore, safety precaution technique optimization has important social and economic significance. In this paper, according to the running status of the medium-low pressure gas regulator in the SCADA system, a new method for gas regulator safety precaution based on the support vector machine (SVM) is presented. This method takes the gas regulator outlet pressure data as input variables of the SVM model, the fault categories and degree as output variables, which will effectively enhance the precaution accuracy as well as save significant manpower and material resources.

  1. Guidelines for supporting placement learning via video communications technologies

    OpenAIRE

    Taylor, Teri

    2014-01-01

    Purpose – Current drivers in higher education have led to the questioning of traditional placement support methods. Within many programmes, students undertaking practice-based learning experience structured, one-to-one support from an academic in the placement location. With the financial and environmental implications of this practice, the potential for using video-based communications as a replacement for face-to-face dialogue was explored. The paper aims to discuss the above issues. \\ud \\u...

  2. Learning How to Design a Technology Supported Inquiry-Based Learning Environment

    Science.gov (United States)

    Hakverdi-Can, Meral; Sonmez, Duygu

    2012-01-01

    This paper describes a study focusing on pre-service teachers' experience of learning how to design a technology supported inquiry-based learning environment using the Internet. As part of their elective course, pre-service science teachers were asked to develop a WebQuest environment targeting middle school students. A WebQuest is an…

  3. A Case Study on Learning Difficulties and Corresponding Supports for Learning in cMOOCs

    Science.gov (United States)

    Li, Shuang; Tang, Qi; Zhang, Yanxia

    2016-01-01

    cMOOCs, which are based on connectivist learning theory, bring challenges for learners as well as opportunities for self-inquiry. Previous studies have shown that learners in cMOOCs may have difficulties learning, but these studies do not provide any in-depth, empirical explorations of student difficulties or support strategies. This paper…

  4. Six Characteristics of Nutrition Education Videos That Support Learning and Motivation to Learn

    Science.gov (United States)

    Ramsay, Samantha A.; Holyoke, Laura; Branen, Laurel J.; Fletcher, Janice

    2012-01-01

    Objective: To identify characteristics in nutrition education video vignettes that support learning and motivation to learn about feeding children. Methods: Nine focus group interviews were conducted with child care providers in child care settings from 4 states in the western United States: California, Idaho, Oregon, and Washington. At each focus…

  5. Supporting Adaptive Learning Pathways through the Use of Learning Analytics: Developments, Challenges and Future Opportunities

    Science.gov (United States)

    Mavroudi, Anna; Giannakos, Michail; Krogstie, John

    2018-01-01

    Learning Analytics (LA) and adaptive learning are inextricably linked since they both foster technology-supported learner-centred education. This study identifies developments focusing on their interplay and emphasises insufficiently investigated directions which display a higher innovation potential. Twenty-one peer-reviewed studies are…

  6. Personal Learning Environments for Supporting Out-of-Class Language Learning

    Science.gov (United States)

    Reinders, Hayo

    2014-01-01

    A Personal Learning Environment (PLE) it is a combination of tools (usually digital) and resources chosen by the learner to support different aspects of the learning process, from goal setting to materials selection to assessment. The importance of PLEs for teachers lies in their ability to help students develop autonomy and prepare them for…

  7. Seamless Support: Technology Enhanced Learning in Open Distance Learning at NWU

    Science.gov (United States)

    Esterhuizen, Hennie

    2015-01-01

    Frantic attempts of investing in technology to demonstrate willingness to educate for the knowledge society may result in failure to address the real requirements. This paper presents the main features of a framework for integrating Technology Enhanced Learning in Open Distance Learning at North-West University, South Africa. Support towards…

  8. Ambient Learning Displays - Distributed Mixed Reality Information Mash-ups to support Ubiquitous Learning

    NARCIS (Netherlands)

    Börner, Dirk

    2012-01-01

    Börner, D. (2012). Ambient Learning Displays - Distributed Mixed Reality Information Mash-ups to support Ubiquitous Learning. 2012 IEEE Seventh International Conference on Wireless, Mobile and Ubiquitous Technology in Education (pp. 337-338). March, 27-30, 2012, Takamatsu, Japan: IEEE Computer

  9. Applications of Support Vector Machine (SVM) Learning in Cancer Genomics.

    Science.gov (United States)

    Huang, Shujun; Cai, Nianguang; Pacheco, Pedro Penzuti; Narrandes, Shavira; Wang, Yang; Xu, Wayne

    2018-01-01

    Machine learning with maximization (support) of separating margin (vector), called support vector machine (SVM) learning, is a powerful classification tool that has been used for cancer genomic classification or subtyping. Today, as advancements in high-throughput technologies lead to production of large amounts of genomic and epigenomic data, the classification feature of SVMs is expanding its use in cancer genomics, leading to the discovery of new biomarkers, new drug targets, and a better understanding of cancer driver genes. Herein we reviewed the recent progress of SVMs in cancer genomic studies. We intend to comprehend the strength of the SVM learning and its future perspective in cancer genomic applications. Copyright© 2018, International Institute of Anticancer Research (Dr. George J. Delinasios), All rights reserved.

  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. Developing a Supportive Learning Environment in a Newly Formed Organisation

    Science.gov (United States)

    Lancaster, Sue; Di Milia, Lee

    2015-01-01

    Purpose: The aim of this study was to examine the factors that employees perceived were important in creating a supportive learning environment in a recently merged organisation. The study provides rich qualitative data from the employees' perspective. Design/methodology/approach: This case study used a qualitative phenomenological constructivist…

  12. Preliminary Lessons about Supporting Participation and Learning in Inclusive Classrooms

    Science.gov (United States)

    Morningstar, Mary E.; Shogren, Karrie A.; Lee, Hyunjoo; Born, Kiara

    2015-01-01

    This descriptive study examined observational data collected in inclusive classrooms from six schools that were operating schoolwide inclusive policies and practices. Illustrative evidence of classroom practices supporting learning and participation of all students, including students with significant disabilities, adds to an understanding of…

  13. Online Support Service Quality, Online Learning Acceptance, and Student Satisfaction

    Science.gov (United States)

    Lee, Jung-Wan

    2010-01-01

    This paper examines potential differences between Korean and American students in terms of their perception levels regarding online education support service quality, online learning acceptance, and satisfaction. Eight hundred and seventy-two samples, which were collected from students in online classes in the United States and Korea, were…

  14. Geoscience Videos and Their Role in Supporting Student Learning

    Science.gov (United States)

    Wiggen, Jennifer; McDonnell, David

    2017-01-01

    A series of short (5 to 7 minutes long) geoscience videos were created to support student learning in a flipped class setting for an introductory geology class at North Carolina State University. Videos were made using a stylus, tablet, microphone, and video editing software. Essentially, we narrate a slide, sketch a diagram, or explain a figure…

  15. Social Support for Online Learning: Perspectives of Nursing Students

    Science.gov (United States)

    Munich, Kim

    2014-01-01

    The purpose of this study was to identify supports beyond the educator that contributed to undergraduate and graduate nursing students' ability and motivation to learn online. Case study methodology similar to Stake (2000) was bounded or contained by undergraduate and graduate online courses. Twenty-nine undergraduate and graduate nursing…

  16. University support, motivation to learn, emotional adjustment, and academic performance

    NARCIS (Netherlands)

    Shanti, T.I.; Janssens, J.M.A.M.; Setiadi, B.N.

    2016-01-01

    The main purpose of this study was to examine relationships between university support and academic performance, as mediated by motivation to learn and emotional adjustment among freshmen of X University. Data were collected from 327 X University's freshmen at the end of their first year. Results

  17. Swarm-based wayfinding support in open and distance learning

    NARCIS (Netherlands)

    Tattersall, Colin; Manderveld, Jocelyn; Van den Berg, Bert; Van Es, René; Janssen, José; Koper, Rob

    2005-01-01

    Please refer to the original source: Tattersall, C. Manderveld, J., Van den Berg, B., Van Es, R., Janssen, J., & Koper, R. (2005). Swarm-based wayfinding support in open and distance learning. In Alkhalifa, E.M. (Ed). Cognitively Informed Systems: Utilizing Practical Approaches to Enrich Information

  18. Blogging for Information Management, Learning, and Social Support during Internship

    Science.gov (United States)

    Chu, Samuel K. W.; Kwan, Alvin C. M.; Warning, Peter

    2012-01-01

    The functions and possibilities afforded by blogging have been suggested to be relevant to learning and information management. Its increasing use in the business and education sectors is documented, but currently its use in professional education or internship is limited. The social nature of blogging appears to support the applicability of blogs…

  19. Consulting Young Children about Barriers and Supports to Learning

    Science.gov (United States)

    Georgeson, Jan; Porter, Jill; Daniels, Harry; Feiler, Anthony

    2014-01-01

    From consideration of children's rights in general and equal opportunities for disabled children in particular, it is important to consult children about barriers and supports to learning and participation. Finding appropriate and feasible ways, however, to incorporate this into educational programmes for younger children can present challenges.…

  20. Coordinated computer-supported collaborative learning: Awareness and awareness tools

    NARCIS (Netherlands)

    Janssen, J.J.H.M.; Bodermer, D.

    2013-01-01

    Traditionally, research on awareness during online collaboration focused on topics such as the effects of spatial information about group members’ activities on the collaborative process. When the concept of awareness was introduced to computer-supported collaborative learning, this focus shifted to

  1. Using Toys to Support Infant-Toddler Learning and Development

    Science.gov (United States)

    Guyton, Gabriel

    2011-01-01

    Choosing toys and activities that are suitable for infants and toddlers can challenge even the most experienced teacher. By being mindful of the basic principles of child development and the role of play, teachers can intentionally select toys to meet young children's unique needs and interests, supporting learning. It is also important to be…

  2. Technology-Supported Learning Environments in Science Classrooms in India

    Science.gov (United States)

    Gupta, Adit; Fisher, Darrell

    2012-01-01

    The adoption of technology has created a major impact in the field of education at all levels. Technology-supported classroom learning environments, involving modern information and communication technologies, are also entering the Indian educational system in general and the schools in Jammu region (Jammu & Kashmir State, India) in…

  3. Professional Learning Design Framework: Supporting Technology Integration in Alberta

    Science.gov (United States)

    van Thiel, Lydia

    2018-01-01

    Researchers around the world are interested in knowing how to support teachers in developing both their technology skills and their understanding of how educational technologies can provide opportunity to engage all learners at their skill and interest level in learning activities that were not possible without technology. The solution involves…

  4. Simultaneous communication supports learning in noise by cochlear implant users

    NARCIS (Netherlands)

    Blom, H.C.; Marschark, M.; Machmer, E.

    2017-01-01

    Objectives: This study sought to evaluate the potential of using spoken language and signing together (simultaneous communication, SimCom, sign-supported speech) as a means of improving speech recognition, comprehension, and learning by cochlear implant (CI) users in noisy contexts.Methods: Forty

  5. Internationalization at home: Technology-supported multicultural learning in Peru

    OpenAIRE

    Olivos Rossini, L.M.

    2016-01-01

    This research contributes to the disciplines of information systems, management science in particular the field of management education and cross-cultural studies. It further proposes a model to understand technology-supported multicultural learning in Peru. In addition, the model examines intercultural competence as an outcome of both intervening variables of ICT and the training methods used by experts.

  6. Internationalization at home : Technology-supported multicultural learning in Peru

    NARCIS (Netherlands)

    Olivos Rossini, L.M.

    2016-01-01

    This research contributes to the disciplines of information systems, management science in particular the field of management education and cross-cultural studies. It further proposes a model to understand technology-supported multicultural learning in Peru. In addition, the model examines

  7. Development of an industrialized space-frame system for the support of medium to large solar collector arrays

    Energy Technology Data Exchange (ETDEWEB)

    1982-11-01

    A low-cost industrialized space-frame system suitable for the economical support of medium to large solar collector arrays was designed following a study of building types, collector interface conditions, structural design requirements, and market and procurement factors. The system consists of a series of welded truss modular sections which may be bolted together in the field to create a support structure with a span capability up to 25 m, thus minimizing expensive structural beams and roof penetrations. Collectors can be readily attached to top and bottom channels. The system meets all current government specifications for collector support. A full-size prototype was built to prove the concept and identify any fabrication and on-site assembly problems. Collectors were attached to test collector interface conditions, and a manufacturing strategy developed. 24 figs., 3 tabs.

  8. Simulation as a learning strategy: supporting undergraduate nursing students with disabilities.

    Science.gov (United States)

    Azzopardi, Toni; Johnson, Amanda; Phillips, Kirrilee; Dickson, Cathy; Hengstberger-Sims, Cecily; Goldsmith, Mary; Allan, Trevor

    2014-02-01

    To promote simulation as a learning strategy to support undergraduate nursing students with disabilities. Supporting undergraduate nursing students with disabilities has gained further momentum because of amendments to the Disability Discrimination Act in 2009. Providers of higher education must now ensure proactive steps to prevent discrimination against students with a disability are implemented to assist in course progression. Simulation allows for the impact of a student's disability to be assessed and informs the determination of reasonable adjustments to be implemented. Further suitable adjustments can then be determined in a safe environment and evaluated prior to scheduled placement. Auditing in this manner, offers a risk management strategy for all while maintaining the academic integrity of the program. Discursive. Low, medium and high fidelity simulation activities critically analysed and their application to support undergraduate nursing students with disabilities assessed. With advancing technology and new pedagogical approaches simulation as a learning strategy can play a significant role. In this role, simulation supports undergraduate nursing students with disabilities to meet course requirements, while offering higher education providers an important risk management strategy. The discussion recommends simulation is used to inform the determination of reasonable adjustments for undergraduate nursing students with disabilities as an effective, contemporary curriculum practice. Adoption of simulation, in this way, will meet three imperatives: comply with current legislative requirements, embrace advances in learning technologies and embed one of the six principles of inclusive curriculum. Achieving these imperatives is likely to increase accessibility for all students and offer students with a disability a supportive learning experience. Provides capacity to systematically assess, monitor, evaluate and support students with a disability. The students

  9. Learning of social studies in elementary school as a medium to strengthen multicultural education in the curriculum era 2013

    Directory of Open Access Journals (Sweden)

    Nora Yulfia

    2018-01-01

    Full Text Available The writing of this article aims to describe the learning of social studies in elementary schools as a medium to strengthen multicultural education in the era of the curriculum 2013. Writing methods used are qualitative descriptions and literature studies. Social studiesis one of the subjects found in the basic education curriculum.Social studies essentially examines human relationships with the environment. The environment in question here is one of the ethnic, religious, racial, ethnic and linguistic diversity in Indonesian. Become, the context of social studies learning is multicultural education.Multicultural education is a process of developing human potential that values heterogeneity as a consequence of diversity based on the principle of equality, mutual respect, and mutual acceptance and understanding of the moral commitment to bring about social justice. But in fact, social studies learning has not been applied as a medium of multicultural education.Therefore, through the implementation of curriculum 2013 Social studies subjects as a medium to strengthen multicultural education.This is because the implementation of the 2013 curriculum is oriented towards the formation and development of learners' character in diversity.

  10. Unprecedented Selective Oxidation of Styrene Derivatives using a Supported Iron Oxide Nanocatalyst in Aqueous Medium

    Science.gov (United States)

    Iron oxide nanoparticles supported on mesoporous silica-type materials have been successfully utilized in the aqueous selective oxidation of alkenes under mild conditions using hydrogen peroxide as a green oxidant. Catalysts could be easily recovered after completion of the reac...

  11. Support vector machine incremental learning triggered by wrongly predicted samples

    Science.gov (United States)

    Tang, Ting-long; Guan, Qiu; Wu, Yi-rong

    2018-05-01

    According to the classic Karush-Kuhn-Tucker (KKT) theorem, at every step of incremental support vector machine (SVM) learning, the newly adding sample which violates the KKT conditions will be a new support vector (SV) and migrate the old samples between SV set and non-support vector (NSV) set, and at the same time the learning model should be updated based on the SVs. However, it is not exactly clear at this moment that which of the old samples would change between SVs and NSVs. Additionally, the learning model will be unnecessarily updated, which will not greatly increase its accuracy but decrease the training speed. Therefore, how to choose the new SVs from old sets during the incremental stages and when to process incremental steps will greatly influence the accuracy and efficiency of incremental SVM learning. In this work, a new algorithm is proposed to select candidate SVs and use the wrongly predicted sample to trigger the incremental processing simultaneously. Experimental results show that the proposed algorithm can achieve good performance with high efficiency, high speed and good accuracy.

  12. Finding faults: analogical comparison supports spatial concept learning in geoscience.

    Science.gov (United States)

    Jee, Benjamin D; Uttal, David H; Gentner, Dedre; Manduca, Cathy; Shipley, Thomas F; Sageman, Bradley

    2013-05-01

    A central issue in education is how to support the spatial thinking involved in learning science, technology, engineering, and mathematics (STEM). We investigated whether and how the cognitive process of analogical comparison supports learning of a basic spatial concept in geoscience, fault. Because of the high variability in the appearance of faults, it may be difficult for students to learn the category-relevant spatial structure. There is abundant evidence that comparing analogous examples can help students gain insight into important category-defining features (Gentner in Cogn Sci 34(5):752-775, 2010). Further, comparing high-similarity pairs can be especially effective at revealing key differences (Sagi et al. 2012). Across three experiments, we tested whether comparison of visually similar contrasting examples would help students learn the fault concept. Our main findings were that participants performed better at identifying faults when they (1) compared contrasting (fault/no fault) cases versus viewing each case separately (Experiment 1), (2) compared similar as opposed to dissimilar contrasting cases early in learning (Experiment 2), and (3) viewed a contrasting pair of schematic block diagrams as opposed to a single block diagram of a fault as part of an instructional text (Experiment 3). These results suggest that comparison of visually similar contrasting cases helped distinguish category-relevant from category-irrelevant features for participants. When such comparisons occurred early in learning, participants were more likely to form an accurate conceptual representation. Thus, analogical comparison of images may provide one powerful way to enhance spatial learning in geoscience and other STEM disciplines.

  13. [Supporting an Academic Society with the Active Learning Tool Clica].

    Science.gov (United States)

    Arai, Kensuke; Mitsubori, Masahiro

    2018-01-01

     Within school classrooms, Active Learning has been receiving unprecedented attention. Indeed, Active Learning's popularity does not stop in the classroom. As more and more people argue that the Japanese government needs to renew guidelines for education, Active Learning has surfaced as a method capable of providing the necessary knowledge and training for people in all areas of society, helping them reach their full potential. It has become accepted that Active Learning is more effective over the passive listening of lectures, where there is little to no interaction. Active Learning emphasizes that learners explain their thoughts, ask questions, and express their opinions, resulting in a better retention rate of the subject at hand. In this review, I introduce an Active Learning support tool developed at Digital Knowledge, "Clica". This tool is currently being used at many educational institutions. I will also introduce an online questionnaire that Digital Knowledge provided at the 10th Annual Meeting of the Japanese Society for Pharmaceutical Palliative Care and Sciences.

  14. Design Support System for Open Distance Learning Student Teamwork

    Science.gov (United States)

    Putranto, A.; Pradipto, Y. D.

    2017-01-01

    Open distance learning students in doing team assignment, they seldom face to some problems such as student fell unfair in numbers of workload contribution, instructors also do not know which students do more work than others. So there are some questions ie: how to connect between instructor, team members, and working documents. Methods will be used are first, analyzing current condition and last by designing systems to connect between instructor, team members, and document. The expected result is support systems for open distance learning student teamwork.

  15. All black swans? : showcasing three U.S. postsecondary institution's disability support services for students with learning disabilities

    OpenAIRE

    Rice, Travis A.

    2010-01-01

    The main purpose of this study was to investigate the disability support service (DSS) office designs at three varying U.S. postsecondary institutions and their relationship to the experiences of students with a learning disability. The three postsecondary institutions represent a community college, a medium sized university and a large research university all-residing in a single bellwether state. Selection of the cases and postsecondary institutions was carefully done in order to investig...

  16. A Study of the Relationships among Learning Styles, Participation Types, and Performance in Programming Language Learning Supported by Online Forums

    Science.gov (United States)

    Shaw, Ruey-Shiang

    2012-01-01

    This study is focused on the relationships among learning styles, participation types, and learning performance for programming language learning supported by an online forum. Kolb's learning style inventory was used in this study to determine a learner's learning type: "Diverger", "Assimilator", "Converger", and "Accommodator". Social Learning…

  17. Chemistry by nanocatalysis: First example of a solid-supported RAPTA complex for organic reactions in aqueous medium

    KAUST Repository

    García-Garrido, Sergio E.

    2010-11-18

    A ruthenium-arene-PTA (RAPTA) complex has been supported for the first time on an inorganic solid, that is, silica-coated ferrite nanoparticles. The resulting magnetic material proved to be a general, very efficient and easily reusable catalyst for three synthetically useful organic transformations; selective nitrile hydration, redox isomerization of allylic alcohols, and heteroannulation of (Z)-enynols. The use of low metal concentration, environmentally friendly water as a reaction medium, with no use at all of organic solvent during or after the reactions, and microwaves as an alternative energy source renders the synthetic processes reported herein "truly" green and sustainable. RAPTA\\'s delight: A nano-RAPTA complex supported on silica-coated ferrite nanoparticles proved to be a general, very efficient and easily reusable catalyst for three synthetically useful organic transformations; selective nitrile hydration, redox isomerization of allylic alcohols, and heteroannulation of (Z)-enynols. The use of low metal concentrations, water as a reaction medium, and microwaves as an energy source renders these processes green and sustainable. © 2011 WILEY-VCH Verlag GmbH & Co. KGaA, Weinheim.

  18. Using social media to support small group learning.

    Science.gov (United States)

    Cole, Duncan; Rengasamy, Emma; Batchelor, Shafqat; Pope, Charles; Riley, Stephen; Cunningham, Anne Marie

    2017-11-10

    Medical curricula are increasingly using small group learning and less didactic lecture-based teaching. This creates new challenges and opportunities in how students are best supported with information technology. We explored how university-supported and external social media could support collaborative small group working on our new undergraduate medical curriculum. We made available a curation platform (Scoop.it) and a wiki within our virtual learning environment as part of year 1 Case-Based Learning, and did not discourage the use of other tools such as Facebook. We undertook student surveys to capture perceptions of the tools and information on how they were used, and employed software user metrics to explore the extent to which they were used during the year. Student groups developed a preferred way of working early in the course. Most groups used Facebook to facilitate communication within the group, and to host documents and notes. There were more barriers to using the wiki and curation platform, although some groups did make extensive use of them. Staff engagement was variable, with some tutors reviewing the content posted on the wiki and curation platform in face-to-face sessions, but not outside these times. A small number of staff posted resources and reviewed student posts on the curation platform. Optimum use of these tools depends on sufficient training of both staff and students, and an opportunity to practice using them, with ongoing support. The platforms can all support collaborative learning, and may help develop digital literacy, critical appraisal skills, and awareness of wider health issues in society.

  19. GP Supervisors' Experience in Supporting Self-Regulated Learning: A Balancing Act

    Science.gov (United States)

    Sagasser, Margaretha H.; Kramer, Anneke W. M.; van Weel, Chris; van der Vleuten, Cees P. M.

    2015-01-01

    Self-regulated learning is essential for professional development and lifelong learning. As self-regulated learning has many inaccuracies, the need to support self-regulated learning has been recommended. Supervisors can provide such support. In a prior study trainees reported on the variation in received supervisor support. This study aims at…

  20. Teacher Support in Learning: Instrumental and Appraisal Support in Relation to Math Achievement

    Science.gov (United States)

    Wong, Tracy K. Y.; Tao, Xi; Konishi, Chiaki

    2018-01-01

    This study explored the extent to which teachers' instrumental (i.e., tangible aid to promote learning) and appraisal support (i.e., teacher feedback) enhanced students' achievement in mathematics. Participants included 13,950 fifteen-year-old Canadian students who participated in the 2012 Programme for International Student Assessment. Based on…

  1. Rapid Statistical Learning Supporting Word Extraction From Continuous Speech.

    Science.gov (United States)

    Batterink, Laura J

    2017-07-01

    The identification of words in continuous speech, known as speech segmentation, is a critical early step in language acquisition. This process is partially supported by statistical learning, the ability to extract patterns from the environment. Given that speech segmentation represents a potential bottleneck for language acquisition, patterns in speech may be extracted very rapidly, without extensive exposure. This hypothesis was examined by exposing participants to continuous speech streams composed of novel repeating nonsense words. Learning was measured on-line using a reaction time task. After merely one exposure to an embedded novel word, learners demonstrated significant learning effects, as revealed by faster responses to predictable than to unpredictable syllables. These results demonstrate that learners gained sensitivity to the statistical structure of unfamiliar speech on a very rapid timescale. This ability may play an essential role in early stages of language acquisition, allowing learners to rapidly identify word candidates and "break in" to an unfamiliar language.

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

    Science.gov (United States)

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

    2011-06-01

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

  3. Curriculum as a support to investigative approach in learning chemistry

    Directory of Open Access Journals (Sweden)

    Tomašević Biljana

    2009-01-01

    Full Text Available One of the main reasons for low achievement of our students in international tests is the lack of functional, applicable knowledge. Formation of such knowledge demands changing the usual way of implementation of instruction (transfer of ready-made knowledge to learning through performing simple research and practical work. Considering the fact that instruction, as an organised process, takes place in frameworks determined in advance, which are arranged and regulated on the national level by curricula, it is assumed that this kind of approach must originate precisely from curricula, which is not the case in our educational practice. The goal of this paper was to determine the way in which this kind of approach in instruction and learning of chemistry can be supported by the curriculum, in order for it to become a part of regular teaching practice on the national level. The paper presents how different structural components of curricula from eight different educational systems (four European countries, one Asian country, two American federal states and one Canadian province are used to promote and support the importance of research work in instruction and learning of chemistry. The curricula from Slovenia, England, Denmark, Malta, Singapore, North Carolina, Utah and Ontario were analyzed in order to determine the kind of information they offer within structural components and accordingly, the way in which each component promotes research approach to learning chemistry, how it guides the teacher in planning such activities in the classroom, organization and performing instruction, monitoring and evaluating students' achievements.

  4. Hand gestures support word learning in patients with hippocampal amnesia.

    Science.gov (United States)

    Hilverman, Caitlin; Cook, Susan Wagner; Duff, Melissa C

    2018-06-01

    Co-speech hand gesture facilitates learning and memory, yet the cognitive and neural mechanisms supporting this remain unclear. One possibility is that motor information in gesture may engage procedural memory representations. Alternatively, iconic information from gesture may contribute to declarative memory representations mediated by the hippocampus. To investigate these alternatives, we examined gesture's effects on word learning in patients with hippocampal damage and declarative memory impairment, with intact procedural memory, and in healthy and in brain-damaged comparison groups. Participants learned novel label-object pairings while producing gesture, observing gesture, or observing without gesture. After a delay, recall and object identification were assessed. Unsurprisingly, amnesic patients were unable to recall the labels at test. However, they correctly identified objects at above chance levels, but only if they produced a gesture at encoding. Comparison groups performed well above chance at both recall and object identification regardless of gesture. These findings suggest that gesture production may support word learning by engaging nondeclarative (procedural) memory. © 2018 Wiley Periodicals, Inc.

  5. The Virtual Learning Commons: Supporting Science Education with Emerging Technologies

    Science.gov (United States)

    Pennington, D. D.; Gandara, A.; Gris, I.

    2012-12-01

    The Virtual Learning Commons (VLC), funded by the National Science Foundation Office of Cyberinfrastructure CI-Team Program, is a combination of Semantic Web, mash up, and social networking tools that supports knowledge sharing and innovation across scientific disciplines in research and education communities and networks. The explosion of scientific resources (data, models, algorithms, tools, and cyberinfrastructure) challenges the ability of educators to be aware of resources that might be relevant to their classes. Even when aware, it can be difficult to understand enough about those resources to develop classroom materials. Often emerging data and technologies have little documentation, especially about their application. The VLC tackles this challenge by providing mechanisms for individuals and groups of educators to organize Web resources into virtual collections, and engage each other around those collections in order to a) learn about potentially relevant resources that are available; b) design classes that leverage those resources; and c) develop course syllabi. The VLC integrates Semantic Web functionality for structuring distributed information, mash up functionality for retrieving and displaying information, and social media for discussing/rating information. We are working to provide three views of information that support educators in different ways: 1. Innovation Marketplace: supports users as they find others teaching similar courses, where they are located, and who they collaborate with; 2. Conceptual Mapper: supports educators as they organize their thinking about the content of their class and related classes taught by others; 3. Curriculum Designer: supports educators as they generate a syllabus and find Web resources that are relevant. This presentation will discuss the innovation and learning theories that have informed design of the VLC, hypotheses about the use of emerging technologies to support innovation in classrooms, and will include a

  6. The Power of Digital Storytelling to Support Teaching and Learning

    OpenAIRE

    Robin, Bernard

    2016-01-01

    Although the term “digital storytelling” may not be familiar to all readers, over the last twenty years, an increasing number of educators and students around the world have incorporated this technology into classroom instruction and educational projects. For more than twelve years, faculty members and graduate students in the Learning, Design and Technology Program at the University of Houston College of Education have been exploring the use of digital storytelling to support both tea...

  7. Iron (II) tetrakis(diaquaplatinum) octacarboxyphthalocyanine supported on multi-walled carbon nanotubes as effective electrocatalyst for oxygen reduction reaction in alkaline medium

    CSIR Research Space (South Africa)

    Mamuru, SA

    2010-11-01

    Full Text Available Oxygen reduction reaction (ORR) in alkaline medium at iron (II) tetrakis (diaquaplatinum) octacarboxyphthalocyanine (PtFeOCPc) catalyst supported on multi-walled carbon nanotubes (MWCNTs) has been described. The ORR followed the direct 4-electron...

  8. Toward Personalized Vibrotactile Support When Learning Motor Skills

    Directory of Open Access Journals (Sweden)

    Olga C. Santos

    2017-01-01

    Full Text Available Personal tracking technologies allow sensing of the physical activity carried out by people. Data flows collected with these sensors are calling for big data techniques to support data collection, integration and analysis, aimed to provide personalized support when learning motor skills through varied multisensorial feedback. In particular, this paper focuses on vibrotactile feedback as it can take advantage of the haptic sense when supporting the physical interaction to be learnt. Despite each user having different needs, when providing this vibrotactile support, personalization issues are hardly taken into account, but the same response is delivered to each and every user of the system. The challenge here is how to design vibrotactile user interfaces for adaptive learning of motor skills. TORMES methodology is proposed to facilitate the elicitation of this personalized support. The resulting systems are expected to dynamically adapt to each individual user’s needs by monitoring, comparing and, when appropriate, correcting in a personalized way how the user should move when practicing a predefined movement, for instance, when performing a sport technique or playing a musical instrument.

  9. Oxygen reduction reaction on carbon-supported CoSe2 nanoparticles in an acidic medium

    International Nuclear Information System (INIS)

    Feng Yongjun; He Ting; Alonso-Vante, Nicolas

    2009-01-01

    We investigated the effect of CoSe 2 /C nanoparticle loading rate on oxygen reduction reaction (ORR) activity and H 2 O 2 production using the rotating disk electrode and the rotating ring-disk electrode techniques. We prepared carbon-supported CoSe 2 nanoparticles with different nominal loading rates and evaluated these samples by means of powder X-ray diffraction. All the catalysts had an OCP value of 0.81 V vs. RHE. H 2 O 2 production during the ORR process decreased with an increase in catalytic layer thickness. This decrease was related to the CoSe 2 loading on the disk electrode. H 2 O 2 production also decreased with increasing catalytic site density, a phenomenon related to the CoSe 2 loading rate on the carbon substrate. The cathodic current density significantly increased with increasing catalytic layer thickness, but decreased with increasing catalytic site density. In the case of 20 wt% CoSe 2 /C nanoparticles at 22 μg cm -2 , we determined that the transfer process involves about 3.5 electrons.

  10. Ag supported on carbon fiber cloth as the catalyst for hydrazine oxidation in alkaline medium

    International Nuclear Information System (INIS)

    Liu, Ran; Ye, Ke; Gao, Yinyi; Zhang, Wenping; Wang, Guiling; Cao, Dianxue

    2015-01-01

    Highlights: • CFC supported microspherical Ag is obtained by square-wave potential method. • Ag/CFC electrode has high catalytic activity toward hydrazine oxidation. • Hydrazine oxidation on the electrode proceeds by a near 4-electron pathway. - Abstract: Silver particles with microspheric structure are directly electrodeposited on carbon fiber cloth (CFC) substrate by square-wave potential electrodeposition method. The electrocatalytic behaviors of the Ag/CFC electrode toward hydrazine oxidation in alkaline solution are examined by cyclic voltammetry and chronoamperometry. An onset oxidation potential of -0.5 V and a peak current density of 30 mA cm −2 are achieved in the solution containing 1.0 mol L −1 KOH and 20.0 mmol L −1 hydrazine. The microspheric structure of the Ag/CFC electrode provides large electroactive surface area, hence, abundant active sites are vacant for hydrazine oxidation. The calculated apparent activation energies at different potentials show that hydrazine electro-oxidation at higher potential has faster kinetics than that at lower potential. In addition, the transfer electron number of hydrazine oxidation reaction on the Ag/CFC electrode is close to four, suggesting hydrazine is almost completely electrooxidized on the electrode and the full use of hydrazine fuel is basically achieved.

  11. The Role of Digital Libraries to Support of E-learning

    OpenAIRE

    Akbar Majidi

    2012-01-01

    E-learning is the new pattern of teaching and learning process. The main characteristic of e-learning is delivery of content and learning activity within learning management systems (LMS). E-learning for its success requires that access to resources and information services. Digital libraries can offer different resources and information services on the Internet. Therefore, it will be very useful to support e-learning in this article, after expression of definitions of e-learning and ...

  12. The role of the curriculum and other factors in determining the medium- to long-term attitude of the practicing dentist towards life-long learning.

    LENUS (Irish Health Repository)

    Polyzois, I

    2010-05-01

    To investigate the significance of the undergraduate dental curriculum on the medium- to long-term attitudes of the clinician to life-long learning, and to identify demographical and professional characteristics which may influence this attitude.

  13. Adults learning Finnish as a foreign language : role of support, emotions and reasons connected with learning

    OpenAIRE

    MacKenzie, Ashley

    2015-01-01

    The purpose of this research study was to examine adults learning Finnish as a foreign language while striving to understand the reasons behind their decisions to do so, the support that was individually offered to the participants, how they felt throughout the learning process, and whether or not they found themselves to be self-reliant learners, as per Knowles’ andragogy theory. This study set out to examine adult language learners participating in the language and integration program at Pa...

  14. Optimization as investment decision support in a Swedish medium-sized iron foundry - A move beyond traditional energy auditing

    International Nuclear Information System (INIS)

    Thollander, Patrik; Mardan, Nawzad; Karlsson, Magnus

    2009-01-01

    Due to increased globalisation, industries are facing greater competition that is pressing companies into decreasing their expenses in order to increase their profits. As regards Swedish industry, it has been faced with substantial increases in energy prices in recent years. Barriers to energy efficiency such as imperfect information inhibit investments in energy efficiency measures, energy audits being one means of reducing barriers and overcoming imperfect information. However, an evaluation of such energy audits in Sweden reveals that it is chiefly low-cost measures that are undertaken as a result of an audit. Moreover, these audits often tend to focus on support processes such as ventilation, lighting, air compressors etc., while measures impacting production processes are often not as extensively covered, which underlines the need for further support in addition to energy audits. Decision support is practised in a variety of different disciplines such as optimization and simulation and the aim of this paper is to explore whether investment decision support practices may be used successfully towards small and medium-sized manufacturers in Sweden when complex production-related investment decisions are taken. The optimization results from the different cases, involving a foundry's investment in a new melting unit, indicate that with no electricity price fluctuations over the day, the investment seems sound as it lowers the overall energy costs. However, with fluctuating electricity prices, there are no large differences in energy costs between the option of retaining the existing five melting furnaces at the foundry and investing in a twin furnace and removing the holding furnaces - which was the initial investment plan for the foundry in the study. It would not have been possible to achieve this outcome without the use of investment decision support such as MIND. One of the main conclusions in this paper is that investment decision support, when strategic

  15. Psychological and Organizational Variables Associated with Workplace Learning in Small and Medium Manufacturing Businesses in Korea

    Science.gov (United States)

    Moon, Se-Yeon; Na, Seung-Il

    2009-01-01

    The purpose of this study was to determine the relationship between workplace learning and psychological variables, such as learning competency, motivation, curiosity, self-esteem and locus of control, and organizational variables, such as centralization of power, formality, merit system and communication. The studied population consisted entirely…

  16. Technical Support Document: Development of the Advanced Energy Design Guide for Medium to Big Box Retail Buildings - 50% Energy Savings

    Energy Technology Data Exchange (ETDEWEB)

    Bonnema, Eric [National Renewable Energy Lab. (NREL), Golden, CO (United States); Leach, Matt [National Renewable Energy Lab. (NREL), Golden, CO (United States); Pless, Shanti [National Renewable Energy Lab. (NREL), Golden, CO (United States)

    2013-06-05

    This Technical Support Document describes the process and methodology for the development of the Advanced Energy Design Guide for Medium to Big Box Retail Buildings: Achieving 50% Energy Savings Toward a Net Zero Energy Building (AEDG-MBBR) ASHRAE et al. (2011b). The AEDG-MBBR is intended to provide recommendations for achieving 50% whole-building energy savings in retail stores over levels achieved by following ANSI/ASHRAE/IESNA Standard 90.1-2004, Energy Standard for Buildings Except Low-Rise Residential Buildings (Standard 90.1-2004) (ASHRAE 2004b). The AEDG-MBBR was developed in collaboration with the American Society of Heating, Refrigerating and Air-Conditioning Engineers (ASHRAE), the American Institute of Architects (AIA), the Illuminating Engineering Society of North America (IES), the U.S. Green Building Council (USGBC), and the U.S. Department of Energy.

  17. Technical Support Document: Development of the Advanced Energy Design Guide for Medium to Big Box Retail Buildings - 50% Energy Savings

    Energy Technology Data Exchange (ETDEWEB)

    Bonnema, E.; Leach, M.; Pless, S.

    2013-06-01

    This Technical Support Document describes the process and methodology for the development of the Advanced Energy Design Guide for Medium to Big Box Retail Buildings: Achieving 50% Energy Savings Toward a Net Zero Energy Building (AEDG-MBBR) ASHRAE et al. (2011b). The AEDG-MBBR is intended to provide recommendations for achieving 50% whole-building energy savings in retail stores over levels achieved by following ANSI/ASHRAE/IESNA Standard 90.1-2004, Energy Standard for Buildings Except Low-Rise Residential Buildings (Standard 90.1-2004) (ASHRAE 2004b). The AEDG-MBBR was developed in collaboration with the American Society of Heating, Refrigerating and Air-Conditioning Engineers (ASHRAE), the American Institute of Architects (AIA), the Illuminating Engineering Society of North America (IES), the U.S. Green Building Council (USGBC), and the U.S. Department of Energy.

  18. Innovation incubators – entities of support of small and medium-sized enterprises’ competitiveness in the Modern economy

    Directory of Open Access Journals (Sweden)

    Maier Lidia

    2013-02-01

    Full Text Available Innovation incubators are entities of the infrastructure network of support of small and medium-sized enterprises. At the stage of SMEs’ maximum vulnerability, they improve the survival of innovative businesses through the range of services and facilities provided. They are designed to mitigate the problems faced by SMEs, which develop and implement innovations, ensuring sustainability and competitiveness. Along with promoting the entrepreneurial spirit, innovation incubators play an essential role in promoting knowledge and innovation transfer, introduction of the research results into economic circuit, creating links between businesses, universities, research institutions, etc., links between people, talents and resources.In this article, we will focus on innovation incubators, their role in the development of SMEs in the world and in the Republic of Moldova, making an accent in the creation and development of the country's first Innovation Incubator „Inovatorul”.

  19. Development of a web-based learning medium on mechanism of labour for nursing students.

    Science.gov (United States)

    Gerdprasert, Sailom; Pruksacheva, Tassanee; Panijpan, Bhinyo; Ruenwongsa, Pintip

    2010-07-01

    This study aimed to develop a web-based learning media on the process and mechanism of labour for the third-year university nursing and midwifery students. This media was developed based on integrating principles of the mechanism of labour with the 5Es inquiry cycle and interactive features of information technology. In this study, the web-based learning unit was used to supplement the conventional lecture as in the traditional teaching. Students' achievements were assessed by using the pre- and post-test on factual knowledge and semi-structured interviews on attitude to the unit. Supplementation with this learning unit made learning significantly more effective than the traditional lecture by itself. The students also showed positive attitude toward the learning unit. Copyright 2009 Elsevier Ltd. All rights reserved.

  20. Medium chain acylcarnitines dominate the metabolite pattern in humans under moderate intensity exercise and support lipid oxidation.

    Directory of Open Access Journals (Sweden)

    Rainer Lehmann

    Full Text Available BACKGROUND: Exercise is an extreme physiological challenge for skeletal muscle energy metabolism and has notable health benefits. We aimed to identify and characterize metabolites, which are components of the regulatory network mediating the beneficial metabolic adaptation to exercise. METHODOLOGY AND PRINCIPAL FINDINGS: First, we investigated plasma from healthy human subjects who completed two independent running studies under moderate, predominantly aerobic conditions. Samples obtained prior to and immediately after running and then 3 and 24 h into the recovery phase were analyzed by a non-targeted (NT- metabolomics approach applying liquid chromatography-qTOF-mass spectrometry. Under these conditions medium and long chain acylcarnitines were found to be the most discriminant plasma biomarkers of moderately intense exercise. Immediately after a 60 min (at 93% V(IAT or a 120 min run (at 70% V(IAT a pronounced, transient increase dominated by octanoyl-, decanoyl-, and dodecanoyl-carnitine was observed. The release of acylcarnitines as intermediates of partial beta-oxidation was verified in skeletal muscle cell culture experiments by probing (13C-palmitate metabolism. Further investigations in primary human myotubes and mouse muscle tissue revealed that octanoyl-, decanoyl-, and dodecanoyl-carnitine were able to support the oxidation of palmitate, proving more effective than L-carnitine. CONCLUSIONS: Medium chain acylcarnitines were identified and characterized by a functional metabolomics approach as the dominating biomarkers during a moderately intense exercise bout possessing the power to support fat oxidation. This physiological production and efflux of acylcarnitines might exert beneficial biological functions in muscle tissue.

  1. Are Science Comics a Good Medium for Science Communication? The Case for Public Learning of Nanotechnology

    Science.gov (United States)

    Lin, Shu-Fen; Lin, Huann-shyang; Lee, Ling; Yore, Larry D.

    2015-01-01

    Comic books possessing the features of humour, narrative, and visual representation are deemed as a potential medium for science communication; however, empirical studies exploring the effects of comics are scarce. The purposes of this study were to examine and compare the impacts of a comic book and a text booklet on conveying the concepts of…

  2. Implementing e-network-supported inquiry learning in science

    DEFF Research Database (Denmark)

    Williams, John; Cowie, Bronwen; Khoo, Elaine

    2013-01-01

    The successful implementation of electronically networked (e-networked) tools to support an inquiry-learning approach in secondary science classrooms is dependent on a range of factors spread between teachers, schools, and students. The teacher must have a clear understanding of the nature......-construct knowledge using a wide range of resources for meaning making and expression of ideas. These outcomes were, however, contingent on the interplay of teacher understanding of the nature of science inquiry and school provision of an effective technological infrastructure and support for flexible curriculum...... of inquiry, the school must provide effective technological infrastructure and sympathetic curriculum parameters, and the students need to be carefully scaffolded to the point of engaging with the inquiry process. Within this study, e-networks supported students to exercise agency, collaborate, and co...

  3. SUPPORTING LEARNING THROUGH EPISTEMIC SCAFFOLDS EMBEDDED IN A HIGHLIGHTER TOOL

    Directory of Open Access Journals (Sweden)

    Jan Erik Dahl

    2016-11-01

    Full Text Available This article explores the use of epistemic scaffolds embedded in a digital highlighter tool that was used to support students’ readings and discussions of research articles. The use of annotation technologies in education is increasing, and annotations can play a wide variety of epistemic roles; e.g., they can facilitate a deeper level of engagement, support critical thinking, develop cognitive and metacognitive skills and introduce practices that can support knowledge building and independent learning. However, research has shown that the actual tool use often deviates from the underlying knowledge model in the tools. Hence, the situated and mediated nature of these tools is still poorly understood. Research also tends to study the tools as a passed on resource rather than being co-constructed between students and teachers. The researcher argues that approaching these resources as co-constructed can be more productive and can create new spaces for teacher–student dialogues, students’ agency and self-scaffolding.

  4. Development of Information Technologies in Slovak Small and Medium Enterprises From the Point of View of a Learning Organization

    Directory of Open Access Journals (Sweden)

    Minárová Martina

    2011-09-01

    Full Text Available This article deals with information technologies from the knowledge management perspective. A partial objective of the research within the project VEGA 1/0638/08 was to find out how much of the knowledge of information technology is used by managers, and thus the overall readiness of small and medium enterprises in the creation of a learning organization. In the current, constantly changing environment, it is essential to elaborate on the need for the development of information technologies in an organization.

  5. Supporting Problem Solving with Case-Stories Learning Scenario and Video-based Collaborative Learning Technology

    Directory of Open Access Journals (Sweden)

    Chun Hu

    2004-04-01

    Full Text Available In this paper, we suggest that case-based resources, which are used for assisting cognition during problem solving, can be structured around the work of narratives in social cultural psychology. Theories and other research methods have proposed structures within narratives and stories which may be useful to the design of case-based resources. Moreover, embedded within cases are stories which are contextually rich, supporting the epistemological groundings of situated cognition. Therefore the purposes of this paper are to discuss possible frameworks of case-stories; derive design principles as to “what” constitutes a good case story or narrative; and suggest how technology can support story-based learning. We adopt video-based Computer-Supported Collaborative Learning (CSCL technology to support problem solving with case-stories learning scenarios. Our hypothesis in this paper is that well-designed case-based resources are able to aid in the cognitive processes undergirding problem solving and meaning making. We also suggest the use of an emerging video-based collaborative learning technology to support such an instructional strategy.

  6. GP supervisors' experience in supporting self-regulated learning: a balancing act

    NARCIS (Netherlands)

    Sagasser, M.H.; Kramer, A.W.M.; Weel, C. van; Vleuten, C.P.M. van der

    2015-01-01

    Self-regulated learning is essential for professional development and lifelong learning. As self-regulated learning has many inaccuracies, the need to support self-regulated learning has been recommended. Supervisors can provide such support. In a prior study trainees reported on the variation in

  7. Supporting Collective Inquiry: A Technology Framework for Distributed Learning

    Science.gov (United States)

    Tissenbaum, Michael

    This design-based study describes the implementation and evaluation of a technology framework to support smart classrooms and Distributed Technology Enhanced Learning (DTEL) called SAIL Smart Space (S3). S3 is an open-source technology framework designed to support students engaged in inquiry investigations as a knowledge community. To evaluate the effectiveness of S3 as a generalizable technology framework, a curriculum named PLACE (Physics Learning Across Contexts and Environments) was developed to support two grade-11 physics classes (n = 22; n = 23) engaged in a multi-context inquiry curriculum based on the Knowledge Community and Inquiry (KCI) pedagogical model. This dissertation outlines three initial design studies that established a set of design principles for DTEL curricula, and related technology infrastructures. These principles guided the development of PLACE, a twelve-week inquiry curriculum in which students drew upon their community-generated knowledge base as a source of evidence for solving ill-structured physics problems based on the physics of Hollywood movies. During the culminating smart classroom activity, the S3 framework played a central role in orchestrating student activities, including managing the flow of materials and students using real-time data mining and intelligent agents that responded to emergent class patterns. S3 supported students' construction of knowledge through the use individual, collective and collaborative scripts and technologies, including tablets and interactive large-format displays. Aggregate and real-time ambient visualizations helped the teacher act as a wondering facilitator, supporting students in their inquiry where needed. A teacher orchestration tablet gave the teacher some control over the flow of the scripted activities, and alerted him to critical moments for intervention. Analysis focuses on S3's effectiveness in supporting students' inquiry across multiple learning contexts and scales of time, and in

  8. The Relationships among Group Size, Participation, and Performance of Programming Language Learning Supported with Online Forums

    Science.gov (United States)

    Shaw, Ruey-Shiang

    2013-01-01

    This study examined the relationships among group size, participation, and learning performance factors when learning a programming language in a computer-supported collaborative learning (CSCL) context. An online forum was used as the CSCL environment for learning the Microsoft ASP.NET programming language. The collaborative-learning experiment…

  9. Using Wikis as a Support and Assessment Tool in Collaborative Digital Game-Based Learning Environments

    Science.gov (United States)

    Samur, Yavuz

    2011-01-01

    In computer-supported collaborative learning (CSCL) environments, there are many researches done on collaborative learning activities; however, in game-based learning environments, more research and literature on collaborative learning activities are required. Actually, both game-based learning environments and wikis enable us to use new chances…

  10. Self-learning basic life support: A randomised controlled trial on learning conditions.

    Science.gov (United States)

    Pedersen, Tina Heidi; Kasper, Nina; Roman, Hari; Egloff, Mike; Marx, David; Abegglen, Sandra; Greif, Robert

    2018-05-01

    To investigate whether pure self-learning without instructor support, resulted in the same BLS-competencies as facilitator-led learning, when using the same commercially available video BLS teaching kit. First-year medical students were randomised to either BLS self-learning without supervision or facilitator-led BLS-teaching. Both groups used the MiniAnne kit (Laerdal Medical, Stavanger, Norway) in the students' local language. Directly after the teaching and three months later, all participants were tested on their BLS-competencies in a simulated scenario, using the Resusci Anne SkillReporter™ (Laerdal Medical, Stavanger, Norway). The primary outcome was percentage of correct cardiac compressions three months after the teaching. Secondary outcomes were all other BLS parameters recorded by the SkillReporter and parameters from a BLS-competence rating form. 240 students were assessed at baseline and 152 students participated in the 3-month follow-up. For our primary outcome, the percentage of correct compressions, we found a median of 48% (interquartile range (IQR) 10-83) for facilitator-led learning vs. 42% (IQR 14-81) for self-learning (p = 0.770) directly after the teaching. In the 3-month follow-up, the rate of correct compressions dropped to 28% (IQR 6-59) for facilitator-led learning (p = 0.043) and did not change significantly in the self-learning group (47% (IQR 12-78), p = 0.729). Self-learning is not inferior to facilitator-led learning in the short term. Self-learning resulted in a better retention of BLS-skills three months after training compared to facilitator-led training. Copyright © 2018 Elsevier B.V. All rights reserved.

  11. Late Departures from Paper-Based to Supported Networked Learning in South Africa: Lessons Learned

    Science.gov (United States)

    Kok, Illasha; Beter, Petra; Esterhuizen, Hennie

    2018-01-01

    Fragmented connectivity in South Africa is the dominant barrier for digitising initiatives. New insights surfaced when a university-based nursing programme introduced tablets within a supportive network learning environment. A qualitative, explorative design investigated adult nurses' experiences of the realities when moving from paper-based…

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

    Science.gov (United States)

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

    2012-01-01

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

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

    Science.gov (United States)

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

    2012-01-01

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

  14. eLearning techniques supporting problem based learning in clinical simulation.

    Science.gov (United States)

    Docherty, Charles; Hoy, Derek; Topp, Helena; Trinder, Kathryn

    2005-08-01

    This paper details the results of the first phase of a project using eLearning to support students' learning within a simulated environment. The locus was a purpose built clinical simulation laboratory (CSL) where the School's philosophy of problem based learning (PBL) was challenged through lecturers using traditional teaching methods. a student-centred, problem based approach to the acquisition of clinical skills that used high quality learning objects embedded within web pages, substituting for lecturers providing instruction and demonstration. This encouraged student nurses to explore, analyse and make decisions within the safety of a clinical simulation. Learning was facilitated through network communications and reflection on video performances of self and others. Evaluations were positive, students demonstrating increased satisfaction with PBL, improved performance in exams, and increased self-efficacy in the performance of nursing activities. These results indicate that eLearning techniques can help students acquire clinical skills in the safety of a simulated environment within the context of a problem based learning curriculum.

  15. A Digital Coach That Provides Affective and Social Learning Support to Low-Literate Learners

    NARCIS (Netherlands)

    Schouten, D.G.M.; Venneker, F.; Bosse, T.; Neerincx, M.; Cremer, A.H.M.

    In this study, we investigate if a digital coach for low-literate learners that provides cognitive learning support based on scaffolding can be improved by adding affective learning support based on motivational interviewing, and social learning support based on small talk. Several knowledge gaps

  16. Implementation of Multiple Intelligences Supported Project-Based Learning in EFL/ESL Classrooms

    Science.gov (United States)

    Bas, Gokhan

    2008-01-01

    This article deals with the implementation of Multiple Intelligences supported Project-Based learning in EFL/ESL Classrooms. In this study, after Multiple Intelligences supported Project-based learning was presented shortly, the implementation of this learning method into English classrooms. Implementation process of MI supported Project-based…

  17. A Digital Coach That Provides Affective and Social Learning Support to Low-Literate Learners

    Science.gov (United States)

    Schouten, Dylan G. M.; Venneker, Fleur; Bosse, Tibor; Neerincx, Mark A.; Cremers, Anita H. M.

    2018-01-01

    In this study, we investigate if a digital coach for low-literate learners that provides cognitive learning support based on scaffolding can be improved by adding affective learning support based on motivational interviewing, and social learning support based on small talk. Several knowledge gaps are identified: motivational interviewing and small…

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

    Directory of Open Access Journals (Sweden)

    Bertil Haack

    2010-02-01

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

  19. Graphene–poly(5-aminoindole) composite film as Pt catalyst support for methanol electrooxidation in alkaline medium

    International Nuclear Information System (INIS)

    Yue, Ruirui; Zhang, Qiang; Wang, Caiqin; Du, Yukou; Yang, Ping; Xu, Jingkun

    2013-01-01

    Highlights: • Electropolymerization of 5-aminoindole (AIn) in the presence of graphene (GE). • Significant catalytic effect of GE on the polymerization of AIn. • PAIn/GE/GC used as Pt catalyst support. • The enhanced catalytic activity of Pt/PAIn/GE/GC for methanol electrooxidation. -- Abstract: 5-Aminoindole (AIn) was electropolymerized on graphene (GE) modified glass carbon (GC) electrode in 0.5 M H 2 SO 4 aqueous solution containing 0.01 M AIn. Because of the catalytic effect of GE, the polymerization efficiency of AIn and the electrochemical activity of as-formed poly(5-aminoindole) (PAIn) were significantly improved on GE/GC electrode as compared to that on the bare GC electrode. The prepared PAIn/GE/GC electrode was used as substrate for Pt particle electrodeposition. SEM, EDX and Raman spectral were used to characterize the prepared electrodes. Electrocatalytic experiments demonstrate that the Pt/PAIn/GE/GC electrode possesses high catalytic activity toward methanol electrooxidation in alkaline medium, due to the good dispersion of Pt particles on PAIn/GE/GC and the electronic interactions between the metal particles and the polymer matrixes. Thus, PAIn can be a promising alternative for polymeric catalyst support in direct alcohol fuel cells

  20. Editorial: Creating, Supporting, Sustaining and Evaluating Virtual Learning Communities

    Directory of Open Access Journals (Sweden)

    Xun Ge

    2011-12-01

    Full Text Available This special issue is dedicated to creating, building, supporting, sustaining and evaluating virtual learning communities (VLCs using emerging technologies. The contributors from diverse disciplines have come together to share their valuable experiences and findings through their research in the following themes: (a instructional models, strategies, approaches for building, supporting and evaluating VLCs, (b designing effective use of tools to promote discourse and scaffold peer interactions among members, (c iterative processes and models of designing and evaluating VLCs; and (d various variables concerning VLCs, such as virtual community behaviors, cultural factors, adoption patterns of tools. It is hoped that these articles will provide practical guidance and offer valuable experience to both educators and researchers who are interested in designing effective VLCs and examining various aspects of VLCs to advance our understanding of VLCs.

  1. Using Songs To Support Vocabulary Learning For Grade Four Pupils

    Directory of Open Access Journals (Sweden)

    Rashid Al-Azri

    2015-06-01

    Full Text Available Abstract Over the recent years the teaching of foreign language vocabulary has been the subject of much discussion and arguments and a number of research and methodology books on such topic have emerged as it is the case for example with Nation 2001 and Schmitt 2000. For a long time grammar seemed to have attracted more attention but this renewed interest in vocabulary reflects the belief that it is becoming a major component in knowing a language and as some recent scholars would admit even more important than grammar already. In addition to the various strategies used to promote vocabulary learning in the classroom environment songs are widely being used nowadays as a powerful tool in teaching new vocabulary to early grades pupils. Throughout our teaching of young learners we have noticed that they are amazingly captured by songs and they always enjoy listening to them. This might be one of the main reasons why songs have now become one of the cornerstones in the demanding and challenging process of teaching children. The purpose of this research paper is to find out as to what extent and how the use of songs may support new vocabulary learning for grade four pupils in Oman and how much it actually helps these young learners in developing their vocabulary learning habits.

  2. Computers in the Classroom: From Tool to Medium.

    Science.gov (United States)

    Perrone, Corrina; Repenning, Alexander; Spencer, Sarah; Ambach, James

    1996-01-01

    Discusses the computer as a communication medium to support learning. Illustrates the benefits of this reconceptualization in the context of having students author and play interactive simulation games and exchange them over the Internet. (RS)

  3. Relations Between Positive Impacts Of CSR, External Support, CSR Knowledge And The Degree Of CSR Practices In Thai Small And Medium Enterprises

    OpenAIRE

    Pornpimon Eua-anant; Dusadee Ayuwat; Buapun Promphakping

    2011-01-01

    This article investigates the relations between positive impacts from Corporate Social Responsibility (CSR), external support, knowledge about CSR and the degree of CSR practices according to international standards in the viewpoint of small and medium enterprises in Thailand. The survey among 262 small and medium enterprises in five sections in the northeastern region of Thailand reveals that positive impacts of CSR on internal issues have shown to be positively related to the degree of CSR ...

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

    Science.gov (United States)

    Berglund, Mia; Sjögren, Reet; Ekebergh, Margaretha

    2012-03-01

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

  5. Does the Medium Make the Magic? The Effects of Cooperative Learning and Conferencing Software.

    Science.gov (United States)

    Burley, Hansel

    1998-01-01

    Describes how using conferencing software in a computer-assisted writing environment became a catalyst for a distinctive learning ecology that interrelated prosocial student behaviors, learner-centered teaching, and assessment. Argues that the conferencing class not only helped students apply critical thinking and problem-solving skills in…

  6. THE INFLUENCE OF IMPLEMENTING THE STRATEGIC POLICY IN CREATING BUSINESS CLIMATE, BUSINESS ENVIRONMENT AND PROVIDING SUPPORT FACILITIES TOWARDS BUSINESS EMPOWERMENT ON SMALL MEDIUM CRAFT ENTERPRISES IN AMBON INDONESIA

    Directory of Open Access Journals (Sweden)

    Josef Papilaya

    2015-04-01

    Full Text Available This study aims at analyzing and explaining whether there was the influence of implementing the strategic policy in creating business climate, business environment and providing support facilities towards empowerment on small and medium enterprises as well as whether there is synchronously influence of implementing the strategic policy in creating business climate, business environment and providing support facilities for business empowerment on small and medium scale enterprises through a survey in the city of Ambon. The results show, that there is a positive and significant effect of implementing the strategic policy in creating business climate to empower small and medium enterprises. There is a positive and significant effect on the business environment toward the empowerment of small and medium enterprises, there is a positive and significant effect of providing support facilities toward the empowerment of small and medium enterprises, and there is a positive and significant simultaneously effect in business climate, business environment and support facilities for business towards the empowerment of small business in Ambon city. Empowerment programs are conducted to maintain a conducive business climate, including: 1. the innovation promotion, 2. enhancing human resources through training development; 3. providing financial support, 4. giving support to the marketing strategy, 5. opening the business partnership. While the supporting facilities granted to small and medium enterprises including: 1. giving the fishing boat for the Fishermen, 2. providing the workshop (machine shop service facilities to small crafts business Enterprises, 3. establish vendors for small enterprises, 4. provide the area for street vendors, 5. provide tents for merchants culinary who work at night. Providing the assistance to encourage the business climate and create conducive business environment.

  7. Assessment for Learning as Support for Student Self-Regulation

    Science.gov (United States)

    Heritage, Margaret

    2018-01-01

    Assessment for learning (AfL) is integral to teaching and learning, and has as its central foci (i) pedagogical intervention in the immediacy of student learning, and (ii) the students' agency in the learning and assessment process. The role that students adopt in AfL is consistent with the idea of self-regulated learning, which involves students…

  8. Relationships between school support, school facilities, ICT culture and mathematics teachers' attitudes towards ICT in teaching and learning

    Science.gov (United States)

    Ayub, Ahmad Fauzi Mohd; Bakar, Kamariah Abu; Ismail, Rohayati

    2012-05-01

    Information communication Technology (ICT) has been a major influence in the Malaysian Education System, especially in the teaching of mathematics. Since 2003, the Malaysian Ministry of Education has provided incentives to mathematics teacher to motivate them to use ICT using English as the medium of instruction, during the teaching and learning process. However, there are barriers that prevented mathematics teachers from using ICT in the classrooms. This study is to determine factors that influenced the attitudes of Malaysian Mathematic Teachers in integrating ICT in their teaching and learning. One hundred ninety one mathematics teachers were randomly selected for the purpose of this study. The three factors investigated were school support, school facilities and school culture which had been selected to be correlated with teachers' attitudes towards integrating ICT in the teaching and learning of mathematics. Findings showed that significant positive relationships existed between teachers' attitudes toward integrating ICT in the teaching and learning and school support, school facilities and ICT culture and This finding indicated that, in order to develop teachers' attitudes in using ICT during their teaching and learning process, they needed support from the school principals and also their colleagues. Apart from that, school facilities and also ICT culture were also found to be essential.

  9. Learning by doing: The evolution of state support for photovoltaics

    Energy Technology Data Exchange (ETDEWEB)

    Bolinger, Mark; Wiser, Ryan

    2003-06-01

    Fifteen states have established ''clean energy funds'' that will collect more than $3 billion in aggregate from ratepayers over the next decade. The general mission of these funds is to support the development of renewable energy technologies and markets; all of the funds target the installation of photovoltaics (PV) in one way or another. So-called ''buy-down'' programs--i.e., programs that offset the high up-front costs of PV through capital grants or rebates--have been the most popular approach taken to date in supporting PV. At present, however, state clean energy funds appear to be evolving into a new phase of supporting PV--one that draws upon lessons learned from the past few years' experience with the first round of buy-down programs. This paper briefly discusses these lessons from the past and describes how various states are tweaking, rearranging, or crafting new programs to incorporate those lessons.

  10. E-learning support for Economic-mathematical methods

    Directory of Open Access Journals (Sweden)

    Pavel Kolman

    2009-01-01

    Full Text Available Article is describing process of creating and using of e-learning program for graphical solution of li­near programming problems that is used in the Economic mathematical methods course on Faculty of Business and Economics, MZLU. The program was created within FRVŠ 788/2008 grant and is intended for practicing of graphical solution of LP problems and allows better understanding of the li­near programming problems. In the article is on one hand described the way, how does the program work, it means how were the algorithms implemented, and on the other hand there is described way of use of that program. The program is constructed for working with integer and rational numbers. At the end of the article are shown basic statistics of programs use of students in the present form and the part-time form of study. It is mainly the number of programs downloads and comparison to another programs and students opinion on the e-learning support.

  11. The Impact of Leadership Support for Blended Learning on Teachers and Students

    Science.gov (United States)

    Bodden-White, Michelle Marie

    2015-01-01

    This quantitative study examined the relationship between teachers' perceptions of leadership support for their use of a blended learning approach to teach math in fourth or fifth grade and their use of blended learning. The study also examined teachers' perceptions of leadership support for incorporating blended learning and student engagement.…

  12. The Effects of Mobile-Computer-Supported Collaborative Learning: Meta-Analysis and Critical Synthesis

    Science.gov (United States)

    Sung, Yao-Ting; Yang, Je-Ming; Lee, Han-Yueh

    2017-01-01

    One of the trends in collaborative learning is using mobile devices for supporting the process and products of collaboration, which has been forming the field of mobile-computer-supported collaborative learning (mCSCL). Although mobile devices have become valuable collaborative learning tools, evaluative evidence for their substantial…

  13. Internal and External Factors Affecting Teachers' Adoption of Formative Assessment to Support Learning

    Science.gov (United States)

    Izci, Kemal

    2016-01-01

    Assessment forms an important part of instruction. Assessment that aims to support learning is known as formative assessment and it contributes student's learning gain and motivation. However, teachers rarely use assessment formatively to aid their students' learning. Thus reviewing the factors that limit or support teachers' practices of…

  14. Supporting Vocationally Oriented Learning in the High School Years: Rationale, Tasks, Challenges

    Science.gov (United States)

    Halpern, Robert

    2012-01-01

    This article highlights the limitations of our current educational system in terms of vocational learning and highlights the role that vocational learning can play in supporting youth development and improving youth outcomes. It discusses the role that nonschool settings can play in supporting vocational learning and suggests strategies to improve…

  15. Successful Implementation of a Computer-Supported Collaborative Learning System in Teaching E-Commerce

    Science.gov (United States)

    Ngai, E. W. T.; Lam, S. S.; Poon, J. K. L.

    2013-01-01

    This paper describes the successful application of a computer-supported collaborative learning system in teaching e-commerce. The authors created a teaching and learning environment for 39 local secondary schools to introduce e-commerce using a computer-supported collaborative learning system. This system is designed to equip students with…

  16. Families Support Their Children's Success in Science Learning by Influencing Interest and Self-efficacy

    Science.gov (United States)

    Sha, Li; Schunn, Christian; Bathgate, Meghan; Ben-Eliyahu, Adar

    2016-01-01

    How is a child's successful participation in science learning shaped by their family's support? We focus on the critical time period of early adolescents, testing (i) whether the child's perception of family support is important for both choice preferences to participate in optional learning experiences and engagement during science learning, and…

  17. Predicting Pilot Behavior in Medium Scale Scenarios Using Game Theory and Reinforcement Learning

    Science.gov (United States)

    Yildiz, Yildiray; Agogino, Adrian; Brat, Guillaume

    2013-01-01

    Effective automation is critical in achieving the capacity and safety goals of the Next Generation Air Traffic System. Unfortunately creating integration and validation tools for such automation is difficult as the interactions between automation and their human counterparts is complex and unpredictable. This validation becomes even more difficult as we integrate wide-reaching technologies that affect the behavior of different decision makers in the system such as pilots, controllers and airlines. While overt short-term behavior changes can be explicitly modeled with traditional agent modeling systems, subtle behavior changes caused by the integration of new technologies may snowball into larger problems and be very hard to detect. To overcome these obstacles, we show how integration of new technologies can be validated by learning behavior models based on goals. In this framework, human participants are not modeled explicitly. Instead, their goals are modeled and through reinforcement learning their actions are predicted. The main advantage to this approach is that modeling is done within the context of the entire system allowing for accurate modeling of all participants as they interact as a whole. In addition such an approach allows for efficient trade studies and feasibility testing on a wide range of automation scenarios. The goal of this paper is to test that such an approach is feasible. To do this we implement this approach using a simple discrete-state learning system on a scenario where 50 aircraft need to self-navigate using Automatic Dependent Surveillance-Broadcast (ADS-B) information. In this scenario, we show how the approach can be used to predict the ability of pilots to adequately balance aircraft separation and fly efficient paths. We present results with several levels of complexity and airspace congestion.

  18. The Impact of Supported and Annotated Mobile Learning on Achievement and Cognitive Load

    Science.gov (United States)

    Shadiev, Rustam; Hwang, Wu-Yuin; Huang, Yueh-Min; Liu, Tzu-Yu

    2015-01-01

    We designed activities for learning English as a foreign language in a mobile learning environment with familiar authentic support for this study. Students learned at school and then applied their newly gained knowledge to solve daily life problems by first using a tablet to take pictures of objects they wished to learn about, then describing them…

  19. Supporting Case-Based Learning in Information Security with Web-Based Technology

    Science.gov (United States)

    He, Wu; Yuan, Xiaohong; Yang, Li

    2013-01-01

    Case-based learning has been widely used in many disciplines. As an effective pedagogical method, case-based learning is also being used to support teaching and learning in the domain of information security. In this paper, we demonstrate case-based learning in information security by sharing our experiences in using a case study to teach security…

  20. Representative Model of the Learning Process in Virtual Spaces Supported by ICT

    Science.gov (United States)

    Capacho, José

    2014-01-01

    This paper shows the results of research activities for building the representative model of the learning process in virtual spaces (e-Learning). The formal basis of the model are supported in the analysis of models of learning assessment in virtual spaces and specifically in Dembo´s teaching learning model, the systemic approach to evaluating…

  1. Supporting medical students with learning disabilities in Asian medical schools

    Directory of Open Access Journals (Sweden)

    Md. Anwarul Azim Majumder

    2010-10-01

    Full Text Available Md. Anwarul Azim Majumder1, Sayeeda Rahman2, Urban JA D’Souza3, Gad Elbeheri4, Khalid Bin Abdulrahman5, M Muzaherul Huq61,2Department of Clinical Sciences, School of Life Sciences, University of Bradford, West Yorkshire, Bradford, UK; 3School of Medicine, University Malaysia Sabah, Kota Kinabalu, Sabah, Malaysia; 4Centre for Child Evaluation and Teaching, Kuwait; 5College of Medicine, Al-Imam University, Riyadh, Saudi Arabia; 6Centre for Medical Education (CME, Mohakhali, Dhaka, BangladeshAbstract: Learning disabilities (LDs represent the largest group of disabilities in higher education (HE institutes, including medical schools, and the numbers are continuing to rise. The worrying concern is that two-thirds to half of these students with LDs remain undiagnosed when they start their undergraduate education and may even graduate without having their disabilities diagnosed. These students struggle with their academic abilities, receive poor grades and, as a result, develop lower perceptions of their intellectual abilities than do those students without LDs. All these ultimately hamper their professional practice, employment, and career progression. Appropriate and adequate educational policies, provisions, and practices help students to progress satisfactorily. In Asian countries, public and professional awareness about LDs is low, supportive provisions are limited, legislations are inadequate, data are scarce, and equal-opportunity/widening-participation policies are not implemented effectively in the HE sector. This article discusses the issues related to LDs in medical education and draws policy, provision, and practice implications to identify, assess, and support students with LDs in medical schools, particularly in an Asian context.Keywords: medical education, learning disabilities, dyslexia, Asia

  2. Examining the Roles of Blended Learning Approaches in Computer-Supported Collaborative Learning (CSCL) Environments: A Delphi Study

    Science.gov (United States)

    So, Hyo-Jeong; Bonk, Curtis J.

    2010-01-01

    In this study, a Delphi method was used to identify and predict the roles of blended learning approaches in computer-supported collaborative learning (CSCL) environments. The Delphi panel consisted of experts in online learning from different geographic regions of the world. This study discusses findings related to (a) pros and cons of blended…

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

    Science.gov (United States)

    Jones, Jane

    2012-01-01

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

  4. Shifting the Balance in First-Year Learning Support: From Staff Instruction to Peer-Learning Primacy

    Science.gov (United States)

    van der Meer, Jacques; Scott, Carole

    2008-01-01

    Effective response to the learning needs of first-year students is a contested issue. In many learning support centres the dominant approach to developing student learning skills is through generic or tailored workshops and/or individual consultations. Although there is a place for these activities, we argue that the balance should be shifted…

  5. Analysis of an Interactive Technology Supported Problem-Based Learning STEM Project Using Selected Learning Sciences Interest Areas (SLSIA)

    Science.gov (United States)

    Kumar, David Devraj

    2017-01-01

    This paper reports an analysis of an interactive technology-supported, problem-based learning (PBL) project in science, technology, engineering and mathematics (STEM) from a Learning Sciences perspective using the Selected Learning Sciences Interest Areas (SLSIA). The SLSIA was adapted from the "What kinds of topics do ISLS [International…

  6. Game-Based Learning in an OpenSim-Supported Virtual Environment on Perceived Motivational Quality of Learning

    Science.gov (United States)

    Kim, Heesung; Ke, Fengfeng; Paek, Insu

    2017-01-01

    This experimental study was intended to examine whether game-based learning (GBL) that encompasses four particular game characteristics (challenges, a storyline, immediate rewards and the integration of game-play with learning content) in an OpenSimulator-supported virtual reality learning environment can improve perceived motivational quality of…

  7. Formative assessment in an online learning environment to support flexible on-the-job learning in complex professional domains

    NARCIS (Netherlands)

    Tamara van Gog; Desirée Joosten-ten Brinke; F. J. Prins; Dominique Sluijsmans

    2010-01-01

    This article describes a blueprint for an online learning environment that is based on prominent instructional design and assessment theories for supporting learning in complex domains. The core of this environment consists of formative assessment tasks (i.e., assessment for learning) that center on

  8. DISTRIBUTED LEADERSHIP COLLABORATION FACTORS TO SUPPORT IDEA GENERATION IN COMPUTER-SUPPORTED COLLABORATIVE e-LEARNING

    Directory of Open Access Journals (Sweden)

    Niki Lambropoulos

    2011-01-01

    Full Text Available This paper aims to identify, discuss and analyze students’ collaboration factors related to distributed leadership (DL, which correlates with interaction quality evident in idea generation. Scripting computer-supported collaborative e-learning (CSCeL activities based on DL can scaffold students’ interactions that support collaboration and promote idea generation. Furthermore, the associated tools can facilitate collaboration via scripting and shed light on students’ interactions and dialogical sequences. Such detailed planning can result in effective short e-courses. In this case study, 21 MSc students’ teams worked on a DL project within a 2-day e-course at the IT Institute (ITIN, France. The research methods involved a self-reported questionnaire; the Non-Negative Matrix Factorization (NNMF algorithm with qualitative analysis; and outcomes from the Social Network Analysis (SNA tools implemented within the forums. The results indicated that scripting DL based on the identified distributed leadership attributes can support values such as collaboration and can be useful in supporting idea generation in short e-courses.

  9. Investigation of Using Analytics in Promoting Mobile Learning Support

    Science.gov (United States)

    Visali, Videhi; Swami, Niraj

    2013-01-01

    Learning analytics can promote pedagogically informed use of learner data, which can steer the progress of technology mediated learning across several learning contexts. This paper presents the application of analytics to a mobile learning solution and demonstrates how a pedagogical sense was inferred from the data. Further, this inference was…

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

    Science.gov (United States)

    Hamalainen, Raija

    2012-01-01

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

  11. Supporting Professional Learning in a Massive Open Online Course

    Science.gov (United States)

    Milligan, Colin; Littlejohn, Allison

    2014-01-01

    Professional learning, combining formal and on the job learning, is important for the development and maintenance of expertise in the modern workplace. To integrate formal and informal learning, professionals have to have good self-regulatory ability. Formal learning opportunities are opening up through massive open online courses (MOOCs),…

  12. How do students navigate and learn from nonlinear science texts: Can metanavigation support promote science learning?

    Science.gov (United States)

    Stylianou, Agni

    2003-06-01

    Digital texts which are based on hypertext and hypermedia technologies are now being used to support science learning. Hypertext offers certain opportunities for learning as well as difficulties that challenge readers to become metacognitively aware of their navigation decisions in order to trade both meaning and structure while reading. The goal of this study was to investigate whether supporting sixth grade students to monitor and regulate their navigation behavior while reading from hypertext would lead to better navigation and learning. Metanavigation support in the form of prompts was provided to groups of students who used a hypertext system called CoMPASS to complete a design challenge. The metanavigation prompts aimed at encouraging students to understand the affordances of the navigational aids in CoMPASS and use them to guide their navigation. The study was conducted in a real classroom setting during the implementation of CoMPASS in sixth grade science classes. Multiple sources of group and individual data were collected and analyzed. Measures included student's individual performance in a pre-science knowledge test, the Metacognitive Awareness of Reading Strategies Inventory (MARSI), a reading comprehension test and a concept map test. Process measures included log file information that captured group navigation paths during the use of CoMPASS. The results suggested that providing metanavigation support enabled the groups to make coherent transitions among the text units. Findings also revealed that reading comprehension, presence of metanavigation support and prior domain knowledge significantly predicted students' individual understanding of science. Implications for hypertext design and literacy research fields are discussed.

  13. Learning in a medium-scale DSGE model with expectations based on small forecasting models

    Czech Academy of Sciences Publication Activity Database

    Slobodyan, Sergey; Wouters, R.

    2012-01-01

    Roč. 4, č. 2 (2012), s. 65-101 ISSN 1945-7707 R&D Projects: GA ČR(CZ) GCP402/11/J018 Institutional support: PRVOUK-P23 Keywords : monetary-policy * inflation * convergence Subject RIV: AH - Economics Impact factor: 3.191, year: 2012

  14. High electrocatalytic performance of nitrogen-doped carbon nanofiber-supported nickel oxide nanocomposite for methanol oxidation in alkaline medium

    Energy Technology Data Exchange (ETDEWEB)

    Al-Enizi, Abdullah M. [Department of Chemistry, King Saud University, PO Box: 2455, Riyadh 11451 (Saudi Arabia); Elzatahry, Ahmed A., E-mail: aelzatahry@ksu.edu.sa [Materials Science and Technology Program, College of Arts and Science, Qatar University, Doha 2713 (Qatar); Advanced Technology and New Materials Research Institute, City of Scientific Research and Technology Applications, New Borg El-Arab City, Alexandria 21934 (Egypt); Abdullah, Aboubakr M., E-mail: bakr@qu.edu.qa [Center for Advanced Materials, Qatar University, Doha 2713 (Qatar); Vinu, Ajayan [Future Industries Institute, University of South Australia, Building X-X2-09, Mawson Lakes Campus, Mawson Lakes 5095 SA (Australia); Iwai, Hideo [Materials Analysis Station, National Institute for Materials Science, 1-2-1 Sengen, Tsukuba, Ibaraki, 305-0047 (Japan); Al-Deyab, Salem S. [Petrochemical Research Chair, Department of Chemistry, King Saud University, PO Box: 2455, Riyadh 11451 (Saudi Arabia)

    2017-04-15

    Highlights: • A mixture of Polyvinylpyrrolidone (PVP), graphene and emeraldine base polyaniline (PANi) was electrospun and used as starting materials to prepare a nitrogen-doped carbon nanofiber (N-CNF). • Nickel oxide was loaded on the N-CNF to form a nanocomposite which was calcined later at different temperatures. • The effect of calcination temperature on the electrocatalytic behavior of the nanocomposite was studied which shows that the nanocomposite calcined at 500 °C was proved to be very high compared to the other calcination temperatures. • The stability of catalyst was excellent and its resistance to the adsorption of the intermediates generated from the methanol oxidation was very high. - Abstract: Nitrogen-Doped Carbon Nanofiber (N-CNF)–supported NiO composite was prepared by electrospinning a sol-gel mixture of graphene and polyaniline (PANi) with aqueous solutions of Polyvinylpyrrolidone (PVP) followed by a high-temperature annealing process. The electrospun was stabilized for 2 h at 280 °C, carbonized for 5 h at 1200 °C then loaded by 10% NiO. The electrocatalytic activities of the produced nanocomposite have been studied using cyclic voltammetry, and chronoamperometry. Also, N-CNF was characterized by X-ray diffraction (XRD), thermogravimetric analysis (TGA), surface area (BET), X-ray photoelectron spectroscopy (XPS), transmission electron microscope (TEM), and scanning-electron microscopy (SEM). The obtained N-doped carbon nanofiber was found to have a nitrogen content of 2.6 atomic% with a diameter range of (140–160) nm, and a surface area (393.3 m{sup 2} g{sup −1}). In addition, it showed a high electrocatalytic behavior towards methanol oxidation reaction in alkaline medium and high stability and resistivity to the adsorption of intermediates.

  15. The Personal Digital Library (PDL)-based e-learning: Using the PDL as an e-learning support tool

    Science.gov (United States)

    Deng, Xiaozhao; Ruan, Jianhai

    The paper describes a support tool for learners engaged in e-learning, the Personal Digital Library (PDL). The characteristics and functionality of the PDL are presented. Suggested steps for constructing and managing a PDL are outlined and discussed briefly. The authors believe that the PDL as a support tool of e-learning will be important and essential in the future.

  16. Social Support System in Learning Network for lifelong learners: A Conceptual framework

    NARCIS (Netherlands)

    Nadeem, Danish; Stoyanov, Slavi; Koper, Rob

    2009-01-01

    Nadeem, D., Stoyanov, S., & Koper, R. (2009). Social support system in learning network for lifelong learners: A Conceptual framework [Special issue]. International Journal of Continuing Engineering Education and Life-Long Learning, 19(4/5/6), 337-351.

  17. A Newly Defined and Xeno-Free Culture Medium Supports Every-Other-Day Medium Replacement in the Generation and Long-Term Cultivation of Human Pluripotent Stem Cells.

    Science.gov (United States)

    Ahmadian Baghbaderani, Behnam; Tian, Xinghui; Scotty Cadet, Jean; Shah, Kevan; Walde, Amy; Tran, Huan; Kovarcik, Don Paul; Clarke, Diana; Fellner, Thomas

    2016-01-01

    Human pluripotent stem cells (hPSCs) present an unprecedented opportunity to advance human health by offering an alternative and renewable cell resource for cellular therapeutics and regenerative medicine. The present demand for high quality hPSCs for use in both research and clinical studies underscores the need to develop technologies that will simplify the cultivation process and control variability. Here we describe the development of a robust, defined and xeno-free hPSC medium that supports reliable propagation of hPSCs and generation of human induced pluripotent stem cells (hiPSCs) from multiple somatic cell types; long-term serial subculturing of hPSCs with every-other-day (EOD) medium replacement; and banking fully characterized hPSCs. The hPSCs cultured in this medium for over 40 passages are genetically stable, retain high expression levels of the pluripotency markers TRA-1-60, TRA-1-81, Oct-3/4 and SSEA-4, and readily differentiate into ectoderm, mesoderm and endoderm. Importantly, the medium plays an integral role in establishing a cGMP-compliant process for the manufacturing of hiPSCs that can be used for generation of clinically relevant cell types for cell replacement therapy applications.

  18. USING WIKIS AS A SUPPORT AND ASSESSMENT TOOL IN COLLABORATIVE DIGITAL GAME-BASED LEARNING ENVIRONMENTS

    Directory of Open Access Journals (Sweden)

    Yavuz SAMUR

    2011-04-01

    Full Text Available In computer-supported collaborative learning (CSCL environments, there are many researches done on collaborative learning activities; however, in game-based learning environments, more research and literature on collaborative learning activities are required. Actually, both game-based learning environments and wikis enable us to use new chances for learning, especially in collaborative learning activities. Therefore, in this paper, related literature on wikis and how game & instructional designers can leverage from wikis in game-based learning settings for enhancing students’ collaborative learning activities are examined. Based on the reviewed literature, two main suggestions are given in this paper with their underlying reasons. First, using wikis as a support tool for enhancing collaboration in digital game-based learning (DGBL environments, and second using wikis as an assessment tool in DGBL are suggested.

  19. An Analytic Framework to Support E.Learning Strategy Development

    Science.gov (United States)

    Marshall, Stephen J.

    2012-01-01

    Purpose: The purpose of this paper is to discuss and demonstrate the relevance of a new conceptual framework for leading and managing the development of learning and teaching to e.learning strategy development. Design/methodology/approach: After reviewing and discussing the research literature on e.learning in higher education institutions from…

  20. How Language Supports Adaptive Teaching through a Responsive Learning Culture

    Science.gov (United States)

    Johnston, Peter; Dozier, Cheryl; Smit, Julie

    2016-01-01

    For students to learn optimally, teachers must design classrooms that are responsive to the full range of student development. The teacher must be adaptive, but so must each student and the learning culture itself. In other words, adaptive teaching means constructing a responsive learning culture that accommodates and even capitalizes on diversity…

  1. Studying Visual Displays: How to Instructionally Support Learning

    Science.gov (United States)

    Renkl, Alexander; Scheiter, Katharina

    2017-01-01

    Visual displays are very frequently used in learning materials. Although visual displays have great potential to foster learning, they also pose substantial demands on learners so that the actual learning outcomes are often disappointing. In this article, we pursue three main goals. First, we identify the main difficulties that learners have when…

  2. ADILE: Architecture of a database-supported learning environment

    NARCIS (Netherlands)

    Hiddink, G.W.

    2001-01-01

    This article proposes an architecture for distributed learning environments that use databases to store learning material. As the layout of learning material can inhibit reuse, the ar-chitecture implements the notion of "separation of layout and structure" using XML technology. Also, the

  3. In the Round: Supporting Teachers' Authentic Professional Learning

    Science.gov (United States)

    Strand, Matt

    2013-01-01

    This is a study of teachers' authentic professional learning at a public school in Poudre School District in northern Colorado. At Polaris Expeditionary Learning School, teachers and administrators have developed a form of school-based instructional rounds referred to herein as PLC rounds (professional learning community rounds). In PLC rounds,…

  4. The Role of e-Portfolios in Supporting Productive Learning

    Science.gov (United States)

    Yang, Min; Tai, Mui; Lim, Cher Ping

    2016-01-01

    e-Portfolios are a form of authentic assessment with formative functions that include showcasing and sharing learning artifacts, documenting reflective learning processes, connecting learning across various stages and enabling frequent feedback for improvements. This paper examines how e-portfolios take up these formative roles to support…

  5. Supporting Blended-Learning: Tool Requirements and Solutions with OWLish

    Science.gov (United States)

    Álvarez, Ainhoa; Martín, Maite; Fernández-Castro, Isabel; Urretavizcaya, Maite

    2016-01-01

    Currently, most of the educational approaches applied to higher education combine face-to-face (F2F) and computer-mediated instruction in a Blended-Learning (B-Learning) approach. One of the main challenges of these approaches is fully integrating the traditional brick-and-mortar classes with online learning environments in an efficient and…

  6. Cooperative Learning, Responsibility, Ambiguity, Controversy and Support in Motivating Students

    Science.gov (United States)

    Brecke, Ronald; Jensen, Jacy

    2007-01-01

    This paper argues that student motivation is nurtured more by intrinsic rather than extrinsic rewards. Rather than relying on grades alone to stimulate students, this paper explores how engendering a natural critical learning environment can give students a sense of ownership in their own learning and lead to their commitment to that learning. We…

  7. The experiences of supporting learning in pairs of nursing students in clinical practice.

    Science.gov (United States)

    Holst, Hanna; Ozolins, Lise-Lotte; Brunt, David; Hörberg, Ulrica

    2017-09-01

    The purpose of this study is to describe how supervisors experience supporting nursing students' learning in pairs on a Developing and Learning Care Unit in Sweden. The present study has been carried out with a Reflective Lifeworld Research (RLR) approach founded on phenomenology. A total of 25 lifeworld interviews were conducted with supervisors who had supervised pairs of students. The findings reveal how supervisors support students' learning in pairs through a reflective approach creating learning space in the encounter with patients, students and supervisors. Supervisors experience a movement that resembles balancing between providing support in learning together and individual learning. The findings also highlight the challenge in supporting both the pairs of students and being present in the reality of caring. In conclusion, the learning space has the potential of creating a relative level of independency in the interaction between pairs of students and their supervisor when the supervisor strives towards a reflective approach. Copyright © 2017 Elsevier Ltd. All rights reserved.

  8. Breastfeeding social marketing: lessons learned from USDA's "Loving Support" campaign.

    Science.gov (United States)

    Pérez-Escamilla, Rafael

    2012-10-01

    Social marketing involves the application of commercial marketing principles to advance the public good. Social marketing calls for much more than health communications campaigns. It involves four interrelated tasks: audience benefit, target behavior, essence (brand, relevance, positioning), and developing the "4Ps" (product, price, place, promotion) marketing mix. The ongoing U.S. Department of Agriculture "Loving Support Makes Breastfeeding Work" campaign was launched in 1997 based on social marketing principles to increase breastfeeding initiation rates and breastfeeding duration among Special Supplemental Nutrition Program for Women, Infants and Children (WIC) participants. Since then there have been improvements in breastfeeding duration in the country, and the majority of WIC women now initiate breastfeeding. Breastfeeding in public places is still not well accepted by society at large, and any and exclusive breastfeeding durations remain exceedingly low. Lessons learned from "Loving Support" and other campaigns indicate that it is important to design social marketing campaigns to target the influential societal forces (e.g., family and friends, healthcare providers, employers, formula industry, legislators) that affect women's decision and ability to breastfeed for the recommended amount of time. This will require formative research that applies the social-ecological model to different population segments, taking and identifying the right incentives to nudge more women to breastfeed for longer. Any new breastfeeding campaign needs to understand and take into account the information acquisition preferences of the target audiences. The vast majority of WIC women have mobile devices and are accessing social media. The Brazilian experience indicates that making breastfeeding the social norm can be done with a solid social marketing strategy. This is consistent with the recently released "Six Steps to Achieve Breastfeeding Goals for WIC Clinics," which identifies

  9. A work-based learning approach for clinical support workers on mental health inpatient wards.

    Science.gov (United States)

    Kemp, Philip; Gilding, Moorene; Seewooruttun, Khooseal; Walsh, Hannah

    2016-09-14

    Background With a rise in the number of unqualified staff providing health and social care, and reports raising concerns about the quality of care provided, there is a need to address the learning needs of clinical support workers. This article describes a qualitative evaluation of a service improvement project that involved a work-based learning approach for clinical support workers on mental health inpatient wards. Aim To investigate and identify insights in relation to the content and process of learning using a work-based learning approach for clinical support workers. Method This was a qualitative evaluation of a service improvement project involving 25 clinical support workers at the seven mental health inpatient units in South London and Maudsley NHS Foundation Trust. Three clinical skills tutors were appointed to develop, implement and evaluate the work-based learning approach. Four sources of data were used to evaluate this approach, including reflective journals, qualitative responses to questionnaires, three focus groups involving the clinical support workers and a group interview involving the clinical skills tutors. Data were analysed using thematic analysis. Findings The work-based learning approach was highly valued by the clinical support workers and enhanced learning in practice. Face-to-face learning in practice helped the clinical support workers to develop practice skills and reflective learning skills. Insights relating to the role of clinical support workers were also identified, including the benefits of face-to-face supervision in practice, particularly in relation to the interpersonal aspects of care. Conclusion A work-based learning approach has the potential to enhance care delivery by meeting the learning needs of clinical support workers and enabling them to apply learning to practice. Care providers should consider how the work-based learning approach can be used on a systematic, organisation-wide basis in the context of budgetary

  10. Support for Learning Goes beyond Academic Support: Voices of Students with Asperger's Disorder and Attention Deficit Hyperactivity Disorder

    Science.gov (United States)

    Bolic Baric, Vedrana; Hellberg, Kristina; Kjellberg, Anette; Hemmingsson, Helena

    2016-01-01

    The purpose of this study was to describe and explore the experiences of support at school among young adults with Asperger's disorder and attention deficit hyperactivity disorder and also to examine what support they, in retrospect, described as influencing learning. Purposive sampling was used to enroll participants. Data were collected through…

  11. Effects of the ISIS Recommender System for Navigation Support in Self-Organised Learning Networks

    Science.gov (United States)

    Drachsler, Hendrik; Hummel, Hans; van den Berg, Bert; Eshuis, Jannes; Waterink, Wim; Nadolski, Rob; Berlanga, Adriana; Boers, Nanda; Koper, Rob

    2009-01-01

    The need to support users of the Internet with the selection of information is becoming more important. Learners in complex, self-organising Learning Networks have similar problems and need guidance to find and select most suitable learning activities, in order to attain their lifelong learning goals in the most efficient way. Several research…

  12. Flip-J: Development of the System for Flipped Jigsaw Supported Language Learning

    Science.gov (United States)

    Yamada, Masanori; Goda, Yoshiko; Hata, Kojiro; Matsukawa, Hideya; Yasunami, Seisuke

    2016-01-01

    This study aims to develop and evaluate a language learning system supported by the "flipped jigsaw" technique, called "Flip-J". This system mainly consists of three functions: (1) the creation of a learning material database, (2) allocation of learning materials, and (3) formation of an expert and jigsaw group. Flip-J was…

  13. Supporting intra-group social metacognitive activities with technology: A grammar learning game

    NARCIS (Netherlands)

    Molenaar, I.; Horvers, A.; Desain, P.W.M.

    2017-01-01

    This study investigates the effects of a technology enhanced collaborative grammar learning activity on students sentence parsing and formulation. These types of collaborative learning activities for grammar education are expected to support more effective learning. Yet, effective intra-group social

  14. Digital Game-Based Learning Supports Student Motivation, Cognitive Success, and Performance Outcomes

    Science.gov (United States)

    Woo, Jeng-Chung

    2014-01-01

    Traditional multimedia learning is primarily based on the cognitive load concept of information processing theory. Recent digital game-based learning (DGBL) studies have focused on exploring content support for learning motivation and related game characteristics. Motivation, volition, and performance (MVP) theory indicates that cognitive load and…

  15. A Lecture Supporting System Based on Real-Time Learning Analytics

    Science.gov (United States)

    Shimada, Atsushi; Konomi, Shin'ichi

    2017-01-01

    A new lecture supporting system based on real-time learning analytics is proposed. Our target is on-site classrooms where teachers give their lectures, and a lot of students listen to teachers' explanation, conduct exercises etc. We utilize not only an e-Learning system, but also an e-Book system to collect real-time learning activities during the…

  16. How OpenLearn Supports a Business Model for OER

    Science.gov (United States)

    Law, Patrina; Perryman, Leigh-Anne

    2017-01-01

    In 2013, the Open University (OU) in the UK launched a large-scale survey of users of its OpenLearn platform for open educational resources. The survey results revealed that OpenLearn is functioning as a showcase and a taster for the OU, thereby offering informal learners a bridge to formal education. In 2014 and 2015, the OpenLearn survey was…

  17. The Effect of Blended Learning and Social Media-Supported Learning on the Students' Attitude and Self-Directed Learning Skills in Science Education

    Science.gov (United States)

    Akgunduz, Devrim; Akinoglu, Orhan

    2016-01-01

    The main purpose of this study is to investigate the effect of blended learning and social media supported learning on the students' attitude and self-directed learning skills in Science Education. This research took place with the 7th grade 74 students attending to a primary school in Kadikoy, Istanbul and carried out "Our Body Systems"…

  18. A Radiation Learning Support System by Tri-sensory Augmented Reality using a Mobile Phone

    International Nuclear Information System (INIS)

    Shimoda, Hiroshi; Zhao, Yue; Yan, Weida; Ishii, Hirotake

    2011-01-01

    A radiation learning support system has been developed to support learning basic knowledge of radiation and its influence on the human body by using tri-sensory Augmented Reality (AR) technology with presenting information to visual, auditory and tactile sensation. The system consists of a knowledge learning mode in which learners can learn basic knowledge of radiation and an experience learning mode in which they can virtually experience its influence on the human body under various conditions. As the result of a simple evaluation, it was suggested that the system improves the learners' intuitive understanding, and information presentation to auditory and tactile sensation is more effective than that to visual sensation

  19. Simultaneous communication supports learning in noise by cochlear implant users.

    Science.gov (United States)

    Blom, Helen; Marschark, Marc; Machmer, Elizabeth

    2017-01-01

    This study sought to evaluate the potential of using spoken language and signing together (simultaneous communication, SimCom, sign-supported speech) as a means of improving speech recognition, comprehension, and learning by cochlear implant (CI) users in noisy contexts. Forty eight college students who were active CI users, watched videos of three short presentations, the text versions of which were standardized at the 8 th -grade reading level. One passage was presented in spoken language only, one was presented in spoken language with multi-talker babble background noise, and one was presented via simultaneous communication with the same background noise. Following each passage, participants responded to 10 (standardized) open-ended questions designed to assess comprehension. Indicators of participants' spoken language and sign language skills were obtained via self-reports and objective assessments. When spoken materials were accompanied by signs, scores were significantly higher than when materials were spoken in noise without signs. Participants' receptive spoken language skills significantly predicted scores in all three conditions; neither their receptive sign skills nor age of implantation predicted performance. Students who are CI users typically rely solely on spoken language in the classroom. The present results, however, suggest that there are potential benefits of simultaneous communication for such learners in noisy settings. For those CI users who know sign language, the redundancy of speech and signs potentially can offset the reduced fidelity of spoken language in noise. Accompanying spoken language with signs can benefit learners who are CI users in noisy situations such as classroom settings. Factors associated with such benefits, such as receptive skills in signed and spoken modalities, classroom acoustics, and material difficulty need to be empirically examined.

  20. Collaborative learning: A next step in the training of peer support providers.

    Science.gov (United States)

    Cronise, Rita

    2016-09-01

    This column explores how peer support provider training is enhanced through collaborative learning. Collaborative learning is an approach that draws upon the "real life" experiences of individual learners and encompasses opportunities to explore varying perspectives and collectively construct solutions that enrich the practice of all participants. This description draws upon published articles and examples of collaborative learning in training and communities of practice of peer support providers. Similar to person-centered practices that enhance the recovery experience of individuals receiving services, collaborative learning enhances the experience of peer support providers as they explore relevant "real world" issues, offer unique contributions, and work together toward improving practice. Three examples of collaborative learning approaches are provided that have resulted in successful collaborative learning opportunities for peer support providers. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  1. Instructional Theory for Using a Class Wiki to Support Collaborative Learning in Higher Education

    Science.gov (United States)

    Lin, Chun-Yi

    2013-01-01

    The purpose of this study was to develop an instructional theory for using a class wiki to support collaborative learning in higher education. Although wikis have been identified in theory as one of the most powerful emerging technologies to support collaborative learning, challenges have been revealed in a number of studies regarding student…

  2. Technology Trends in Mobile Computer Supported Collaborative Learning in Elementary Education from 2009 to 2014

    Science.gov (United States)

    Carapina, Mia; Boticki, Ivica

    2015-01-01

    This paper analyses mobile computer supported collaborative learning in elementary education worldwide focusing on technology trends for the period from 2009 to 2014. The results present representation of device types used to support collaborative activities, their distribution per users (1:1 or 1:m) and if students are learning through or around…

  3. The effects of a concept map-based support tool on simulation-based inquiry learning

    NARCIS (Netherlands)

    Hagemans, M.G.; van der Meij, Hans; de Jong, Anthonius J.M.

    2013-01-01

    Students often need support to optimize their learning in inquiry learning environments. In 2 studies, we investigated the effects of adding concept-map-based support to a simulation-based inquiry environment on kinematics. The concept map displayed the main domain concepts and their relations,

  4. The Relationship between Social-Emotional Learning Ability and Perceived Social Support in Gifted Students

    Science.gov (United States)

    Ogurlu, Üzeyir; Sevgi-Yalin, Hatun; Yavuz-Birben, Fazilet

    2018-01-01

    This study aimed to examine the relationship between social-emotional learning skills and perceived social support of gifted students. Based on this relationship, the authors also examined to what extent social and emotional learning skills were predictive of social support. In addition, gender variables were compared in social and emotional…

  5. The Effects of a Concept Map-Based Support Tool on Simulation-Based Inquiry Learning

    Science.gov (United States)

    Hagemans, Mieke G.; van der Meij, Hans; de Jong, Ton

    2013-01-01

    Students often need support to optimize their learning in inquiry learning environments. In 2 studies, we investigated the effects of adding concept-map-based support to a simulation-based inquiry environment on kinematics. The concept map displayed the main domain concepts and their relations, while dynamic color coding of the concepts displayed…

  6. Learning Analytics to Support Teachers During Synchronous CSCL: Balancing Between Overview and Overload

    NARCIS (Netherlands)

    van Leeuwen, A.

    2015-01-01

    Learning analytics (LA) are summaries, visualizations, and analyses of student data that could improve learning in multiple ways, for example by supporting teachers. However, not much research is available yet concerning how LA may support teachers to diagnose student progress and to intervene

  7. A CONCEPT OF SOFTWARE SUPPORT OF LEARNING PROGRAMMING LANGUAGE AND TECHNOLOGIES

    Directory of Open Access Journals (Sweden)

    V. Kruglyk

    2013-03-01

    Full Text Available A concept of software support of learning programming language and technologies is regarded in the article. Present systems of independent study of subjects, related to programming, are examined. Necessary components of a system of support learning programming languages and technologies, which is oriented on independent study, are considered.

  8. Special Education in General Education Classrooms: Cooperative Teaching Using Supportive Learning Activities.

    Science.gov (United States)

    Johnson, Robin R.; And Others

    1995-01-01

    Supportive learning activities were implemented in a multiple-baseline time series design across four fifth-grade classrooms to evaluate the effects of a cooperative teaching alternative (supportive learning) on teaching behavior, the behavior and grades of general and special education students, and the opinions of general education teachers.…

  9. Personalised Context-Aware Ubiquitous Learning System for Supporting Effective English Vocabulary Learning

    Science.gov (United States)

    Chen, Chih-Ming; Li, Yi-Lun

    2010-01-01

    Because learning English is extremely popular in non-native English speaking countries, developing modern assisted-learning schemes that facilitate effective English learning is a critical issue in English-language education. Vocabulary learning is vital within English learning because vocabulary comprises the basic building blocks of English…

  10. Supporting University Learning through Mobile Technologies: A Global Perspective

    Science.gov (United States)

    Mugo, David Gitumu; Njagi, Kageni; Chemwei, Bernard; Gakuru, Paul Maina

    2015-01-01

    The workplace in the modern world continues to demand higher qualifications and refined competencies. In the recent past, workers would respond to such demands through learning by correspondence. When the Internet and e-Learning emerged, it received widespread accolade as a solution to the challenges experienced by distant learners. The technology…

  11. Students' Opinions on Facebook Supported Blended Learning Environment

    Science.gov (United States)

    Erdem, Mukaddes; Kibar, Pinar Nuhoglu

    2014-01-01

    The first purpose of this study was to determine students' opinions on blended learning and its implementation. The other purpose was to explore the students' opinions on Facebook integration into blended learning environment. The participants of this study were 40 undergraduate students in their fourth semester of the program.…

  12. A 3D Geometry Model Search Engine to Support Learning

    Science.gov (United States)

    Tam, Gary K. L.; Lau, Rynson W. H.; Zhao, Jianmin

    2009-01-01

    Due to the popularity of 3D graphics in animation and games, usage of 3D geometry deformable models increases dramatically. Despite their growing importance, these models are difficult and time consuming to build. A distance learning system for the construction of these models could greatly facilitate students to learn and practice at different…

  13. Learning New Practices in Small Business: Engagement and Localised Support

    Science.gov (United States)

    Ehrich, Lisa C.; Billett, Stephen

    2004-01-01

    Discusses the findings of a study that investigated how the learning of innovative practices might best proceed in small businesses. The recent implementation of the Goods and Service Tax (GST) in Australia presented an opportunity for understanding how small business operatives learned to implement a new practice. The procedures comprised…

  14. Supporting Alternative Strategies for Learning Chemical Applications of Group Theory

    Science.gov (United States)

    Southam, Daniel C.; Lewis, Jennifer E.

    2013-01-01

    A group theory course for chemists was taught entirely with process oriented guided inquiry learning (POGIL) to facilitate alternative strategies for learning. Students completed a test of one aspect of visuospatial aptitude to determine their individual approaches to solving spatial tasks, and were sorted into groups for analysis on the basis of…

  15. Supporting Digital Natives to Learn Effectively with Technology Tools

    Science.gov (United States)

    Keengwe, Jared; Georgina, David

    2013-01-01

    Majority of learners in our classrooms are digital natives or Millennials--a category of learners who tend toward independence and autonomy in their learning styles. The primary challenges then facing instructors include: How do digital natives learn and how do you teach them? The answers to these questions will help instructors to: (a) identify…

  16. Revisit of Machine Learning Supported Biological and Biomedical Studies.

    Science.gov (United States)

    Yu, Xiang-Tian; Wang, Lu; Zeng, Tao

    2018-01-01

    Generally, machine learning includes many in silico methods to transform the principles underlying natural phenomenon to human understanding information, which aim to save human labor, to assist human judge, and to create human knowledge. It should have wide application potential in biological and biomedical studies, especially in the era of big biological data. To look through the application of machine learning along with biological development, this review provides wide cases to introduce the selection of machine learning methods in different practice scenarios involved in the whole biological and biomedical study cycle and further discusses the machine learning strategies for analyzing omics data in some cutting-edge biological studies. Finally, the notes on new challenges for machine learning due to small-sample high-dimension are summarized from the key points of sample unbalance, white box, and causality.

  17. Technology-supported environments for learning through cognitive conflict

    Directory of Open Access Journals (Sweden)

    Anne McDougall

    2002-12-01

    Full Text Available This paper examines ways in which the idea of cognitive conflict is used to facilitate learning, looking at the design and use of learning environments for this purpose. Drawing on previous work in science education and educational computing, three approaches to the design of learning environments utilizing cognitive conflict are introduced. These approaches are described as confrontational, guiding and explanatory, based on the level of the designer's concern with learners' pre-existing understanding, the extent of modification to the learner's conceptual structures intended by the designer, and the directness of steering the learner to the desired understanding. The examples used to illustrate the three approaches are taken from science education, specifically software for learning about Newtonian physics; it is contended however that the argument of the paper applies more broadly, to learning environments for many curriculum areas for school levels and in higher education.

  18. Funding programs in the energy sector for medium-sized enterprises. Federal and national support programs; Foerderprogramme im Energiebereich fuer mittelstaendische Unternehmen. Bundes- und Landesprogramme

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    2012-06-15

    This brochure under consideration is a summary table of the national support programs of the Federal State Baden-Wuerttemberg and the Federal support programs. In particular, there are the following national support programs: (1) Climate protection - Plus support programme; (2) Energy efficiency financing for small and medium-sized enterprises; (3) Energy efficiency financing for large enterprises; (4) ERDF 'Heating and heating networks with renewable energy sources'; (5) Demonstration projects energy; (6) Bioenergy competition Baden-Wuerttemberg; (7) Promotion of bioenergy villages; (8) New energies - Energy from the countryside; (9) Support program Coaching; (10) Environmental protection consultancy and energy conservation consultancy. The following Federal support programs are described: (1) Measures for the utilization of renewable energy sources; (2) KfW program 'Renewable energy sources'; (3) Promotion of cogeneration systems up to 20 kW4{sub el.}; (4) Promotion of measures at commercial refrigeration systems; (5) Energy consultancy for small and medium-sized enterprises; (6) KfW - energy efficiency program; (7) BMU - environmental innovation programme; (8) Renewable Energy Law; (9) Act for the Retention, Modernisation and Expansion of Combined Heat and Power Act; (10) Funding lines of the Federal Foundation for the Environment.

  19. Manipulatives Implementation For Supporting Learning Of Mathematics For Prospective Teachers

    Science.gov (United States)

    Sulistyaningsih, D.; Mawarsari, V. D.; Hidayah, I.; Dwijanto

    2017-04-01

    Manipulatives are needed by teachers to facilitate students understand of mathematics which is abstract. As a prospective mathematics teacher, the student must have good skills in making manipulatives. Aims of this study is to describe the implementation of learning courses of manipulative workshop in mathematics education courses by lecturer at Universitas Muhammadiyah Semarang which includes the preparation of learning, general professional ability, the professional capacity specifically, ability of self-development, development class managing, planning and implementation of learning, a way of delivering the material, and evaluation of learning outcomes. Data collection techniques used were questionnaires, interviews, and observation. The research instrument consisted of a questionnaire sheet, sheet observation and interview guides. Validity is determined using data triangulation and triangulation methods. Data were analyzed using an interactive model. The results showed that the average value of activities in preparation for learning, fosters capabilities of general professional, specialized professional, self-development, manage the classroom, implementing the learning, how to deliver the material, and how to evaluate learning outcomes are 79%, 73%, 67%, 75%, 83%, 72%, 64%, and 54%, respectively

  20. Identification of critical timeconsuming student support activities in e-learning

    Directory of Open Access Journals (Sweden)

    Fred J. de Vries

    2005-12-01

    Full Text Available Higher education staff involved in e-learning often struggle with organising their student support activities. To a large extent this is due to the high workload involved with such activities. We distinguish support related to learning content, learning processes and student products. At two different educational institutions, surveys were conducted to identify the most critical support activities, using the Nominal Group Method. The results are discussed and brought to bear on the distinction between content-related, process-related and product-related support activities.

  1. Peyton's 4-Steps-Approach in comparison: Medium-term effects on learning external chest compression – a pilot study

    Directory of Open Access Journals (Sweden)

    Münster, Tobias

    2016-08-01

    Full Text Available Introduction: The external chest compression is a very important skill required to maintain a minimum of circulation during cardiac arrest until further medical procedures can be taken. Peyton’s 4-Steps-Approach is one method of skill training, the four steps being:Based on CPR skill training, this method is widely, allegedly predominantly used, although there are insufficient studies on Peyton’s 4-Steps-Approach for skill training in CPR in comparison with other methods of skill training. In our study, we compared the medium- term effects on learning external chest compression with a CPR training device in three different groups: PEY (Peyton’s 4-Steps-Approach, PMOD (Peyton’s 4-Steps-Approach without Step 3 and STDM, the standard model, according to the widely spread method “see one, do one” (this is equal to Peyton’s step 1 and 3.Material and Methods: This prospective and randomised pilot study took place during the summer semester of 2009 at the SkillsLab and Simulation Centre of the University of Cologne (Kölner interprofessionelles Skills Lab und Simulationszentrum - KISS. The subjects were medical students (2 and 3 semester. They volunteered for the study and were randomised in three parallel groups, each receiving one of the teaching methods mentioned above. One week and 5/6 months after the intervention, an objective, structured single assessment was taken. Compression rate, compression depth, correct compressions, and the sum of correct checklist items were recorded. Additionally, we compared cumulative percentages between the groups based on the correct implementation of the resuscitation guidelines during that time.Results: The examined sample consisted of 134 subjects (68% female; age 22±4; PEY: n=62; PMOD: n=31; STDM: n=41. There was no difference between the groups concerning age, gender, pre-existing experience in CPR or time of last CPR course. The only significant difference between the groups was the mean

  2. Peyton's 4-Steps-Approach in comparison: Medium-term effects on learning external chest compression - a pilot study.

    Science.gov (United States)

    Münster, Tobias; Stosch, Christoph; Hindrichs, Nina; Franklin, Jeremy; Matthes, Jan

    2016-01-01

    The external chest compression is a very important skill required to maintain a minimum of circulation during cardiac arrest until further medical procedures can be taken. Peyton's 4-Steps-Approach is one method of skill training, the four steps being: Demonstration, Deconstruction, Comprehension and Execution. Based on CPR skill training, this method is widely, allegedly predominantly used, although there are insufficient studies on Peyton's 4-Steps-Approach for skill training in CPR in comparison with other methods of skill training. In our study, we compared the medium- term effects on learning external chest compression with a CPR training device in three different groups: PEY (Peyton's 4-Steps-Approach), PMOD (Peyton's 4-Steps-Approach without Step 3) and STDM, the standard model, according to the widely spread method "see one, do one" (this is equal to Peyton's step 1 and 3). This prospective and randomised pilot study took place during the summer semester of 2009 at the SkillsLab and Simulation Centre of the University of Cologne (Kölner interprofessionelles Skills Lab und Simulationszentrum - KISS). The subjects were medical students (2(nd) and 3(rd) semester). They volunteered for the study and were randomised in three parallel groups, each receiving one of the teaching methods mentioned above. One week and 5/6 months after the intervention, an objective, structured single assessment was taken. Compression rate, compression depth, correct compressions, and the sum of correct checklist items were recorded. Additionally, we compared cumulative percentages between the groups based on the correct implementation of the resuscitation guidelines during that time. The examined sample consisted of 134 subjects (68% female; age 22±4; PEY: n=62; PMOD: n=31; STDM: n=41). There was no difference between the groups concerning age, gender, pre-existing experience in CPR or time of last CPR course. The only significant difference between the groups was the mean

  3. E-learning support for student's understanding of electronics

    DEFF Research Database (Denmark)

    May, Michael; Sendrup, Linda; Sparsø, Jens

    2008-01-01

    To enhance active learning and understanding of analogue and digital electronics the use of e-learning techniques will be investigated. In a redesigned course combining introductory analogue and digital electronics, students will be motivated to prepare for lectures and exercises by providing...... access to interactive simulations. Some exercises will furthermore be carried out first as simulations of electrical circuits and then with physical components, i.e. as design-build exercises. A number of didactic problems in learning electricity and electronics are discussed....

  4. Rapid learning in practice: A lung cancer survival decision support system in routine patient care data

    International Nuclear Information System (INIS)

    Dekker, Andre; Vinod, Shalini; Holloway, Lois; Oberije, Cary; George, Armia; Goozee, Gary; Delaney, Geoff P.; Lambin, Philippe; Thwaites, David

    2014-01-01

    Background and purpose: A rapid learning approach has been proposed to extract and apply knowledge from routine care data rather than solely relying on clinical trial evidence. To validate this in practice we deployed a previously developed decision support system (DSS) in a typical, busy clinic for non-small cell lung cancer (NSCLC) patients. Material and methods: Gender, age, performance status, lung function, lymph node status, tumor volume and survival were extracted without review from clinical data sources for lung cancer patients. With these data the DSS was tested to predict overall survival. Results: 3919 lung cancer patients were identified with 159 eligible for inclusion, due to ineligible histology or stage, non-radical dose, missing tumor volume or survival. The DSS successfully identified a good prognosis group and a medium/poor prognosis group (2 year OS 69% vs. 27/30%, p < 0.001). Stage was less discriminatory (2 year OS 47% for stage I–II vs. 36% for stage IIIA–IIIB, p = 0.12) with most good prognosis patients having higher stage disease. The DSS predicted a large absolute overall survival benefit (∼40%) for a radical dose compared to a non-radical dose in patients with a good prognosis, while no survival benefit of radical radiotherapy was predicted for patients with a poor prognosis. Conclusions: A rapid learning environment is possible with the quality of clinical data sufficient to validate a DSS. It uses patient and tumor features to identify prognostic groups in whom therapy can be individualized based on predicted outcomes. Especially the survival benefit of a radical versus non-radical dose predicted by the DSS for various prognostic groups has clinical relevance, but needs to be prospectively validated

  5. Can New Digital Technologies Support Parasitology Teaching and Learning?

    Science.gov (United States)

    Jabbar, Abdul; Gasser, Robin B; Lodge, Jason

    2016-07-01

    Traditionally, parasitology courses have mostly been taught face-to-face on campus, but now digital technologies offer opportunities for teaching and learning. Here, we give a perspective on how new technologies might be used through student-centred teaching approaches. First, a snapshot of recent trends in the higher education is provided; then, a brief account is given of how digital technologies [e.g., massive open online courses (MOOCs), flipped classroom (FC), games, quizzes, dedicated Facebook, and digital badges] might promote parasitology teaching and learning in digital learning environments. In our opinion, some of these digital technologies might be useful for competency-based, self-regulated, learner-centred teaching and learning in an online or blended teaching environment. Copyright © 2016 Elsevier Ltd. All rights reserved.

  6. [Problem-based learning in cardiopulmonary resuscitation: basic life support].

    Science.gov (United States)

    Sardo, Pedro Miguel Garcez; Dal Sasso, Grace Terezinha Marcon

    2008-12-01

    Descriptive and exploratory study, aimed to develop an educational practice of Problem-Based Learning in CPR/BLS with 24 students in the third stage of the Nursing Undergraduate Course in a University in the Southern region of Brazil. The study used the PBL methodology, focused on problem situations of cardiopulmonary arrest, and was approved by the CONEP. The methodological strategies for data collection, such as participative observation and questionnaires to evaluate the learning, the educational practices and their methodology, allowed for grouping the results in: students' expectations; group activities; individual activities; practical activities; evaluation of the meetings and their methodology. The study showed that PBL allows the educator to evaluate the academic learning process in several dimensions, functioning as a motivating factor for both the educator and the student, because it allows the theoretical-practical integration in an integrated learning process.

  7. ICT-Supported Education; Learning Styles for Individual Knowledge Building

    Science.gov (United States)

    Haugen, Harald; Ask, Bodil; Bjørke, Sven Åke

    School surveys and reports on integration of ICT in teaching and learning indicate that the technology is mainly used in traditional learning environments. Furthermore, the most frequently used software in the classrooms are general tools like word processors, presentation tools and Internet browsers. Recent attention among youngsters on social software / web 2.0, contemporary pedagogical approaches like social constructivism and long time experiences with system dynamics and simulations, seem to have a hard time being accepted by teachers and curriculum designers. How can teachers be trained to understand and apply these possibilities optimally that are now available in the classroom and online, on broadband connections and with high capacity computers? Some views on practices with the above-mentioned alternative approaches to learning are presented in this paper, focusing particularly on the options for online work and learning programmes. Here we have first hand experience with adult and mature academics, but also some background with other target groups.

  8. Collaborative ICT-supported Learning for Sustainable Development ...

    African Journals Online (AJOL)

    Information literacy, the ability to search and assess information and use relevant and valid ... as virtual rooms and time management are prerequisites for many employment opportunities. ... Keywords: ICT, e-learning, sustainable development ...

  9. Virtual Learning Factory on VR-Supported Factory Planning

    OpenAIRE

    Weidig , Christian; Menck , Nicole; Winkes , Pascal ,; Aurich , Jan ,

    2014-01-01

    Part 13: Virtual Reality and Simulation; International audience; Learning Factories are becoming popular as tangible measures to teach engineering methods while making use of them in an industrial-like environment. Their core component is usually a factory demonstrator, users are physically working with. For factory planning such approaches can hardly be adapted, due to long lasting realization phases.To overcome this obstacle a virtual learning factory has been developed whose core component...

  10. Supporting University Learning Through Mobile Technologies: A Global Perspective

    Directory of Open Access Journals (Sweden)

    David Gitumu Mugo

    2015-07-01

    Full Text Available The workplace in the modern world continues to demand higher qualifications and refined competencies. In the recent past, workers would respond to such demands through learning by correspondence. When the Internet and e-Learning emerged, it received widespread accolade as a solution to the challenges experienced by distant learners. The technology was also seen as an opportunity for educational institutions to leverage their technological uptake to benefit regular students. However, desktop computers and Internet connectivity, which were the drivers of e-learning technologies, were expensive, bulky and scarce. So when mobile technologies emerged, educationist saw an opportunity for addressing the limitations associated with correspondence, “e” and tethered learning. Mobile devices being cheap, portable and reliable received widespread acceptance and possession. So, educators, hardware designers and program developers started to design hardware and applications that would infuse learning content into the devices. The purpose of this review is to demonstrate the potential of mobile technologies in the education market place, highlighting global initiatives and trends. The paper will also review how universities around the world, Africa and in Kenya have oriented themselves for learning with mobile technologies. The study was a documentary analysis of virtual documents stored electronically for access through the Internet, text books, archival repositories and encyclopedias. The study observed a significant high global mobile ownership and usage rates, but was able to demonstrate that despite its pedagogical advantages, the use of the technology for learning purposes at university level is still at the infantry. Keywords: Mobile, Technologies, Universities, adoption, ICT, eLearning

  11. Supporting learning skills in visual art classes: The benefits of teacher awareness

    Directory of Open Access Journals (Sweden)

    Helen Arov

    2017-09-01

    Full Text Available This study focused on middle school art teachers supporting the development of students learning skills, specifically their awareness of the framework of learning skills. It also looked at the relations between the teaching practices teachers use for supporting learning skills and students' learning motivation in art classes. The study combined qualitative and quantitative research methods. The class observations and interviews were conducted with ten Estonian middle school art teachers. One hundred and forty-eight students from the observed classes filled out the learning motivation questionnaire about their interest and achievement goals in visual arts. The study draws attention to the importance of teachers being aware of and valuing learning skills alongside subject specific knowledge, as it could enhance students autonomous motivation and support adaptive goal setting.

  12. A care improvement program acting as a powerful learning environment to support nursing students learning facilitation competencies.

    Science.gov (United States)

    Jukema, Jan S; Harps-Timmerman, Annelies; Stoopendaal, Annemiek; Smits, Carolien H M

    2015-11-01

    Change management is an important area of training in undergraduate nursing education. Successful change management in healthcare aimed at improving practices requires facilitation skills that support teams in attaining the desired change. Developing facilitation skills in nursing students requires formal educational support. A Dutch Regional Care Improvement Program based on a nationwide format of change management in healthcare was designed to act as a Powerful Learning Environment for nursing students developing competencies in facilitating change. This article has two aims: to provide comprehensive insight into the program components and to describe students' learning experiences in developing their facilitation skills. This Dutch Regional Care Improvement Program considers three aspects of a Powerful Learning Environment: self-regulated learning; problem-based learning; and complex, realistic and challenging learning tasks. These three aspects were operationalised in five distinct areas of facilitation: increasing awareness of the need for change; leadership and project management; relationship building and communication; importance of the local context; and ongoing monitoring and evaluation. Over a period of 18 months, 42 nursing students, supported by trained lecturer-coaches, took part in nine improvement teams in our Regional Care Improvement Program, executing activities in all five areas of facilitation. Based on the students' experiences, we propose refinements to various components of this program, aimed at strengthenin the learning environment. There is a need for further detailed empirical research to study the impact this kind of learning environment has on students developing facilitation competencies in healthcare improvement. Copyright © 2015 Elsevier Ltd. All rights reserved.

  13. Trypanosoma brucei gambiense: HMI-9 medium containing methylcellulose and human serum supports the continuous axenic in vitro propagation of the bloodstream form.

    Science.gov (United States)

    Van Reet, N; Pyana, P P; Deborggraeve, S; Büscher, P; Claes, F

    2011-07-01

    Trypanosoma brucei (T.b.) gambiense causes the chronic form of human African trypanosomiasis or sleeping sickness. One of the major problems with studying T.b. gambiense is the difficulty to isolate it from its original host and the difficult adaptation to in vivo and in vitro mass propagation. The objective of this study was to evaluate if an established method for axenic culture of pleomorphic bloodstream form T.b. brucei strains, based on methylcellulose containing HMI-9 medium, also facilitated the continuous in vitro propagation of other bloodstream form Trypanozoon strains, in particular of T.b. gambiense. Bloodstream form trypanosomes from one T.b. brucei, two T.b. rhodesiense, one T. evansi and seven T.b. gambiense strains were isolated from mouse blood and each was concurrently cultivated in liquid and methylcellulose-containing HMI-9 based medium, either with or without additional human serum supplementation, for over 10 consecutive sub passages. Although HMI-9 based medium supplemented with 1.1% (w/v) methylcellulose supported the continuous cultivation of all non-gambiense strains better than liquid media could, the in vitro cultivation of all gambiense strains was only achieved in HMI-9 based medium containing 1.1% (w/v) methylcellulose, 15% (v/v) fetal calf serum and 5% (v/v) heat-inactivated human serum. Copyright © 2011 Elsevier Inc. All rights reserved.

  14. A novel chemical-defined medium with bFGF and N2B27 supplements supports undifferentiated growth in human embryonic stem cells

    International Nuclear Information System (INIS)

    Liu Yanxia; Song Zhihua; Zhao Yang; Qin Han; Cai Jun; Zhang Hong; Yu Tianxin; Jiang Siming; Wang Guangwen; Ding Mingxiao; Deng Hongkui

    2006-01-01

    Traditionally, undifferentiated human embryonic stem cells (hESCs) are maintained on mouse embryonic fibroblast (MEF) cells or on matrigel with an MEF-conditioned medium (CM), which hampers the clinical applications of hESCs due to the contamination by animal pathogens. Here we report a novel chemical-defined medium using DMEM/F12 supplemented with N2, B27, and basic fibroblast growth factor (bFGF) [termed NBF]. This medium can support prolonged self-renewal of hESCs. hESCs cultured in NBF maintain an undifferentiated state and normal karyotype, are able to form embryoid bodies in vitro, and differentiate into three germ layers and extraembryonic cells. Furthermore, we find that hESCs cultured in NBF possess a low apoptosis rate and a high proliferation rate compared with those cultured in MEF-CM. Our findings provide a novel, simplified chemical-defined culture medium suitable for further therapeutic applications and developmental studies of hESCs

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

    Science.gov (United States)

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

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

  16. Affordances of students' using the World Wide Web as a publishing medium in project-based learning environments

    Science.gov (United States)

    Bos, Nathan Daniel

    This dissertation investigates the emerging affordance of the World Wide Web as a place for high school students to become authors and publishers of information. Two empirical studies lay groundwork for student publishing by examining learning issues related to audience adaptation in writing, motivation and engagement with hypermedia, design, problem-solving, and critical evaluation. Two models of student publishing on the World Wide Web were investigated over the course of two 11spth grade project-based science curriculums. In the first curricular model, students worked in pairs to design informative hypermedia projects about infectious diseases that were published on the Web. Four case studies were written, drawing on both product- and process-related data sources. Four theoretically important findings are illustrated through these cases: (1) multimedia, especially graphics, seemed to catalyze some students' design processes by affecting the sequence of their design process and by providing a connection between the science content and their personal interest areas, (2) hypermedia design can demand high levels of analysis and synthesis of science content, (3) students can learn to think about science content representation through engagement with challenging design tasks, and (4) students' consideration of an outside audience can be facilitated by teacher-given design principles. The second Web-publishing model examines how students critically evaluate scientific resources on the Web, and how students can contribute to the Web's organization and usability by publishing critical reviews. Students critically evaluated Web resources using a four-part scheme: summarization of content, content, evaluation of credibility, evaluation of organizational structure, and evaluation of appearance. Content analyses comparing students' reviews and reviewed Web documents showed that students were proficient at summarizing content of Web documents, identifying their publishing

  17. NFC LearnTracker: Seamless support for learning with mobile and sensor technology

    NARCIS (Netherlands)

    Tabuenca, Bernardo; Kalz, Marco; Specht, Marcus

    2014-01-01

    Lifelong learning activities are scattered along the day, in different locations and making use of multiple devices. Most of the times adults have to merge learning, work and everyday life making it difficult to have an account on how much time is devoted to learning activities and learning goals.

  18. Supporting Teachers in Identifying Students' Learning Styles in Learning Management Systems: An Automatic Student Modelling Approach

    Science.gov (United States)

    Graf, Sabine; Kinshuk; Liu, Tzu-Chien

    2009-01-01

    In learning management systems (LMSs), teachers have more difficulties to notice and know how individual students behave and learn in a course, compared to face-to-face education. Enabling teachers to know their students' learning styles and making students aware of their own learning styles increases teachers' and students' understanding about…

  19. Implementing Action Research and Professional Learning Communities in a Professional Development School Setting to Support Teacher Candidate Learning

    Science.gov (United States)

    Shanks, Joyce

    2016-01-01

    The paper reviews teacher candidates' use of action research and the Professional Learning Community (PLC) concept to support their work in their pre-student teaching field experience. In this research study, teacher candidates are involved in a professional development school relationship that uses action research and PLCs to support candidate…

  20. Memory reactivation during rest supports upcoming learning of related content

    Science.gov (United States)

    Schlichting, Margaret L.; Preston, Alison R.

    2014-01-01

    Although a number of studies have highlighted the importance of offline processes for memory, how these mechanisms influence future learning remains unknown. Participants with established memories for a set of initial face–object associations were scanned during passive rest and during encoding of new related and unrelated pairs of objects. Spontaneous reactivation of established memories and enhanced hippocampal–neocortical functional connectivity during rest was related to better subsequent learning, specifically of related content. Moreover, the degree of functional coupling during rest was predictive of neural engagement during the new learning experience itself. These results suggest that through rest-phase reactivation and hippocampal–neocortical interactions, existing memories may come to facilitate encoding during subsequent related episodes. PMID:25331890

  1. Random synaptic feedback weights support error backpropagation for deep learning

    Science.gov (United States)

    Lillicrap, Timothy P.; Cownden, Daniel; Tweed, Douglas B.; Akerman, Colin J.

    2016-01-01

    The brain processes information through multiple layers of neurons. This deep architecture is representationally powerful, but complicates learning because it is difficult to identify the responsible neurons when a mistake is made. In machine learning, the backpropagation algorithm assigns blame by multiplying error signals with all the synaptic weights on each neuron's axon and further downstream. However, this involves a precise, symmetric backward connectivity pattern, which is thought to be impossible in the brain. Here we demonstrate that this strong architectural constraint is not required for effective error propagation. We present a surprisingly simple mechanism that assigns blame by multiplying errors by even random synaptic weights. This mechanism can transmit teaching signals across multiple layers of neurons and performs as effectively as backpropagation on a variety of tasks. Our results help reopen questions about how the brain could use error signals and dispel long-held assumptions about algorithmic constraints on learning. PMID:27824044

  2. Memory reactivation during rest supports upcoming learning of related content.

    Science.gov (United States)

    Schlichting, Margaret L; Preston, Alison R

    2014-11-04

    Although a number of studies have highlighted the importance of offline processes for memory, how these mechanisms influence future learning remains unknown. Participants with established memories for a set of initial face-object associations were scanned during passive rest and during encoding of new related and unrelated pairs of objects. Spontaneous reactivation of established memories and enhanced hippocampal-neocortical functional connectivity during rest was related to better subsequent learning, specifically of related content. Moreover, the degree of functional coupling during rest was predictive of neural engagement during the new learning experience itself. These results suggest that through rest-phase reactivation and hippocampal-neocortical interactions, existing memories may come to facilitate encoding during subsequent related episodes.

  3. Tracing learning about astronomy during an ICT supported inquiry

    DEFF Research Database (Denmark)

    Otrel-Cass, Kathrin; Østergaard, Lars Domino; Johnson, Per

    2012-01-01

    -based learning has to offer. In this presentation we examine the cases of two year 8 classes (14 year old students) who engaged in science inquiry in their science and English lessons and collaborated with a New Zealand class to explore the topic of astronomy. To gain insight into the students’ developing ideas...... in astronomy we adopted a multilevel– multifaceted approach. Evidence of learning was collected at three different levels: immediate, close and proximal. We will highlight the insights we gained into students’ developing science inquiry skills and knowledge and explain how the different proximities...

  4. A Family of Tools for Supporting the Learning of Programming

    Directory of Open Access Journals (Sweden)

    Guido Rößling

    2010-04-01

    Full Text Available Both learning how to program and understanding algorithms or data structures are often difficult. This paper presents three complementary approaches that we employ to help our students in learning to program, especially during the first term of their study. We use a web-based programming task database as an easy and risk-free environment for taking the first steps in programming Java. The Animal algorithm visualization system is used to visualize the dynamic behavior of algorithms and data structures. We complement both approaches with tutorial videos on using the Eclipse IDE. We also report on the experiences with this combined approach.

  5. Doctoral learning: a case for a cohort model of supervision and support

    Directory of Open Access Journals (Sweden)

    Naydene de Lange

    2011-01-01

    Full Text Available We document the efforts of the faculty of education of a large research-oriented university in supporting doctoral learning. The development of a space for doctoral learning is in line with the need to develop a community of researchers in South Africa. We describe the historical origins of this cohort model of doctoral supervision and support, draw on literature around doctoral learning, and analyse a cohort of doctoral students' evaluation of the seminarsoverthree years. The findings indicate that the model has great value in developing scholarship and reflective practice in candidates, in providing support and supervision, and in sustaining students towards the completion of their doctorates.

  6. Technology and Products Supporting E-learning by Knowledge Management - A Review

    Directory of Open Access Journals (Sweden)

    Ying Wang

    2014-06-01

    Full Text Available Abstract—Knowledge management is supported by many strategies such as business intelligence, collaboration, document management and e-learning. With the development of modern information technology and the increases of demand for building and maintaining dynamic capabilities, E-learning has played more and more important role of all the technologies in the supporting knowledge management. A successful e-learning system is supported by many critical success factors and technology has become the key factor among these factors. Consequently, the review of basic technologies and corresponding products that support e-learning will be in favor of further study on e-learning. From perspective of knowledge management, this paper makes a review about the relationship between e-learning and knowledge management and advanced technologies and corresponding products that support the design and operation of e-learning system. At the end of this paper, we analyze the main trends of the development direction of e-learning technology.

  7. Technical Support Document: Development of the Advanced Energy Design Guide for Medium Box Retail -- 50% Energy Savings

    Energy Technology Data Exchange (ETDEWEB)

    Hale, E. T.; Macumber, D. L.; Long, N. L.; Griffith, B. T.; Benne, K. S.; Pless, S. D.; Torcellini, P. A.

    2008-09-01

    This report provides recommendations that architects, designers, contractors, developers, owners, and lessees of medium box retail buildings can use to achieve whole-building energy savings of at least 50% over ASHRAE Standard 90.1-2004. The recommendations are given by climate zone and address building envelope, fenestration, lighting systems, HVAC systems, building automation and controls, outside air treatment, service water heating, plug loads, and photovoltaic systems. The report presents several paths to 50% savings, which correspond to different levels of integrated design. These are recommendations only, and are not part of a code or standard. The recommendations are not exhaustive, but we do try to emphasize the benefits of integrated building design, that is, a design approach that analyzes a building as a whole system, rather than as a disconnected collection of individually engineered subsystems.

  8. Homework through a network: designing technologies to support learning activities within the home and between home and school

    OpenAIRE

    Fraser, Katie C.

    2009-01-01

    Government policy and academic research both talk about transforming learning through networked technologies – sharing newly available information about the learning context with new partners to support lifelong learning activities, and giving learners increased power and autonomy. This thesis examines how such learning opportunities might be supported. In order to ground these learning opportunities in current educational activity it studies homework, which is an example of a learning activi...

  9. Bridging the gap between self-directed learning of nurse educators and effective student support.

    Science.gov (United States)

    Van Rensburg, Gisela H; Botma, Yvonne

    2015-11-26

    Self-directed learning requires the ability to identify one's own learning needs, develop and implement a plan to gain knowledge and to monitor one's own progress. A lifelong learning approach cannot be forced, since it is in essence an internally driven process. Nurse educators can, however, act as role models to empower their students to become independent learners by modelling their own self-directed learning and applying a number of techniques in supporting their students in becoming ready for self-directed learning.  The aim of the article is to describe the manifestations and implications of the gap between self-directed learning readiness of nurse educators and educational trends in supporting students.  An instrumental case study design was used to gain insight into the manifestations and implications of self-directed learning of nurse educators. Based on the authentic foci of various critical incidents and literature, data were collected and constructed into a fictitious case. The authors then deductively analysed the case by using the literature on self-directed learning readiness as departure point. Four constructs of self-directed learning were identified, namely internal motivation, planning and implementation, self-monitoring and interpersonal communication. Supportive strategies were identified from the available literature.  Nine responses by nurse educators based on the fictitious case were analysed.Analysis showed that readiness for self-directed learning in terms of the identified constructswas interrelated and not mutually exclusive of one other.  The success of lifelong learning is the ability to engage in self-directed learning which requires openness to learning opportunities, good self-concept, taking initiative and illustrating independence in learning. Conscientiousness, an informed acceptance of a responsibility for one's own learning and creativity, is vital to one's future orientation towards goal-directed learning. Knowledge and

  10. A Support for Decision Making: Cost-Sensitive Learning System

    Czech Academy of Sciences Publication Activity Database

    Brůha, I.; Kočková, Sylva

    č. 6 (1994), s. 67-82 ISSN 0933-3657 R&D Projects: GA ČR GA201/93/0781 Keywords : learning algorithm * noisy environment * inductive algorithm * decision rule * cost-sensitive inference * evaluating function Impact factor: 0.672, year: 1994

  11. Assessing the Academic Medical Center as a Supportive Learning Community

    Science.gov (United States)

    Gannon, Sam C.

    2011-01-01

    Academic medical centers are well-known for their emphasis on teaching, research and public service; however, like most large, bureaucratic organizations, they oftentimes suffer from an inability to learn as an organization. The role of the research administrator in the academic medical center has grown over time as the profession itself has…

  12. A Narrative Approach to Supporting Students Diagnosed with Learning Disabilities

    Science.gov (United States)

    Lambie, Glenn W.; Milsom, Amy

    2010-01-01

    Students diagnosed with learning disabilities experience many challenges that school counselors may address through narrative therapy. Narrative therapy is a postmodern, social constructionist approach based on the theoretical construct that individuals create their notions of truth and meaning of life through interpretive stories. This article…

  13. Promoting Inclusion, Social Connections, and Learning through Peer Support Arrangements

    Science.gov (United States)

    Carter, Erik W.; Moss, Colleen K.; Asmus, Jennifer; Fesperman, Ethan; Cooney, Molly; Brock, Matthew E.; Lyons, Gregory; Huber, Heartley B.; Vincent, Lori B.

    2015-01-01

    Ensuring students with severe disabilities access the rich relationship and learning opportunities available within general education classrooms is an important--but challenging--endeavor. Although one-to-one paraprofessionals often accompany students in inclusive classrooms and provide extensive assistance, the constant presence of an adult can…

  14. Using Generative Routines to Support Learning of Ambitious Mathematics Teaching

    Science.gov (United States)

    Ghousseini, Hala; Beasley, Heather; Lord, Sarah

    2017-01-01

    In this paper, we integrate a set of theoretical considerations that together serve as a model for investigating how high-leverage practices could be generative of teacher learning. We use the context of rehearsals to investigate how the use of a specified question sequence aimed at eliciting student mathematical thinking can afford opportunities…

  15. Care, Communication, Learner Support: Designing Meaningful Online Collaborative Learning

    Science.gov (United States)

    Robinson, Heather A.; Kilgore, Whitney; Warren, Scott J.

    2017-01-01

    The purpose of this study was to identify emergent themes regarding higher education instructors' perceptions concerning the provision of collaborative learning activities and opportunities in their online classroom. Through semi-structured interviews, instructors described their teaching experiences and reported specifically about the online…

  16. 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.

  17. Supporting Students' Learning: The Use of Formative Online Assessments

    Science.gov (United States)

    Einig, Sandra

    2013-01-01

    This paper investigates the impact of online multiple choice questions (MCQs) on students' learning in an undergraduate Accounting module at a British university. The impact is considered from three perspectives: an analysis of how students use the MCQs; students' perceptions expressed in a questionnaire survey; and an investigation of the…

  18. Using Self-Assessment to Support Individualized Learning

    Science.gov (United States)

    MacDonald, Betty

    2012-01-01

    Self-assessment is frequently used to enable students to "reflect" on a learning experience. Often only the person involved in the "reflection" knows the criteria used to underpin the process. Here the author explains how, when the self-assessment is given some structure some tangible benefits can be observed. While the approach might not be a…

  19. Supporting Clinical Practice Candidates in Learning Community Development

    Science.gov (United States)

    DeJarnette, Nancy K.; Sudeck, Maria

    2015-01-01

    The purpose of this qualitative research study was to monitor pre-service teacher candidates' progression and implementation of the learning community philosophy along with classroom management strategies. The study took place during their final semester of clinical practice. Data were collected from self-reports, surveys, university supervisor…

  20. Using Online Video to Support Student Learning and Engagement

    Science.gov (United States)

    Sherer, Pamela; Shea, Timothy

    2011-01-01

    Online videos are used increasingly in higher education teaching as part of the explosion of Web 2.0 tools that are now available. YouTube is one popular example of a video-sharing resource that both faculty and students can use effectively, both inside and outside of the classroom, to engage students in their learning, energize classroom…

  1. Hold design supports learning and transfer of climbing fluency

    NARCIS (Netherlands)

    Orth, Dominic; Davids, Keith; Seifert, Ludovic

    2014-01-01

    Being a discipline with a broad range of genres, rock climbing is an activity where participants seek to generalize the skills they learn in different performance contexts. A training strategy for achieving skill transfer was explored in a group of experienced climbers. Specifically, we tested the

  2. Using enriched skeleton concept mapping to support meaningful learning

    NARCIS (Netherlands)

    Maree, A.J.; Bruggen, van J.M.; Jochems, W.M.G.; Cañas, A.J.; Novak, J.D.; Vanhear, J.

    2012-01-01

    Abstract. There has been significant interest among researchers in the instructional use of concept maps and collaboration scripts. Some studies focus on students' collaboration on concept mapping tasks; others focus on scripts to structure learning tasks and guide interactions. Little is known

  3. Developing Visualization Support System for Teaching/Learning Database Normalization

    Science.gov (United States)

    Folorunso, Olusegun; Akinwale, AdioTaofeek

    2010-01-01

    Purpose: In tertiary institution, some students find it hard to learn database design theory, in particular, database normalization. The purpose of this paper is to develop a visualization tool to give students an interactive hands-on experience in database normalization process. Design/methodology/approach: The model-view-controller architecture…

  4. Logging On: Using Online Learning to Support the Academic Nomad

    Science.gov (United States)

    Gargano, Terra; Throop, Julia

    2017-01-01

    The Internet is cited for bringing about the most rapid and significant social change within societies worldwide. Higher education does not lie at the fringe of this discussion, but is rather at the center of it. Online learning is no longer considered a mere supplement to education but digital tools now routinely embed themselves in higher…

  5. Enriching Classroom Learning through a Microblogging-Supported Activity

    Science.gov (United States)

    Li, Kun; Darr, Kent; Gao, Fei

    2018-01-01

    Researchers have recognized the role that microblogging tools play in enhancing the effectiveness of communication and interaction in the classroom. However, few studies have specifically examined how to use microblogging tools to bring educational resources into the classroom to enrich the student learning experience. The exploratory case study…

  6. Computer Supported Collaborative Learning (CSCL): interview met Pierre Dillenbourg

    NARCIS (Netherlands)

    Lambert Berenbroek

    2005-01-01

    Pierre Dillenbourg has proved by many articles and speeches to be a hands-on expert on the subject of collaborative learning. He started in 1976 as an Elementary school teacher; he graduated in 1996 in educational and psychological sciences and became PhD in artificial intelligence. At the moment

  7. Teaching the TEMI way how using mysteries supports science learning

    CERN Document Server

    Olivotto, Cristina

    2015-01-01

    In this booklet, you will be introduced to an exciting new way to teach science in your classroom. The TEMI project (Teaching Enquiry with Mysteries Incorporated) is an EU-funded project that brings together experts in teacher training from across Europe to help you introduce enquiry-based learning successfully in the classroom and improve student engagement and skills.

  8. Instructor-Provided Summary Infographics to Support Online Learning

    Science.gov (United States)

    Elena Gallagher, Silvia; O'Dulain, Mairtin; O'Mahony, Niamh; Kehoe, Claire; McCarthy, Fintan; Morgan, Gerard

    2017-01-01

    Infographics are a visualisation tool that can be used to improve retention, comprehension and appeal of complex concepts. The rise of infographic use in education has facilitated new forms of application and design of these tools. Instructor-provided summary infographics are a new form of infographic, whereby key learning objectives and content…

  9. Chemistry by nanocatalysis: First example of a solid-supported RAPTA complex for organic reactions in aqueous medium

    KAUST Repository

    Garcí a-Garrido, Sergio E.; Francos, Javier; Cadierno, Victorio; Basset, Jean-Marie; Polshettiwar, Vivek

    2010-01-01

    , with no use at all of organic solvent during or after the reactions, and microwaves as an alternative energy source renders the synthetic processes reported herein "truly" green and sustainable. RAPTA's delight: A nano-RAPTA complex supported on silica

  10. Using of Teleconference as a Medium to Establish an "E-Global-Learning-System": An Experience of 1000guru-Association on Facilitates Open and Distance Learning Activities with Schools in Indonesia

    Science.gov (United States)

    Haris, Ikhfan

    2014-01-01

    Information communication and technology (ICT) has been used in various fields. The use of teleconference for teaching and learning activities is currently not a new topic in global world. In Indonesia, through IMHERE Program from Directorate of Higher Education, some universities have been connected with a network of teleconference as a medium of…

  11. Case-based discussion supporting learning and practice in optometry.

    Science.gov (United States)

    Bullock, Alison; Barnes, Emma; Ryan, Barbara; Sheen, Nik

    2014-09-01

    To enhance continuing professional development and address the risk that professional isolation poses, the UK General Optical Council introduced a requirement for all optometrists to engage in at least one case-based discussion per 3 year cycle of continuing education. In this paper, we explore participants' impression of the acceptability, effectiveness and long-term impact-on-practice of case-based discussion as a mode of continuing education. Case-based discussion participants attended an evening session comprising a lecture and a group discussion. They completed three questionnaires: prior to the session, immediately post-session and 3-4 months post-session. We coded the questionnaires to allow matching. Seventy-five case-based discussion groups were held with 379 participants; 377 completed both pre- and post-questionnaires and 331 (88%) returned a follow-up questionnaire. Case-based discussions were an acceptable method of learning, with many preferring it to distance-learning. Prior to the event, women, employees and part-time workers were more likely to have concerns about participating. In terms of learning, gaps in knowledge were more likely to be revealed in those who work in isolation. The respondents highlighted social aspects, reassurance of practice as well as new learning. Participants significantly improved self-confidence ratings in all key learning areas. At three months post-session, the majority (75%) self-reported that they had implemented their intended changes to practice. The evaluation showed that participants felt that case-based discussion developed their knowledge, notably for sole practitioners, and influenced later workplace practice. The peer interaction of this mode of continuing education can combat professional isolation. © 2014 The Authors Ophthalmic & Physiological Optics © 2014 The College of Optometrists.

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

    Science.gov (United States)

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

    2009-01-01

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

  13. Using Knowledge-Based Systems to Support Learning of Organizational Knowledge: A Case Study

    Science.gov (United States)

    Cooper, Lynne P.; Nash, Rebecca L.; Phan, Tu-Anh T.; Bailey, Teresa R.

    2003-01-01

    This paper describes the deployment of a knowledge system to support learning of organizational knowledge at the Jet Propulsion Laboratory (JPL), a US national research laboratory whose mission is planetary exploration and to 'do what no one has done before.' Data collected over 19 weeks of operation were used to assess system performance with respect to design considerations, participation, effectiveness of communication mechanisms, and individual-based learning. These results are discussed in the context of organizational learning research and implications for practice.

  14. Attitudes in a Web-Supported Learning Environment

    Science.gov (United States)

    Acun, Ismail

    2013-01-01

    The aim of the study is to investigate the possible effect of web-supported teaching on students' attitudes on Human Rights, Democracy and Citizenship Education and technology (HRDCE). To examine weather web-supported instruction would make a difference in attitude levels of the subjects, a quasi-experimental design was employed. Subjects of the…

  15. Learning a Musical Instrument: The Case for Parental Support

    Science.gov (United States)

    Creech, Andrea

    2010-01-01

    The aims of this research were to identify the ways in which parents may most constructively support their children's musical development, and to ascertain whether styles of parent-teacher and parent-pupil interaction would influence the extent to which parents engage in different types of supportive behaviours. A model of parent involvement as…

  16. The Effect of Socially Shared Regulation Approach on Learning Performance in Computer-Supported Collaborative Learning

    Science.gov (United States)

    Zheng, Lanqin; Li, Xin; Huang, Ronghuai

    2017-01-01

    Students' abilities to socially shared regulation of their learning are crucial to productive and successful collaborative learning. However, how group members sustain and regulate collaborative processes is a neglected area in the field of collaborative learning. Furthermore, how group members engage in socially shared regulation still remains to…

  17. The Journal of Learning Analytics: Supporting and Promoting Learning Analytics Research

    OpenAIRE

    Siemens, George

    2014-01-01

    The paper gives a brief overview of the main activities for the development of the emerging field of learning analytics led by the Society for Learning Analytics Research (SoLAR). The place of the Journal of Learning Analytics is identified Analytics is the most significant new initiative of SoLAR. 

  18. The "Journal of Learning Analytics": Supporting and Promoting Learning Analytics Research

    Science.gov (United States)

    Siemens, George

    2014-01-01

    The paper gives a brief overview of the main activities for the development of the emerging field of learning analytics led by the Society for Learning Analytics Research (SoLAR). The place of the "Journal of Learning Analytics" is identified. Analytics is the most significant new initiative of SoLAR.

  19. promoting self directed learning in simulation based discovery learning environments through intelligent support.

    NARCIS (Netherlands)

    Veermans, K.H.; de Jong, Anthonius J.M.; van Joolingen, Wouter

    2000-01-01

    Providing learners with computer-generated feedback on their learning process in simulationbased discovery environments cannot be based on a detailed model of the learning process due to the “open” character of discovery learning. This paper describes a method for generating adaptive feedback for

  20. Use of activated carbon as a support medium for H2S biofiltration and effect of bacterial immobilization on available pore surface.

    Science.gov (United States)

    Ng, Y L; Yan, R; Chen, X G; Geng, A L; Gould, W D; Liang, D T; Koe, L C C

    2004-12-01

    The use of support media for the immobilization of microorganisms is widely known to provide a surface for microbial growth and a shelter that protects the microorganisms from inhibitory compounds. In this study, activated carbon is used as a support medium for the immobilization of microorganisms enriched from municipal sewage activated sludge to remove gas-phase hydrogen sulfide (H2S), a major odorous component of waste gas from sewage treatment plants. A series of designed experiments is used to examine the effect on bacteria-immobilized activated carbon (termed "biocarbon") due to physical adsorption, chemical reaction, and microbial degradation in the overall removal of H2S. H2S breakthrough tests are conducted with various samples, including microbe-immobilized carbon and Teflon discs, salts-medium-washed carbon, and ultra-pure water-washed carbon. The results show a higher removal capacity for the microbe-immobilized activated carbon compared with the activated carbon control in a batch biofilter column. The increase in removal capacity is attributed to the role played by the immobilized microorganisms in metabolizing adsorbed sulfur and sulfur compounds on the biocarbon, hence releasing the adsorption sites for further H2S uptake. The advantage for activated carbon serving as the support medium is to adsorb a high initial concentration of substrate and progressively release this for microbial degradation, hence acting as a buffer for the microorganisms. Results obtained from surface area and pore size distribution analyses of the biocarbon show a correlation between the available surface area and pore volume with the extent of microbial immobilization and H2S uptake. The depletion of surface area and pore volume is seen as one of the factors which cause the onset of column breakthrough. Microbial growth retardation is due to the accumulation of metabolic products (i.e., sulfuric acid); and a lack of water and nutrient salts in the batch biofilter are other

  1. Developing a Dynamic Inference Expert System to Support Individual Learning at Work

    Science.gov (United States)

    Hung, Yu Hsin; Lin, Chun Fu; Chang, Ray I.

    2015-01-01

    In response to the rapid growth of information in recent decades, knowledge-based systems have become an essential tool for organizational learning. The application of electronic performance-support systems in learning activities has attracted considerable attention from researchers. Nevertheless, the vast, ever-increasing amount of information is…

  2. Can a Social Networking Site Support Afterschool Group Learning of Mandarin?

    Science.gov (United States)

    Yang, Yang; Crook, Charles; O'Malley, Claire

    2014-01-01

    Schools are often encouraged to facilitate extra-curricular learning within their own premises. This study addresses the potential of social networking sites (SNS) for supporting such out-of-class study. Given concerns that learning on these sites may happen at a surface level, we adopted self-determination theory for designing a social networking…

  3. A Case Study of Using a Social Annotation Tool to Support Collaboratively Learning

    Science.gov (United States)

    Gao, Fei

    2013-01-01

    The purpose of the study was to understand student interaction and learning supported by a collaboratively social annotation tool--Diigo. The researcher examined through a case study how students participated and interacted when learning an online text with the social annotation tool--Diigo, and how they perceived their experience. The findings…

  4. In Search of Attributes That Support Self-Regulation in Blended Learning Environments

    Science.gov (United States)

    Van Laer, Stijn; Elen, Jan

    2017-01-01

    Blended forms of learning have become increasingly popular. Learning activities within these environments are supported by a large variety of online and face-to-face interventions. However, it remains unclear whether these blended environments are successful, and if they are, what makes them successful. Studies suggest that blended learning…

  5. Preface [Special issue on dataTEL – Data Supported Research in Technology-Enhanced Learning

    NARCIS (Netherlands)

    Drachsler, Hendrik; Verbert, Katrien; Manouselis, Nikos; Vuorikari, Riina; Wolpers, Martin; Lindstaedt, Stefanie

    2012-01-01

    Drachsler, H., Verbert, K., Manouselis, N., Vuorikari, R., Wolpers, M., & Lindstaedt, S. (2012). Preface [Special issue on dataTEL – Data Supported Research in Technology-Enhanced Learning]. International Journal Technology Enhanced Learning, Vol. 4, Nos. 1/2, 2012.

  6. Swarm Intelligence: New Techniques for Adaptive Systems to Provide Learning Support

    Science.gov (United States)

    Wong, Lung-Hsiang; Looi, Chee-Kit

    2012-01-01

    The notion of a system adapting itself to provide support for learning has always been an important issue of research for technology-enabled learning. One approach to provide adaptivity is to use social navigation approaches and techniques which involve analysing data of what was previously selected by a cluster of users or what worked for…

  7. Parental Autonomy Support and Student Learning Goals: A Preliminary Examination of an Intrinsic Motivation Intervention

    Science.gov (United States)

    Froiland, John Mark

    2011-01-01

    In a seven week quasi-experimental study, parents (n = 15) of elementary school students (n = 15) learned autonomy supportive communication techniques that included helping their children set learning goals for homework assignments. Treatment vs. comparison group (n = 30) ANCOVA analyses revealed that the parents in the treatment group perceived…

  8. Students' Views about the Problem Based Collaborative Learning Environment Supported by Dynamic Web Technologies

    Science.gov (United States)

    Ünal, Erhan; Çakir, Hasan

    2017-01-01

    The purpose of this study was to design a problem based collaborative learning environment supported by dynamic web technologies and to examine students' views about this learning environment. The study was designed as a qualitative research. Some 36 students who took an Object Oriented Programming I-II course at the department of computer…

  9. Use of an Interculturally Enriched Collaboration Script in Computer-Supported Collaborative Learning in Higher Education

    Science.gov (United States)

    Popov, Vitaliy; Biemans, Harm J. A.; Kuznetsov, Andrei N.; Mulder, Martin

    2014-01-01

    In this exploratory study, the authors introduced an interculturally enriched collaboration script (IECS) for working in culturally diverse groups within a computer-supported collaborative learning (CSCL) environment and then assessed student online collaborative behaviour, learning performance and experiences. The question was if and how these…

  10. CASCADE-IMEI: Web site support for student teachers learning Realistic Mathematics Education (RME) in Indonesia

    NARCIS (Netherlands)

    Zulkardi, Z.; Nieveen, N.M.

    2001-01-01

    CASCADE-IMEI is a learning environment in the form of a face-to-face course and a web site (www.cascadeimei.com) which aims to support student teachers in Indonesia to learn Realistic Mathematics Education (RME). RME is an instructional theory in mathematics education that was originally developed

  11. Towards Mobile Learning Support for the Transition from School to the Workplace

    NARCIS (Netherlands)

    Glahn, Christian; Specht, Marcus; Wishart, Jocelyn

    2011-01-01

    Glahn, C., Specht, M., & Wishart J. (2010). Towards Mobile Learning Support for the Transition from School to the Workplace. Paper presented at the MATEL Workshop in conjunction with the 5th European Conference on Technology Enhanced Learning (EC-TEL 2010): Sustaining TEL: From Innovation to

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

    Science.gov (United States)

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

    2010-01-01

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

  13. Identification of critical time-consuming student support activities in e-learning

    NARCIS (Netherlands)

    De Vries, Fred; Kester, Liesbeth; Sloep, Peter; Van Rosmalen, Peter; Pannekeet, Kees; Koper, Rob

    2005-01-01

    Please cite the original publication: De Vries, F., Kester, L., Sloep, P., Van Rosmalen, P., Pannekeet, K., & Koper, R. (2005). Identification of critical time-consuming student support activities in e-learning. Research in Learning Technology (ALT-J), 13(3), 219-229.

  14. Promoting Constructive Activities that Support Vicarious Learning during Computer-Based Instruction

    Science.gov (United States)

    Gholson, Barry; Craig, Scotty D.

    2006-01-01

    This article explores several ways computer-based instruction can be designed to support constructive activities and promote deep-level comprehension during vicarious learning. Vicarious learning, discussed in the first section, refers to knowledge acquisition under conditions in which the learner is not the addressee and does not physically…

  15. Design guidelines for self-assessment support for adult academic distance learning

    NARCIS (Netherlands)

    Menendez Blanco, Maria; Van der Veer, Gerrit; Benvenuti, Laura; Kirschner, Paul A.

    2011-01-01

    Menendez Blanco, M., Van der Veer, G., Benvenuti, L., & Kirschner, P. A. (2011). Design guidelines for self-assessment support for adult academic distance learning. In H-J Shalin (Ed.), Constructing self-discovery learning spaces online: scaffolding and decision making technologies (pp. 169-198).

  16. Detecting and Understanding the Impact of Cognitive and Interpersonal Conflict in Computer Supported Collaborative Learning Environments

    Science.gov (United States)

    Prata, David Nadler; Baker, Ryan S. J. d.; Costa, Evandro d. B.; Rose, Carolyn P.; Cui, Yue; de Carvalho, Adriana M. J. B.

    2009-01-01

    This paper presents a model which can automatically detect a variety of student speech acts as students collaborate within a computer supported collaborative learning environment. In addition, an analysis is presented which gives substantial insight as to how students' learning is associated with students' speech acts, knowledge that will…

  17. LSQuiz: A Collaborative Classroom Response System to Support Active Learning through Ubiquitous Computing

    Science.gov (United States)

    Caceffo, Ricardo; Azevedo, Rodolfo

    2014-01-01

    The constructivist theory indicates that knowledge is not something finished and complete. However, the individuals must construct it through the interaction with the physical and social environment. The Active Learning is a methodology designed to support the constructivism through the involvement of students in their learning process, allowing…

  18. A Project-Based Laboratory for Learning Embedded System Design with Industry Support

    Science.gov (United States)

    Lee, Chyi-Shyong; Su, Juing-Huei; Lin, Kuo-En; Chang, Jia-Hao; Lin, Gu-Hong

    2010-01-01

    A project-based laboratory for learning embedded system design with support from industry is presented in this paper. The aim of this laboratory is to motivate students to learn the building blocks of embedded systems and practical control algorithms by constructing a line-following robot using the quadratic interpolation technique to predict the…

  19. Support Required for Primary and Secondary Students with Communication Disorders and/or Other Learning Needs

    Science.gov (United States)

    McLeod, Sharynne; McKinnon, David H.

    2010-01-01

    Prioritization of school students with additional learning needs is a reality due to a finite resource base. Limited evidence exists regarding teachers' prioritization of primary and secondary school students with additional learning needs. The aim of the present article was to differentiate teachers' perceptions of the level of support required…

  20. Perceived Effectiveness of Weekly Announcements in Provision of Learning Support to Sociology Students

    Science.gov (United States)

    Jabeen, Sadia

    2015-01-01

    Announcements are considered as important source in provision of academic support to the students. Announcements assist students to get information about the university learning mechanisms, courses and other time management skills, which may help them to make their learning smooth and pleasant. In this context present study documents the perceived…

  1. Trends and issues of regulative support use during inquiry learning: patterns from three studies

    NARCIS (Netherlands)

    Manlove, S.A.; Lazonder, Adrianus W.; de Jong, Anthonius J.M.

    2009-01-01

    This paper looks across three experimental studies that examined supports designed to assist high-school students (age 15–19) with cognitive regulation of their physics inquiry learning efforts in a technology-enhanced learning environment called Co-Lab. Cognitive regulation involves the recursive

  2. Learning Algorithms for Audio and Video Processing: Independent Component Analysis and Support Vector Machine Based Approaches

    National Research Council Canada - National Science Library

    Qi, Yuan

    2000-01-01

    In this thesis, we propose two new machine learning schemes, a subband-based Independent Component Analysis scheme and a hybrid Independent Component Analysis/Support Vector Machine scheme, and apply...

  3. Supporting Student Nurses Learning in and through Clinical Practice: The Role of the Clinical Guide.

    Science.gov (United States)

    Andrews, Margaret; Roberts, Debbie

    2003-01-01

    A clinical guide is an experienced nurse who supports nursing students throughout the program, particularly in clinical placements. More than a mentor, a guide is fully involved in promoting deep learning in clinical settings. (SK)

  4. An action-learning model to assist Circuit Teams to support School ...

    African Journals Online (AJOL)

    EAOSA

    2016-11-17

    Nov 17, 2016 ... development of both School Management Teams and Circuit Team members. ... achieve excellence in teaching and learning (Department of Basic Education, ... indicate that support to schools, particularly rural and historically disadvantaged schools, ... promote sustainable change and enhanced academic.

  5. Using tablets to support self-regulated learning in a longitudinal integrated clerkship

    Directory of Open Access Journals (Sweden)

    Dylan Archbold Hufty Alegría

    2014-03-01

    Full Text Available Introduction: The need to train physicians committed to learning throughout their careers has prompted medical schools to encourage the development and practice of self-regulated learning by students. Longitudinal integrated clerkships (LICs require students to exercise self-regulated learning skills. As mobile tools, tablets can potentially support self-regulation among LIC students. Methods: We provided 15 LIC students with tablet computers with access to the electronic health record (EHR, to track their patient cohort, and a multiplatform online notebook, to support documentation and retrieval of self-identified clinical learning issues. Students received a 1-hour workshop on the relevant features of the tablet and online notebook. Two focus groups with the students were used to evaluate the program, one early and one late in the year and were coded by two raters. Results: Students used the tablet to support their self-regulated learning in ways that were unique to their learning styles and increased access to resources and utilization of down-time. Students who used the tablet to self-monitor and target learning demonstrated the utility of tablets as learning tools. Conclusions: LICs are environments rich in opportunity for self-regulated learning. Tablets can enhance students’ ability to develop and employ self-regulatory skills in a clinical context.

  6. Using tablets to support self-regulated learning in a longitudinal integrated clerkship.

    Science.gov (United States)

    Alegría, Dylan Archbold Hufty; Boscardin, Christy; Poncelet, Ann; Mayfield, Chandler; Wamsley, Maria

    2014-01-01

    The need to train physicians committed to learning throughout their careers has prompted medical schools to encourage the development and practice of self-regulated learning by students. Longitudinal integrated clerkships (LICs) require students to exercise self-regulated learning skills. As mobile tools, tablets can potentially support self-regulation among LIC students. We provided 15 LIC students with tablet computers with access to the electronic health record (EHR), to track their patient cohort, and a multiplatform online notebook, to support documentation and retrieval of self-identified clinical learning issues. Students received a 1-hour workshop on the relevant features of the tablet and online notebook. Two focus groups with the students were used to evaluate the program, one early and one late in the year and were coded by two raters. Students used the tablet to support their self-regulated learning in ways that were unique to their learning styles and increased access to resources and utilization of down-time. Students who used the tablet to self-monitor and target learning demonstrated the utility of tablets as learning tools. LICs are environments rich in opportunity for self-regulated learning. Tablets can enhance students' ability to develop and employ self-regulatory skills in a clinical context.

  7. Using tablets to support self-regulated learning in a longitudinal integrated clerkship

    Science.gov (United States)

    Alegría, Dylan Archbold Hufty; Boscardin, Christy; Poncelet, Ann; Mayfield, Chandler; Wamsley, Maria

    2014-01-01

    Introduction The need to train physicians committed to learning throughout their careers has prompted medical schools to encourage the development and practice of self-regulated learning by students. Longitudinal integrated clerkships (LICs) require students to exercise self-regulated learning skills. As mobile tools, tablets can potentially support self-regulation among LIC students. Methods We provided 15 LIC students with tablet computers with access to the electronic health record (EHR), to track their patient cohort, and a multiplatform online notebook, to support documentation and retrieval of self-identified clinical learning issues. Students received a 1-hour workshop on the relevant features of the tablet and online notebook. Two focus groups with the students were used to evaluate the program, one early and one late in the year and were coded by two raters. Results Students used the tablet to support their self-regulated learning in ways that were unique to their learning styles and increased access to resources and utilization of down-time. Students who used the tablet to self-monitor and target learning demonstrated the utility of tablets as learning tools. Conclusions LICs are environments rich in opportunity for self-regulated learning. Tablets can enhance students’ ability to develop and employ self-regulatory skills in a clinical context. PMID:24646438

  8. Using Technology to Support the Army Learning Model

    Science.gov (United States)

    2016-02-01

    This creates a challenge for sustainment and considerations of manpower and resources for the future . 17 A plan that specifies how the...and “From your experience, what are some best practices for the future when developing / implementing / maintaining an instructional delivery method...IMI level 2 products generally did not require instructor training since these products were mostly self-explanatory (web-based eLearning

  9. Advancements in Distributed Learning (ADL) Environment in Support of Transformation

    Science.gov (United States)

    2017-01-01

    take a variety of forms, including Task Groups, Workshops, Symposia, Specialists’ Meetings, Lecture Series and Technical Courses . The content of this... MySQL and PHP Apache xAPI Extensive Application Program Interface viii STO-TR-HFM-212 HFM-212 Membership List Dr. Oleksandr BUROV Institute...in Paris, France, initiated a new management infrastructure for collaboration and integration of learning courses and technologies. This ADL effort

  10. Information systems supported organizational learning as a competitive advantage

    OpenAIRE

    Arias, Jose Manuel; Solana, Julian Miguel

    2013-01-01

    Purpose: The purpose of this paper is to analyze the characteristics that make information systems useful in gathering and processing information with the aim of organizational learning and subsequent structural adaptation for better fitting to market requirements. Design/methodology/approach: Adaptation is a must when turning to foster the competitiveness and sustainability of the organization. Findings and Originality/value: It is clear that information systems can really create a differenc...

  11. Supported 3-D Pt nanostructures: the straightforward synthesis and enhanced electrochemical performance for methanol oxidation in an acidic medium

    International Nuclear Information System (INIS)

    Li, Zesheng; Ji, Shan; Pollet, Bruno G.; Shen, Pei Kang

    2013-01-01

    Noble metal nanostructures with branched morphologies [i.e., 3-D Pt nanoflowers (NFs)] by tri-dimensionally integrating onto conductive carbon materials are proved to be an efficient and durable electrocatalysts for methanol oxidation. The well-supported 3-D Pt NFs are readily achieved by an efficient cobalt-induced/carbon-mediated galvanic reaction approach. Due to the favorable nanostructures (3-D Pt configuration allowing a facile mass transfer) and supporting effects (including framework stabilization, spatially separate feature, and improved charge transport effects), these 3-D Pt NFs manifest much higher electrocatalytic activity and stability toward methanol oxidation than that of the commercial Pt/C and Pt-based electrocatalysts

  12. Supported 3-D Pt nanostructures: the straightforward synthesis and enhanced electrochemical performance for methanol oxidation in an acidic medium

    Energy Technology Data Exchange (ETDEWEB)

    Li, Zesheng [Sun Yat-sen University, The State Key Laboratory of Optoelectronic Materials and Technologies, and Guangdong Province Key Laboratory of Low-carbon Chemistry and Energy Conservation, School of Physics and Engineering (China); Ji, Shan; Pollet, Bruno G. [University of the Western Cape, South African Institute for Advanced Materials Chemistry (SAIAMC) (South Africa); Shen, Pei Kang, E-mail: stsspk@mail.sysu.edu.cn [Sun Yat-sen University, The State Key Laboratory of Optoelectronic Materials and Technologies, and Guangdong Province Key Laboratory of Low-carbon Chemistry and Energy Conservation, School of Physics and Engineering (China)

    2013-10-15

    Noble metal nanostructures with branched morphologies [i.e., 3-D Pt nanoflowers (NFs)] by tri-dimensionally integrating onto conductive carbon materials are proved to be an efficient and durable electrocatalysts for methanol oxidation. The well-supported 3-D Pt NFs are readily achieved by an efficient cobalt-induced/carbon-mediated galvanic reaction approach. Due to the favorable nanostructures (3-D Pt configuration allowing a facile mass transfer) and supporting effects (including framework stabilization, spatially separate feature, and improved charge transport effects), these 3-D Pt NFs manifest much higher electrocatalytic activity and stability toward methanol oxidation than that of the commercial Pt/C and Pt-based electrocatalysts.

  13. Information systems supported organizational learning as a competitive advantage

    Directory of Open Access Journals (Sweden)

    Jose Manuel Arias

    2013-07-01

    Full Text Available Purpose: The purpose of this paper is to analyze the characteristics that make information systems useful in gathering and processing information with the aim of organizational learning and subsequent structural adaptation for better fitting to market requirements. Design/methodology/approach: Adaptation is a must when turning to foster the competitiveness and sustainability of the organization. Findings and Originality/value: It is clear that information systems can really create a difference in the way an organization acquires information from its environment and from itself in order to achieve a high-quality decision taking process. Research limitations/implications: Organizations have to look inside themselves in order to ensure the comprehension of their core competencies and the way they carry them out. Practical implications: Organizational learning is one of the means employed by organizations to get adapted to their surrounding environment. Social implications: Systems engineering techniques can be applied in order to leverage these core competencies and make organizations adaptable to the organizational environment requirements through the use of information systems. Originality/value: To obtain competitive advantages in the market. Keywords: competitive advantage, information systems, knowledge management, & the learning organization.

  14. Supporting students' learning in the domain of computer science

    Science.gov (United States)

    Gasparinatou, Alexandra; Grigoriadou, Maria

    2011-03-01

    Previous studies have shown that students with low knowledge understand and learn better from more cohesive texts, whereas high-knowledge students have been shown to learn better from texts of lower cohesion. This study examines whether high-knowledge readers in computer science benefit from a text of low cohesion. Undergraduate students (n = 65) read one of four versions of a text concerning Local Network Topologies, orthogonally varying local and global cohesion. Participants' comprehension was examined through free-recall measure, text-based, bridging-inference, elaborative-inference, problem-solving questions and a sorting task. The results indicated that high-knowledge readers benefited from the low-cohesion text. The interaction of text cohesion and knowledge was reliable for the sorting activity, for elaborative-inference and for problem-solving questions. Although high-knowledge readers performed better in text-based and in bridging-inference questions with the low-cohesion text, the interaction of text cohesion and knowledge was not reliable. The results suggest a more complex view of when and for whom textual cohesion affects comprehension and consequently learning in computer science.

  15. Development of a Blended Learning Environment to Support Achievement of Graduate Outcomes through Optimal Learning in an Undergraduate Pharmacy Course

    Directory of Open Access Journals (Sweden)

    Alyson Brown

    2013-10-01

    Full Text Available The development of graduate attributes through health professional courses requires the opportunity to engage with learning and teaching activities that reflect the work-based role to which the student aspires. Such activities allow the contextualisation of discipline-specific knowledge, forging a critical understanding of the underpinning theory, and providing a firm foundation for the development of lifelong learning skills. A blended learning approach can be particularly valuable in supporting achievement of the learning outcomes in modules where performance is measured in terms of competency in work-based scenarios. An action research approach was taken to develop and evaluate a cardiovascular risk assessment as the basis for clinically and professionally relevant problem-based learning. Support for this was provided by means of blended learning including a number of online activities. Talking wall focus groups were used to evaluate the student experience, and this was combined with quantitative data regarding student examination performance. Student performance in the cardiovascular section of the examination paper was significantly higher than in other sections. Students reported very favorably on the use of this approach to support not only examination preparation, but also in terms of developing professional identity and enhancing employability skills.

  16. Handling risk attitudes for preference learning and intelligent decision support

    DEFF Research Database (Denmark)

    Franco de los Ríos, Camilo; Hougaard, Jens Leth; Nielsen, Kurt

    2015-01-01

    Intelligent decision support should allow integrating human knowledge with efficient algorithms for making interpretable and useful recommendations on real world decision problems. Attitudes and preferences articulate and come together under a decision process that should be explicitly modeled...

  17. Supporting executive functions during children's preliteracy learning with the computer

    NARCIS (Netherlands)

    Sande, E. van de; Segers, P.C.J.; Verhoeven, L.T.W.

    2016-01-01

    The present study examined how embedded activities to support executive functions helped children to benefit from a computer intervention that targeted preliteracy skills. Three intervention groups were compared on their preliteracy gains in a randomized controlled trial design: an experimental

  18. 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.

  19. e-Learning in Advanced Life Support-What factors influence assessment outcome?

    Science.gov (United States)

    Thorne, C J; Lockey, A S; Kimani, P K; Bullock, I; Hampshire, S; Begum-Ali, S; Perkins, G D

    2017-05-01

    To establish variables which are associated with favourable Advanced Life Support (ALS) course assessment outcomes, maximising learning effect. Between 1 January 2013 and 30 June 2014, 8218 individuals participated in a Resuscitation Council (UK) e-learning Advanced Life Support (e-ALS) course. Participants completed 5-8h of online e-learning prior to attending a one day face-to-face course. e-Learning access data were collected through the Learning Management System (LMS). All participants were assessed by a multiple choice questionnaire (MCQ) before and after the face-to-face aspect alongside a practical cardiac arrest simulation (CAS-Test). Participant demographics and assessment outcomes were analysed. The mean post e-learning MCQ score was 83.7 (SD 7.3) and the mean post-course MCQ score was 87.7 (SD 7.9). The first attempt CAS-Test pass rate was 84.6% and overall pass rate 96.6%. Participants with previous ALS experience, ILS experience, or who were a core member of the resuscitation team performed better in the post-course MCQ, CAS-Test and overall assessment. Median time spent on the e-learning was 5.2h (IQR 3.7-7.1). There was a large range in the degree of access to e-learning content. Increased time spent accessing e-learning had no effect on the overall result (OR 0.98, P=0.367) on simulated learning outcome. Clinical experience through membership of cardiac arrest teams and previous ILS or ALS training were independent predictors of performance on the ALS course whilst time spent accessing e-learning materials did not affect course outcomes. This supports the blended approach to e-ALS which allows participants to tailor their e-learning experience to their specific needs. Copyright © 2017 Elsevier B.V. All rights reserved.

  20. Durability of carbon-supported manganese oxide nanoparticles for the oxygen reduction reaction (ORR) in alkaline medium

    Czech Academy of Sciences Publication Activity Database

    Roche, I.; Chainet, E.; Chatenet, M.; Vondrák, Jiří

    2008-01-01

    Roč. 38, č. 9 (2008), s. 1195-1201 ISSN 0021-891X R&D Projects: GA AV ČR KJB4813302; GA ČR GA104/02/0731 Grant - others:CNRS(FR) 18105 Institutional research plan: CEZ:AV0Z40320502 Keywords : oxygen reduction reaction * rotating ring-disc electrode * carbon-supported manganese oxide Subject RIV: CA - Inorganic Chemistry Impact factor: 1.540, year: 2008

  1. Using E-Learning Portfolio Technology To Support Visual Art Learning

    Directory of Open Access Journals (Sweden)

    Greer Jones-Woodham

    2009-08-01

    Full Text Available Inspired by self-directed learning (SDL theories, this paper uses learning portfolios as a reflective practice to improve student learning and develop personal responsibility, growth and autonomy in learning in a Visual Arts course. Students use PowerPoint presentations to demonstrate their concepts by creating folders that are linked to e-portfolios on the University website. This paper establishes the role of learning e-portfolios to improve teaching and learning as a model of reflection, collaboration and documentation in the making of art as a self-directed process. These portfolios link students' creative thinking to their conceptual frameworks. They also establish a process of inquiry using journals to map students' processes through their reflections and peer feedback. This practice argues that learning e-portfolios in studio art not only depends on a set of objectives whose means are justified by an agreed end but also depends on a practice that engages students' reflection about their actions while in their art- making practice. Using the principles of the maker as the intuitive and reflective practitioner, the making as the process in which the learning e-portfolios communicate the process and conceptual frameworks of learning and the eventual product, and the made as evidence of that learning in light of progress made, this paper demonstrates that learning-in-action and reflecting-in and-on-action are driven by self-direction. With technology, students bring their learning context to bear with the use of SDL. Students' use of PowerPoint program technology in making their portfolios is systematic and builds on students' competencies as this process guides students' beliefs and actions about their work that is based on theory and concepts in response to a visual culture that is Trinidad and Tobago. Students' self–directed art-making process as a self directed learning, models the process of articulated learning. Communicating about

  2. Lessons learned from a secret Facebook support group.

    Science.gov (United States)

    Oliver, Debra Parker; Washington, Karla; Wittenberg-Lyles, Elaine; Gage, Ashley; Mooney, Megan; Demiris, George

    2015-05-01

    The National Association of Social Workers developed practice standards for social workers using technology in their practice. These standards were derived from the foundation of the social work code of ethics and are helpful as social workers explore the use of new tools for the benefit of their clients. Hospice caregivers, both active and bereaved, are in great need of support but are often unable to attend traditional support groups. Facebook secret groups offer social workers a potential tool, given the geographic barriers that exist for traditional face-to-face support groups. The authors' experience with a secret Facebook group indicates that the technology can be useful when managed by a social worker facilitator. As social workers continue to explore helpful ways to use technology with clients, it is critical that they evaluate that practice and assess the clinical outcomes to establish an evidence base behind this practice.

  3. A Logical Approach to Supporting Professional Learning Communities

    Directory of Open Access Journals (Sweden)

    Ralph Seward

    2011-12-01

    Full Text Available Collaborative knowledge sharing requires that dialogues successfully cross organizational barriers and information silos. Successful communication in person or in a virtual community involves a willingness to share ideas and consider diverse viewpoints. This research examines a science, technology, engineering, and mathematics (STEM content management system called NASATalk, which offers public and private blog posts, file sharing, asynchronous discussion, and live chat services. The service is designed to provide a virtual environment where educators can share ideas, suggestions, successes, and innovations in STEM teaching and learning activities. This study features qualitative data from STEM education groups that helped extend the design of the NASATalk Web 2.0 collaborative tools and features. The analysis shows that the context, e-collaborative tools, integration strategies, and outcomes varied, but also contributed additional space, time, tools, integration strategies, and outcomes through the virtual collaborative learning environment. This study is designed to inform the STEM education community as well as those offering virtual community resources and tools of the added value of using virtual communities to help STEM educators work together in collaborative, virtual environments to discuss ways they can improve their instruction and student performance.

  4. Supporting inquiry learning by promoting normative understanding of multivariable causality

    Science.gov (United States)

    Keselman, Alla

    2003-11-01

    Early adolescents may lack the cognitive and metacognitive skills necessary for effective inquiry learning. In particular, they are likely to have a nonnormative mental model of multivariable causality in which effects of individual variables are neither additive nor consistent. Described here is a software-based intervention designed to facilitate students' metalevel and performance-level inquiry skills by enhancing their understanding of multivariable causality. Relative to an exploration-only group, sixth graders who practiced predicting an outcome (earthquake risk) based on multiple factors demonstrated increased attention to evidence, improved metalevel appreciation of effective strategies, and a trend toward consistent use of a controlled comparison strategy. Sixth graders who also received explicit instruction in making predictions based on multiple factors showed additional improvement in their ability to compare multiple instances as a basis for inferences and constructed the most accurate knowledge of the system. Gains were maintained in transfer tasks. The cognitive skills and metalevel understanding examined here are essential to inquiry learning.

  5. A radiation learning support system by tri-sensory augmented reality using a mobile phone

    International Nuclear Information System (INIS)

    Shimoda, Hiroshi; Zhao, Yue; Yan, Weida; Ishii, Hirotake

    2011-01-01

    A radiation learning support system has been developed to support learning basic knowledge of radiation and its strength of human body impact by using tri-sensory Augmented Reality (AR) technology with presenting information to visual, auditory and haptic sensation. The system consists of a knowledge learning mode in which learners can learn basic knowledge of radiation and an experience learning mode in which they can virtually experience its strength of human body impact under various conditions. As the result of a simple evaluation, it was suggested that the system improves the learners' intuitive understanding, and information presentation of the radiation strength to auditory and haptic sensation is more comprehensive than that to visual sensation. (author)

  6. Personalization for Specific Users : Designing Decision Support Systems to Support Stimulating Learning Environments

    NARCIS (Netherlands)

    Maruster, Laura; Faber, Niels R.; van Haren, Rob J.; Salvendy, G; Smith, MJ

    2009-01-01

    Creating adaptive systems becomes increasingly attractive in the context of specific groups of users, such as agricultural users. This group of users seems to differ with respect to information processing, knowledge management and learning styles. In this work we aim to offer directions toward

  7. Effect of spray angle and spray volume on deposition of a medium droplet spray with air support in ivy pot plants.

    Science.gov (United States)

    Foqué, Dieter; Pieters, Jan G; Nuyttens, David

    2014-03-01

    Spray boom systems, an alternative to the predominantly-used spray guns, have the potential to considerably improve crop protection management in glasshouses. Based on earlier experiments, the further optimization of the deposits of a medium spray quality extended range flat fan nozzle type using easy adjustable spray boom settings was examined. Using mineral chelate tracers and water sensitive papers, the spray results were monitored at three plant levels, on the upper side and the underside of the leaves, and on some off-target collectors. In addition, the deposition datasets of all tree experiments were compared. The data showed that the most efficient spray distribution with the medium spray quality flat fan nozzles was found with a 30° forward angled spray combined with air support and an application rate of 1000 L ha(-1) . This technique resulted in a more uniform deposition in the dense canopy and increased spray deposition on the lower side of the leaves compared with the a standard spray boom application. Applying 1000 L ha(-1) in two subsequent runs instead of one did not seem to show any added value. Spray deposition can be improved hugely simply by changing some spray boom settings like nozzle type, angling the spray, using air support and adjusting the spray volume to the crop. © 2013 Society of Chemical Industry.

  8. Effects of teacher autonomy support and students' autonomous motivation on learning in physical education.

    Science.gov (United States)

    Shen, Bo; McCaughtry, Nate; Martin, Jeffrey; Fahlman, Mariane

    2009-03-01

    This study applied self-determination theory to investigate the effects of students' autonomous motivation and their perceptions of teacher autonomy support on need satisfaction adjustment, learning achievement, and cardiorespiratory fitness over a 4-month personal conditioning unit. Participants were 253 urban adolescents (121 girls and 132 boys, ages = 12-14 years). Based on a series of multiple regression analyses, perceived autonomy support by teachers significantly predicted students'need satisfaction adjustment and led to learning achievement, especially for students who were not autonomously motivated to learn in physical education. In turn, being more autonomous was directly associated with cardiorespiratory fitness enhancement. The findings suggest that shifts in teaching approaches toward providing more support for students' autonomy and active involvement hold promise for enhancing learning.

  9. A field experiment of energy education using integrative learning support system

    International Nuclear Information System (INIS)

    Obayashi, Fumiaki; Yamamoto, Atsumu; Ito, Kyoko; Shimoda, Hiroshi; Yoshikawa, Hidekazu

    2002-01-01

    A new energy learning support system for higher education was the object of this experiment. The aim of this learning support system is to support students within an integrative study environment in which various personal skills and general knowledge on energy related issues are to be developed. The main goals of this learning tool for the students are to simulate their interest and creativity, to enhance awareness, to increase capability of researching on the subject and to improve problem-solving skills on energy related issues. The salient feature of this learning support system is that it is used for group learning by which each learner can develop the ability to reflect on the subject through mutual discussion. Moreover, in order to keep the attention of the students on the topic and provide them with a better assimilation of the curriculum, a personified agent is used as a cooperative associate who assists learners through natural communication, using voice conversation function in Japanese language. Then, the subject experiment has been conducted. Also, means of effective energy education are discussed in this research. As a conclusion, this learning support system is proven to be effective and the use of it for energy education is recommended. (author)

  10. Regulatory/Scientific Supports for Micro-, Small-, and Medium-Sized Enterprises (SMEs) With Medicinal Products Provided by the PMDA and EMA.

    Science.gov (United States)

    Kondo, Hideyuki; Shibatsuji, Masayoshi; Yasuda, Naoyuki

    2018-01-01

    Micro-, small-, and medium-sized enterprises (SMEs) have been considered as key players who can bring innovative medicinal products and/or technologies into the field. However, they may need much regulatory/scientific supports to provide their products, technologies, or services to the market in a timely way. Both the Pharmaceuticals and Medical Devices Agency (PMDA) and the European Medicines Agency (EMA), regulatory authorities for medicinal products in Japan and the EU, respectively, have prepared supportive measures for SMEs from the early phase of product/technology development to the postmarketing phase. With respect to supports for SMEs, both agencies have provided similar SME-specific supportive activities, including routine administrative assistance, consultations about product development strategy from an early phase, as well as specific regulatory/scientific issues and fee incentives. In addition, there is a system to register SME status in the EU, which can be a tool for regulators to know how much potential SME-driven activities have and with whom they should communicate to provide necessary supports. Furthermore, as new technologies and novel products from SMEs are not limited to the region where they are developed, close communication about these topics between the PMDA and the EMA will contribute to advancing patients' access to necessary medicinal products.

  11. Learning Spaces and Collaborative Work: Barriers or Supports?

    Science.gov (United States)

    King, Hayley

    2016-01-01

    Drawing on 18 months of fieldwork, this article discusses the use of physical, virtual and social space to support collaborative work in translator education programs. The study adopted a contrastive ethnography approach that incorporated single- and multiple-case design rationales for site selection. Extended observation, informal chats and…

  12. PERKAM: Personalized Knowledge Awareness Map for Computer Supported Ubiquitous Learning

    Science.gov (United States)

    El-Bishouty, Moushir M.; Ogata, Hiroaki; Yano, Yoneo

    2007-01-01

    This paper introduces a ubiquitous computing environment in order to support the learners while doing tasks; this environment is called PERKAM (PERsonalized Knowledge Awareness Map). PERKAM allows the learners to share knowledge, interact, collaborate, and exchange individual experiences. It utilizes the RFID ubiquities technology to detect the…

  13. Interactive Distance Learning and Job Support Strategies for Soft Skills.

    Science.gov (United States)

    Campbell, J. Olin; And Others

    1996-01-01

    Discusses the development of soft skills such as management and sales or collaborative problem solving through the use of interactive distance education. Highlights include performance support, including interpersonal skills; long-term cognitive restructuring; and linking training to organizational goals. (Author/LRW)

  14. Examining Motivational Orientation and Learning Strategies in Computer-Supported Self-Directed Learning (CS-SDL) for Mathematics: The Perspective of Intrinsic and Extrinsic Goals

    Science.gov (United States)

    Lao, Andrew Chan-Chio; Cheng, Hercy N. H.; Huang, Mark C. L.; Ku, Oskar; Chan, Tak-Wai

    2017-01-01

    One-to-one technology, which allows every student to receive equal access to learning tasks through a personal computing device, has shown increasing potential for self-directed learning in elementary schools. With computer-supported self-directed learning (CS-SDL), students may set their own learning goals through the suggestions of the system…

  15. Someone Like Us: Trades identities and support for work/learning

    Directory of Open Access Journals (Sweden)

    Chris Holland

    2011-12-01

    Full Text Available This paper reflects on specific findings from a 2009 study of on and off-job learning that explored apprentices’ learning experiences, formal and informal learning connections, and implications for language, literacy and numeracy in vocational learning. The study was conducted in the glazing industry in New Zealandi, and as part of that study, apprentice profiles were developed. This discussion focuses on three of those profiles and reflects on two emerging themes. The first theme is employer and apprentice perceptions of the value of apprentices coming from a ‘trades family’. The second theme is the range of inclusions and exclusions, advantages and disadvantages that apprentices experience depending on their ‘trades family’ status in both on and off-job learning. The paper then considers what kind of learning support might help integrate the different identities required within an apprenticeship.

  16. Supporting teachers integrating web 2.0 in a Problem Based Learning approach

    DEFF Research Database (Denmark)

    Buus, Lillian

    2010-01-01

    ‘users/learners as producers’ [6]. Consequently, it makes good sense to connect Web 2.0 with a problem-based approach to learning. Therefore it’s interesting to look upon a learning design model supporting teachers at AAU in their pedagogical design combining these two. The Collaborative E-learning...... at Aalborg University (AAU). Problem-Based Learning (PBL) has gained a lot of interest since it was launched in established educational settings over 30 years ago in the medical programmes at McMaster University, Canada. Essentially it is a leaning methods based on the principle of using problems......, in particular, in the work of the German philosopher and sociologist Oskar Negt. Negt’s work gained a lot of interest in Denmark and the Problem oriented project based learning (POPBL) was developed under this inspiration. It was implemented as a framework for learning when Aalborg University was established...

  17. Outdoor Natural Science Learning with an RFID-Supported Immersive Ubiquitous Learning Environment

    Science.gov (United States)

    Liu, Tsung-Yu; Tan, Tan-Hsu; Chu, Yu-Ling

    2009-01-01

    Despite their successful use in many conscientious studies involving outdoor learning applications, mobile learning systems still have certain limitations. For instance, because students cannot obtain real-time, context-aware content in outdoor locations such as historical sites, endangered animal habitats, and geological landscapes, they are…

  18. Representations for Semantic Learning Webs: Semantic Web Technology in Learning Support

    Science.gov (United States)

    Dzbor, M.; Stutt, A.; Motta, E.; Collins, T.

    2007-01-01

    Recent work on applying semantic technologies to learning has concentrated on providing novel means of accessing and making use of learning objects. However, this is unnecessarily limiting: semantic technologies will make it possible to develop a range of educational Semantic Web services, such as interpretation, structure-visualization, support…

  19. Learning Technologies: Affective and Social Issues in Computer-Supported Collaborative Learning

    Science.gov (United States)

    Jones, Ann; Issroff, Kim

    2005-01-01

    This paper is concerned with "affective" issues in learning technologies in a collaborative context. Traditionally in learning there has been a division between cognition and affect: where cognition is concerned with skills and processes such as thinking and problem-solving and affect with emotional areas such as motivation, attitudes, feelings.…

  20. How Social-Media Enhanced Learning Platforms Support Students in Taking Responsibility for Their Own Learning

    DEFF Research Database (Denmark)

    Pals Svendsen, Lisbet; Mondahl, Margrethe

    2013-01-01

    Purpose – The paper is based on the chapter “How Social Media Enhanced Learning Platforms Challenge and Motivate Students to Take Charge of Their Own Learning Processes – A Few Examples” from the publication Increasing Student Engagement and Retention using Social Technologies: Facebook, e...

  1. A Fuzzy Logic-Based Personalized Learning System for Supporting Adaptive English Learning

    Science.gov (United States)

    Hsieh, Tung-Cheng; Wang, Tzone-I; Su, Chien-Yuan; Lee, Ming-Che

    2012-01-01

    As a nearly global language, English as a Foreign Language (EFL) programs are essential for people wishing to learn English. Researchers have noted that extensive reading is an effective way to improve a person's command of English. Choosing suitable articles in accordance with a learner's needs, interests and ability using an e-learning system…

  2. Personalised Peer-Supported Learning: The Peer-to-Peer Learning Environment (P2PLE)

    Science.gov (United States)

    Corneli, Joseph; Mikroyannidis, Alexander

    2011-01-01

    The Peer-to-Peer Learning Environment (P2PLE) is a proposed approach to helping learners co-construct their learning environment using recommendations about people, content, and tools. The work draws on current research on PLEs, and participant observation at the Peer-to-Peer University (P2PU). We are particularly interested in ways of eliciting…

  3. Using Learning Sets to Support UK Delivery of Off-Shore Learning in Africa

    Science.gov (United States)

    Blackburn, Michelle

    2014-01-01

    This account of practice focuses on the delivery of Action Learning Sets in Swaziland and Malawi as part of a UK university's remote Master's degree teaching programme. It draws upon the experience of an Academic delivering the programme and the efforts made to refine the approach to action learning given time, understanding and resource…

  4. Balancing the Assessment "of" Learning and "for" Learning in Support of Student Literacy Achievement

    Science.gov (United States)

    Edwards, Patricia A.; Turner, Jennifer D.; Mokhtari, Kouider

    2008-01-01

    There is a delicate balance between the assessment of learning and assessment for learning. The recommendations included in this Assessment department may be useful for teachers working to achieve this balance and find a more accurate and complete understandings of students' literacy strengths and needs.

  5. 21st Century Community Learning Centers: Providing Afterschool and Summer Learning Support to Communities Nationwide

    Science.gov (United States)

    Afterschool Alliance, 2014

    2014-01-01

    The 21st Century Community Learning Centers (21st CCLC) initiative is the only federal funding source dedicated exclusively to before-school, afterschool, and summer learning programs. Each state education agency receives funds based on its share of Title I funding for low-income students at high-poverty, low performing schools. Funds are also…

  6. Could a Mobile-Assisted Learning System Support Flipped Classrooms for Classical Chinese Learning?

    Science.gov (United States)

    Wang, Y.-H.

    2016-01-01

    In this study, the researcher aimed to develop a mobile-assisted learning system and to investigate whether it could promote teenage learners' classical Chinese learning through the flipped classroom approach. The researcher first proposed the structure of the Cross-device Mobile-Assisted Classical Chinese (CMACC) system according to the pilot…

  7. Digital Access: "Using Blogs to Support Adolescent Writers with Learning Disabilities"

    Science.gov (United States)

    Jones, Sarah R.

    2012-01-01

    Adolescents with learning disabilities need explicit supports to improve their written expression, but those structures and supports are best utilized in an environment that promotes authentic writing resembling the writing students will produce in adult life and work. Classroom blogs may offer special educators an authentic context for writing…

  8. Universal Design for Learning (UDL) and Learners with Severe Support Needs

    Science.gov (United States)

    Hartmann, Elizabeth

    2015-01-01

    This article presents the Universal Design for Learning (UDL) framework as one way to understand how to support learners with severe disabilities and how to support their access to authentic and appropriate curricula that improves their quality of life. Two key ideas from the UDL framework, (a) understanding learner variability and (b) supporting…

  9. An Experience Sampling Study of Learning, Affect, and the Demands Control Support Model

    Science.gov (United States)

    Daniels, Kevin; Boocock, Grahame; Glover, Jane; Hartley, Ruth; Holland, Julie

    2009-01-01

    The demands control support model (R. A. Karasek & T. Theorell, 1990) indicates that job control and social support enable workers to engage in problem solving. In turn, problem solving is thought to influence learning and well-being (e.g., anxious affect, activated pleasant affect). Two samples (N = 78, N = 106) provided data up to 4 times per…

  10. Using Game-Based Learning to Support Struggling Readers at Home

    Science.gov (United States)

    Holmes, Wayne

    2011-01-01

    Significant numbers of children (6% of 11-year-olds) have difficulties learning to read. Meanwhile, children who receive appropriate support from their parents do better in literacy than those who do not. This study uses a case study approach to investigate how digital games designed to support struggling readers in school were used at home, by…

  11. Motivating Proteges' Personal Learning in Teams: A Multilevel Investigation of Autonomy Support and Autonomy Orientation

    Science.gov (United States)

    Liu, Dong; Fu, Ping-ping

    2011-01-01

    This study examined the roles of 3 multilevel motivational predictors in proteges' personal learning in teams: an autonomy-supportive team climate, mentors' autonomy support, and proteges' autonomy orientation. The authors followed 305 proteges in 58 teams for 12 weeks and found that all 3 predictors were positively related to the proteges'…

  12. Learning dynamics and the support for economic reforms: why good news can be bad

    NARCIS (Netherlands)

    van Wijnbergen, S.; Willems, T.

    2012-01-01

    Support for economic reforms has often shown puzzling dynamics: there are many examples of reforms that started off successfully but nevertheless lost public support, and vice versa. We show that learning dynamics can rationalize this apparent paradox, the reason being that the process of revealing

  13. Parents of Children with Asperger Syndrome or with Learning Disabilities: Family Environment and Social Support

    Science.gov (United States)

    Heiman, Tali; Berger, Ornit

    2008-01-01

    The study examined the family environment and perceived social support of 33 parents with a child diagnosed with Asperger syndrome and 43 parents with a child with learning disability, which were compared to 45 parents of children without disabilities as a control group. Parents completed the Family Environment Scale and Social Support Scale…

  14. Effects of Age, Gender and Occupation on Perceived Workplace Learning Support

    Science.gov (United States)

    Harteis, Christian; Billett, Stephen; Goller, Michael; Rausch, Andreas; Seifried, Jürgen

    2015-01-01

    The provision of workplace support is central to how and what is and can be learnt at work. Hence, the distribution of those experiences is an important factor in the quality of workplace learning experiences. The study reported and discussed here aims to identify differences in levels of support and opportunities for applying knowledge in…

  15. Functions, Use and Effects of Embedded Support Devices in Printed Distance Learning Materials.

    Science.gov (United States)

    Martens, Rob; And Others

    1996-01-01

    To support distance learning, printed materials for the course are enriched with embedded support devices (ESD) such as schemes, illustrations, examples, questions, or margin texts. Results of 3 studies involving 900 Dutch university students indicated that students used and appreciated ESD, and that they led to better study results. (SLD)

  16. A Hybrid Approach for Supporting Adaptivity in E-Learning Environments

    Science.gov (United States)

    Al-Omari, Mohammad; Carter, Jenny; Chiclana, Francisco

    2016-01-01

    Purpose: The purpose of this paper is to identify a framework to support adaptivity in e-learning environments. The framework reflects a novel hybrid approach incorporating the concept of the event-condition-action (ECA) model and intelligent agents. Moreover, a system prototype is developed reflecting the hybrid approach to supporting adaptivity…

  17. Bereavement and Loss: Developing a Memory Box to Support a Young Woman with Profound Learning Disabilities

    Science.gov (United States)

    Young, Hannah; Garrard, Brenda

    2016-01-01

    Supporting bereaved people with profound learning disabilities still remains an under-researched area. Moreover, the barriers of communication and disenfranchised grief mean that they often do not receive the support they require, leading to emotional and behavioural difficulties. This article describes research using a case study design, which…

  18. Multiscale asymmetric orthogonal wavelet kernel for linear programming support vector learning and nonlinear dynamic systems identification.

    Science.gov (United States)

    Lu, Zhao; Sun, Jing; Butts, Kenneth

    2014-05-01

    Support vector regression for approximating nonlinear dynamic systems is more delicate than the approximation of indicator functions in support vector classification, particularly for systems that involve multitudes of time scales in their sampled data. The kernel used for support vector learning determines the class of functions from which a support vector machine can draw its solution, and the choice of kernel significantly influences the performance of a support vector machine. In this paper, to bridge the gap between wavelet multiresolution analysis and kernel learning, the closed-form orthogonal wavelet is exploited to construct new multiscale asymmetric orthogonal wavelet kernels for linear programming support vector learning. The closed-form multiscale orthogonal wavelet kernel provides a systematic framework to implement multiscale kernel learning via dyadic dilations and also enables us to represent complex nonlinear dynamics effectively. To demonstrate the superiority of the proposed multiscale wavelet kernel in identifying complex nonlinear dynamic systems, two case studies are presented that aim at building parallel models on benchmark datasets. The development of parallel models that address the long-term/mid-term prediction issue is more intricate and challenging than the identification of series-parallel models where only one-step ahead prediction is required. Simulation results illustrate the effectiveness of the proposed multiscale kernel learning.

  19. Performance of carbon nanofiber supported Pd-Ni catalysts for electro-oxidation of ethanol in alkaline medium

    Science.gov (United States)

    Maiyalagan, T.; Scott, Keith

    Carbon nanofibers (CNF) supported Pd-Ni nanoparticles have been prepared by chemical reduction with NaBH 4 as a reducing agent. The Pd-Ni/CNF catalysts were characterized by X-ray diffraction (XRD), scanning electron microscopy (SEM), transmission electron microscopy (TEM) and electrochemical voltammetry analysis. TEM showed that the Pd-Ni particles were quite uniformly distributed on the surface of the carbon nanofiber with an average particle size of 4.0 nm. The electro-catalytic activity of the Pd-Ni/CNF for oxidation of ethanol was examined by cyclic voltammetry (CV). The onset potential was 200 mV lower and the peak current density four times higher for ethanol oxidation for Pd-Ni/CNF compared to that for Pd/C. The effect of an increase in temperature from 20 to 60 °C had a great effect on increasing the ethanol oxidation activity.

  20. Performance of carbon nanofiber supported Pd-Ni catalysts for electro-oxidation of ethanol in alkaline medium

    Energy Technology Data Exchange (ETDEWEB)

    Maiyalagan, T.; Scott, Keith [School of Chemical Engineering and Advanced Materials, University of Newcastle upon Tyne, Newcastle upon Tyne NE1 7RU (United Kingdom)

    2010-08-15

    Carbon nanofibers (CNF) supported Pd-Ni nanoparticles have been prepared by chemical reduction with NaBH{sub 4} as a reducing agent. The Pd-Ni/CNF catalysts were characterized by X-ray diffraction (XRD), scanning electron microscopy (SEM), transmission electron microscopy (TEM) and electrochemical voltammetry analysis. TEM showed that the Pd-Ni particles were quite uniformly distributed on the surface of the carbon nanofiber with an average particle size of 4.0 nm. The electro-catalytic activity of the Pd-Ni/CNF for oxidation of ethanol was examined by cyclic voltammetry (CV). The onset potential was 200 mV lower and the peak current density four times higher for ethanol oxidation for Pd-Ni/CNF compared to that for Pd/C. The effect of an increase in temperature from 20 to 60 C had a great effect on increasing the ethanol oxidation activity. (author)

  1. Investigation of Russian and Foreign Experience in the Sphere of Government Support for Small and Medium Business

    Directory of Open Access Journals (Sweden)

    Ekaterine Albertovna Mosina

    2015-06-01

    Full Text Available In article experiment of the developed countries on regulation and support of small and average business (MSP that will allow to plan measures of improvement of functioning of business in theRussian Federationis analyzed. Theoretical and methodological basis of research are works of foreign and domestic economists on the mentioned circle of questions, materials of scientific and practical conferences on the studied question in theRussian Federation. Information base of research is presented by data in documents legislative and executive bodies, and also the economic facts published in monographs and periodic literature. Results of research can be used by the organizations at making decisions on realization of expansion of quantity and scales of functioning of MSP in various areas of economy.

  2. What is mLearning and How Can It Be Used to Support Learning and Teaching in Econometrics?

    Science.gov (United States)

    Morales, Lucia

    2013-01-01

    The aim of case this study was to analyze the integration of mobile learning technologies in a postgraduate course in Finance (MSc in Finance) at Dublin Institute of Technology, where econometrics is an important course component. Previous experience with students undertaking econometrics modules supported this analysis, where the researcher…

  3. OPUS One: An Intelligent Adaptive Learning Environment Using Artificial Intelligence Support

    Science.gov (United States)

    Pedrazzoli, Attilio

    2010-06-01

    AI based Tutoring and Learning Path Adaptation are well known concepts in e-Learning scenarios today and increasingly applied in modern learning environments. In order to gain more flexibility and to enhance existing e-learning platforms, the OPUS One LMS Extension package will enable a generic Intelligent Tutored Adaptive Learning Environment, based on a holistic Multidimensional Instructional Design Model (PENTHA ID Model), allowing AI based tutoring and adaptation functionality to existing Web-based e-learning systems. Relying on "real time" adapted profiles, it allows content- / course authors to apply a dynamic course design, supporting tutored, collaborative sessions and activities, as suggested by modern pedagogy. The concept presented combines a personalized level of surveillance, learning activity- and learning path adaptation suggestions to ensure the students learning motivation and learning success. The OPUS One concept allows to implement an advanced tutoring approach combining "expert based" e-tutoring with the more "personal" human tutoring function. It supplies the "Human Tutor" with precise, extended course activity data and "adaptation" suggestions based on predefined subject matter rules. The concept architecture is modular allowing a personalized platform configuration.

  4. A Knowledge Comparison Environment for Supporting Meaningful Learning of E-Book Users

    Directory of Open Access Journals (Sweden)

    Jingyun Wang

    2016-05-01

    Full Text Available In this paper, we present an ontology-based visualization support system which can provide a meaningful learning environment to help e-book learners to effectively construct their knowledge frameworks. In this personalized visualization support system, learners are encouraged to actively locate new knowledge in their own knowledge framework and check the logical consistency of their ideas for clearing up misunderstandings; on the other hand, instructors will be able to decide the group distribution for collaborative learning activities based on the knowledge structure of learners. For facilitating those visualization supports, a method to semi-automatically construct a course-centered ontology to describe the required information in a map structure is presented. To automatically manipulate this course-centered ontology to provide visualization learning supports, a prototype system is designed and developed.

  5. Observation on the uses of Mobile Phones to Support Informal Learning

    Directory of Open Access Journals (Sweden)

    Mohd Azlishah Othman

    2012-10-01

    Full Text Available This paper explores how a group of undergraduate students in one of the university in South of Malaysian use their mobile phones to perform informal learning activities related to the content of their courses outside the classroom. The paper also addresses the usefulness of informal learning activities to support students’ learning. The study adopts an exploratory case study design and uses two methods of data collection including questionnaires and interviews. Main findings suggest that students performed informal learning activities mostly from office, home, interacting mainly with classmates. It also shows that students were in control of their informal learning activities without tutor or SMEs’ input. However, it was found that students used only a limited number of applications but these were considered useful to their learning. The paper contributes to a discussion of the implications of training and instructional support to help students to take more advantage of mobile phone applications to support informal learning. The conclusion is discussed about the further research in this domain.

  6. Critical Success in E-learning: An Examination of Technological and Institutional Support Factors

    Directory of Open Access Journals (Sweden)

    Maslin Masrom

    2008-12-01

    Full Text Available In recent years, information technology (IT becomes prominent to support teaching and learning activities. IT tools allow us to create, collect, store and use the information and knowledge. E-learning was one of IT tools introduced at College of Science and Technology (CST, University Technology Malaysia (UTM Kuala Lumpur since 2001. It has enabled a paradigm shift from institutio n-centered instruction to anywhere, anytime and anybody learning models. In CST the e-learning technology was used for accessing the syllabus and course content, submitting assignments, and taking class quizzes. This paper focuses on issues relating to the e-learning critical success factors (CSFs from university students’ perspective. In this study, two main factors related to the e-learning CSFs within a university environment included technological and institutional support factors were examined. Confirmatory factor modeling approach was used to assess the criticality of the measures included in each factor. The results indicated that the most critical measures for technological factor in terms of ease of access and infrastructure are the browser efficiency, course website ease of use and computer network reliability. Meanwhile, for institutional support factor, the most critical measure is the availability of technical support or help desk.

  7. Students’ Views about the Problem Based Collaborative Learning Environment Supported By Dynamic Web Technologies

    Directory of Open Access Journals (Sweden)

    Erhan ÜNAL

    2017-04-01

    Full Text Available The purpose of this study is to design a problem based collaborative learning environment supported by dynamic web technologies and examine students’ views about this learning environment. The study was designed as a qualitative research. 36 students who took Object Oriented Programming I-II course from a public university at the department of computer programming participated in the study. During the research process, the Object Oriented Programming I-II course was designed with incorporating different dynamic web technologies (Edmodo, Google Services, and Mind42 and Nelson (1999’s collaborative problem solving method. At the end of the course, there were focus group interviews in regards to the students’ views on a learning environment supported by dynamic web technologies and collaborative problem solving method. At the end of the focus group interviews, 4 themes were obtained from the students’ views, including positive aspects of the learning environment, difficulties faced in the learning environment, advantages of the learning environment, and skills gained as a result of the project. The results suggest that problem based collaborative learning methods and dynamic web technologies can be used in learning environments in community colleges.

  8. Understanding well-being and learning of Nigerian nurses: a job demand control support model approach.

    Science.gov (United States)

    van Doorn, Yvonne; van Ruysseveldt, Joris; van Dam, Karen; Mistiaen, Wilhelm; Nikolova, Irina

    2016-10-01

    This study investigated whether Nigerian nurses' emotional exhaustion and active learning were predicted by job demands, control and social support. Limited research has been conducted concerning nurses' work stress in developing countries, such as Nigeria. Accordingly, it is not clear whether work interventions for improving nurses' well-being in these countries can be based on work stress models that are developed in Western countries, such as the job demand control support model, as well as on empirical findings of job demand control support research. Nurses from Nurses Across the Borders Nigeria were invited to complete an online questionnaire containing validated scales; 210 questionnaires were fully completed and analysed. Multiple regression analysis was used to test the hypotheses. Emotional exhaustion was higher for nurses who experienced high demands and low supervisor support. Active learning occurred when nurses worked under conditions of high control and high supervisor support. The findings suggest that the job demand control support model is applicable in a Nigerian nursing situation; the model indicates which occupational stressors contribute to poor well-being in Nigerian nurses and which work characteristics may boost nurses' active learning. Job (re)design interventions can enhance nurses' well-being and learning by guarding nurses' job demands, and stimulating job control and supervisor support. © 2016 John Wiley & Sons Ltd.

  9. The implications of English-medium instruction on teaching practice and learning outcomes at The Hague University of Applied Sciences

    NARCIS (Netherlands)

    Joyce den Heijer

    2015-01-01

    In response to globalisation and internationalisation of both higher education and the job market, The Hague University of Applied Sciences (THUAS) has seen a considerable increase in English-medium courses, i.e. non-language subjects taught through English. Internationally, the rise of

  10. Use of Blended Learning for Effective Implementation of English-Medium Instruction in a Non-English Higher Education Context

    Science.gov (United States)

    Im, Jin-Hyouk; Kim, Jeongyeon

    2015-01-01

    Although researchers agree with the strengths of an English-medium instruction (EMI) in addressing internationalization of a non-English higher education (HE) context, its implementation in classrooms has been widely criticized, mostly because of ineffective delivery of course content and a lack of evidence of English improvement. Grounded upon a…

  11. Serious Games as a Malleable Learning Medium: The Effects of Narrative, Gameplay, and Making on Students' Performance and Attitudes

    Science.gov (United States)

    Garneli, Varvara; Giannakos, Michail; Chorianopoulos, Konstantinos

    2017-01-01

    Research into educational technology has evaluated new computer-based systems as tools for improving students' academic performance and engagement. Serious games should also be considered as an alternative pedagogical medium for attracting students with different needs and expectations. In this field study, we empirically examined different forms…

  12. Design of Guidelines on the Learning Psychology in the Use of Facebook as a Medium for Teaching & Learning in Secondary School

    Science.gov (United States)

    Noh, Nurulrabihah Mat; Siraj, Saedah; Jamil, Mohd Ridhuan Mohd; Husin, Zaharah; Sapar, Ahmad Arifin

    2015-01-01

    Use of Facebook in education is an innovation that is very suitable for getting the benefits of ICT to improve the quality of learning in Malaysia. Although Facebook is much applied in the teaching and learning process, no guidelines exist in Malaysia as a reference for teachers to develop teaching and learning effectively with Facebook. This…

  13. Self-entrustment: how trainees' self-regulated learning supports participation in the workplace.

    Science.gov (United States)

    Sagasser, Margaretha H; Kramer, Anneke W M; Fluit, Cornelia R M G; van Weel, Chris; van der Vleuten, Cees P M

    2017-10-01

    Clinical workplaces offer postgraduate trainees a wealth of opportunities to learn from experience. To promote deliberate and meaningful learning self-regulated learning skills are foundational. We explored trainees' learning activities related to patient encounters to better understand what aspects of self-regulated learning contribute to trainees' development, and to explore supervisor's role herein. We conducted a qualitative non-participant observational study in seven general practices. During two days we observed trainee's patient encounters, daily debriefing sessions and educational meetings between trainee and supervisor and interviewed them separately afterwards. Data collection and analysis were iterative and inspired by a phenomenological approach. To organise data we used networks, time-ordered matrices and codebooks. Self-regulated learning supported trainees to increasingly perform independently. They engaged in self-regulated learning before, during and after encounters. Trainees' activities depended on the type of medical problem presented and on patient, trainee and supervisor characteristics. Trainees used their sense of confidence to decide if they could manage the encounter alone or if they should consult their supervisor. They deliberately used feedback on their performance and engaged in reflection. Supervisors appeared vital in trainees' learning by reassuring trainees, discussing experience, knowledge and professional issues, identifying possible unawareness of incompetence, assessing performance and securing patient safety. Self-confidence, reflection and feedback, and support from the supervisor are important aspects of self-regulated learning in practice. The results reflect how self-regulated learning and self-entrustment promote trainees' increased participation in the workplace. Securing organized moments of interaction with supervisors is beneficial to trainees' self-regulated learning.

  14. Use of activated carbon as a support medium for H{sub 2}S biofiltration and effect of bacterial immobilization on available pore surface

    Energy Technology Data Exchange (ETDEWEB)

    Ng, Y.L.; Yan, R.; Chen, X.G.; Geng, A.L.; Liang, D.T.; Koe, L.C.C. [Institute of Environmental Science and Engineering, Nanyang Technological Univ., Singapore (Singapore); Gould, W.D. [Environmental Lab., CANMET, Natural Resources Canada, Ottawa, ON (Canada)

    2004-12-01

    The use of support media for the immobilization of micro-organisms widely known to provide a surface for microbial growth and a shelter that protects the microorganisms from inhibitory compounds. In this study, activated carbon is used as a support medium for the immobilization of microorganisms enriched from municipal sewage activated sludge to remove gas-phase hydrogen sulfide (H{sub 2}S), a major odorous component of waste gas from sewage treatment plants. A series of designed experiments is used to examine the effect on bacteria-immobilized activated carbon (termed ''biocarbon'') due to physical adsorption, chemical reaction and microbial degradation in the overall removal of H{sub 2}S. H{sub 2}S breakthrough tests are conducted with various samples, including micro-immobilized carbon and Teflon discs, salts-medium-washed carbon, and ultra-pure water-washed carbon. The results show a higher removal capacity for the microbe-immobilized activated carbon compared with the activated carbon control in a batch biofilter column. The increase in removal capacity is attributed to the role played by the immobilized micro-organisms in metabolizing adsorbed sulfur and sulfur compounds on the biocarbon, hence releasing the adsorption sites for further H{sub 2}S uptake. The advantage for activated carbon serving as the support medium is to adsorb a high initial concentration of substrate and progressively release this for microbial degradation, hence acting as a buffer for the microorganisms. Results obtained from surface area and pore size distribution analyses of the biocarbon show a correlation between the available surface area and pore volume with the extent of microbial immobilization and H{sub 2}S uptake. The depletion of surface area and pore volume is seen as one of the factors which cause the onset of column breakthrough. Microbial growth retardation is due to the accumulation of metabolic products (i.e., sulfuric acid); and a lack of water and

  15. Investigating Teacher Learning Supports in High School Biology Curricular Programs to Inform the Design of Educative Curriculum Materials

    Science.gov (United States)

    Beyer, Carrie J.; Delgado, Cesar; Davis, Elizabeth A.; Krajcik, Joseph

    2009-01-01

    Reform efforts have emphasized the need to support teachers' learning about reform-oriented practices. Educative curriculum materials are one potential vehicle for promoting teacher learning about these practices. Educative curriculum materials include supports that are intended to promote both student "and" teacher learning. However, little is…

  16. Learning profiles of Master students:support or barrier for lifelong learning?

    OpenAIRE

    Sprogøe, Jonas; Hemmingsen, Lis

    2005-01-01

    Master education as a part of lifelong learning/education has over the last years increased inDenmark. Danish Universities now offer more than110 different programmes.One of the characteristics of the master education is that the students get credits for their priorlearning and practical work experiences, and during the study/education theory and practise iscombined.At the Master of Adult Learning and Human Resource Development, one of DPU´s masterprogrammes, the students have a very diverse ...

  17. Learning in educational computer games for novices: the impact of implementation and delivery of support devices on virtual presence, cognitive load and learning outcomes

    NARCIS (Netherlands)

    Schrader, Claudia; Bastiaens, Theo

    2018-01-01

    Embedding support devices in educational computer games has been asserted to positively affect learning outcomes. However, there is only limited direct empirical evidence on which design variations of support provision influence learning. In order to better understand the impact of support design on

  18. Theory-based Support for Mobile Language Learning: Noticing and Recording

    Directory of Open Access Journals (Sweden)

    Agnes Kukulska-Hulme

    2009-04-01

    Full Text Available This paper considers the issue of 'noticing' in second language acquisition, and argues for the potential of handheld devices to: (i support language learners in noticing and recording noticed features 'on the spot', to help them develop their second language system; (ii help language teachers better understand the specific difficulties of individuals or those from a particular language background; and (iii facilitate data collection by applied linguistics researchers, which can be fed back into educational applications for language learning. We consider: theoretical perspectives drawn from the second language acquisition literature, relating these to the practice of writing language learning diaries; and the potential for learner modelling to facilitate recording and prompting noticing in mobile assisted language learning contexts. We then offer guidelines for developers of mobile language learning solutions to support the development of language awareness in learners.

  19. Analytics of biometric data from wearable devices to support teaching and learning activities

    Directory of Open Access Journals (Sweden)

    Francisco de Arriba Pérez

    2016-03-01

    Full Text Available This paper introduces the preliminary results of a piece of research whose main purpose is to take advantage of data collected from wearable devices to support learning processes. This goal is approached through the application of learning analytic techniques. The innovation point is the use of data collected from wearables, that will be used in conjunction with data collected from other sources (e.g. Learning Management Systems, Student Information Systems. The paper reviews the results achieved during the last year about the relationships among biometric data collected from wearables and relevant features described in the educational literature. In this way sleep and stress have been identified as interesting areas that could be informed from data collected in wearables and processed by applying machine learning techniques. Our preliminary results show some initial promising results that need further validation, also these results show an interesting opportunity to support awareness and intervention functionalities.

  20. Why the American public supports twenty-first century learning.

    Science.gov (United States)

    Sacconaghi, Michele

    2006-01-01

    Aware that constituent support is essential to any educational endeavor, the AOL Time Warner Foundation (now the Time Warner Foundation), in conjunction with two respected national research firms, measured Americans' attitudes toward the implementation of twenty-first century skills. The foundation's national research survey was intended to explore public perceptions of the need for changes in the educational system, in school and after school, with respect to the teaching of twenty-first century skills. The author summarizes the findings of the survey, which were released by the foundation in June 2003. One thousand adults were surveyed by telephone, including African Americans, Latinos, teachers, and business executives. In general, the survey found that Americans believe today's students need a "basics-plus" education, meaning communication, technology, and critical thinking skills in addition to the traditional basics of reading, writing, and math. In fact, 92 percent of respondents stated that students today need different skills from those of ten to twenty years ago. Also, after-school programs were found to be an appropriate vehicle to teach these skills. Furthermore, the survey explored how well the public perceives schools to be preparing youth for the workforce and postsecondary education, which twenty-first century skills are seen as being taught effectively, and the level of need for after-school and summer programs. The survey results provide conclusive evidence of national support for basics-plus education. Thus, a clear opportunity exists to build momentum for a new model of education for the twenty-first century.

  1. Lessons Learned for Planning and Estimating Operations Support Requirements

    Science.gov (United States)

    Newhouse, Marilyn

    2011-01-01

    Operations (phase E) costs are typically small compared to the spacecraft development and test costs. This, combined with the long lead time for realizing operations costs, can lead projects to focus on hardware development schedules and costs, de-emphasizing estimation of operations support requirements during proposal, early design, and replan cost exercises. The Discovery and New Frontiers (D&NF) programs comprise small, cost-capped missions supporting scientific exploration of the solar system. Even moderate yearly underestimates of the operations costs can present significant LCC impacts for deep space missions with long operational durations, and any LCC growth can directly impact the programs ability to fund new missions. The D&NF Program Office at Marshall Space Flight Center recently studied cost overruns for 7 D&NF missions related to phase C/D development of operational capabilities and phase E mission operations. The goal was to identify the underlying causes for the overruns and develop practical mitigations to assist the D&NF projects in identifying potential operations risks and controlling the associated impacts to operations development and execution costs. The study found that the drivers behind these overruns include overly optimistic assumptions regarding the savings resulting from the use of heritage technology, late development of operations requirements, inadequate planning for sustaining engineering and the special requirements of long duration missions (e.g., knowledge retention and hardware/software refresh), and delayed completion of ground system development work. This presentation summarizes the study and the results, providing a set of lessons NASA can use to improve early estimation and validation of operations costs.

  2. [Multi-course web-learning system for supporting students of medical technology].

    Science.gov (United States)

    Honma, Satoru; Wakamatsu, Hidetoshi; Kurihara, Yuriko; Yoshida, Shoko; Sakai, Nobue

    2013-05-01

    Web-Learning system was developed to support the self-learning for national qualification examination and medical engineering practice by students. The results from small tests in various situations suggest that the unit-learning systems are more effective, especially for the early stage of their self learning. In addition, the answers of some questionnaire suggest that the students' motivation has a certain relation with the number of the questions in the system. That is, the less number of the questions, the easier they are worked out with a higher learning motivation by students. Thus, the system was extended to enable students to study various subjects and/or units by themselves. The system enables them to have learning effects more easily by the exercise during lectures. The effectiveness of the system was investigated on medical associated subjects installed in the system. The concerning questions of Medical engineering and Pathological histology are adequately divided into several groups, of which sixteen Web-Learning subsystems were well composed for their practical application. Our concerning various unit-learning systems were confirmed much useful for most students comparing with the case of the overall Web-Learning system.

  3. BRAIN Journal - The Impact of Cooperative Learning on Female Medical Students' Happiness and Social Support

    OpenAIRE

    Ali Taghinezhad; Rahim Pendar; Samira Rahimi; Maryam Jamalzadeh; Mahboobeh Azadikhah

    2017-01-01

    ABSTRACT Cooperative learning has appeared as a new approach to teaching. This approach is utilized for small heterogeneous groups of students who cooperate to achieve a common goal. This study aimed at investigating the impact of cooperative learning on female medical students’ happiness and social support. To this end, 72 female students of medicine at Shiraz Medical School were selected using cluster sampling and divided into experimental and control groups. The students were administe...

  4. Supporting the attainment of professional attributes in a work based learning programme

    OpenAIRE

    Perera, Noel; Penlington, Roger

    2012-01-01

    With the impending change in the higher education landscape within the UK there is a greater need for flexibility and innovation in the delivery of degree programmes. One flexible and innovative form of programme delivery is the work based learning platform. Additional academic guidance is imperative for students undertaking a work based learning programme due to the flexible nature of the programme. However in providing this academic guidance and support it places additional demands upon bot...

  5. ICT support for students’ collaboration in problem and project based learning

    DEFF Research Database (Denmark)

    Rongbutsri, Nikorn; Khalid, Md. Saifuddin; Ryberg, Thomas

    2011-01-01

    This paper reports and analyses quantitative and qualitative data from a study, which seeks a better understanding of how students use various technologies to support their project collaboration activities in a problem and project based learning environment. More generally the aim of the study......, and the present paper, is to shed light on students’ technology practices within higher education – particularly in relation to problem and project based learning....

  6. How to facilitate freshmen learning and support their transition to a university study environment

    Science.gov (United States)

    Kangas, Jari; Rantanen, Elisa; Kettunen, Lauri

    2017-11-01

    Most freshmen enter universities with high expectations and with good motivation, but too many are driven into performing instead of true learning. The issues are not only related to the challenge of comprehending the substance, social and other factors have an impact as well. All these multifaceted needs should be accounted for to facilitate student learning. Learning is an individual process and remarkable improvement in the learning practices is possible, if proper actions are addressed early enough. We motivate and describe a study of the experience obtained from a set of tailor-made courses that were given alongside standard curriculum. The courses aimed to provide a 'safe community' to address the multifaceted needs. Such support was integrated into regular coursework where active learning techniques, e.g. interactive small groups were incorporated. To assess impact of the courses we employ the feedback obtained during the courses and longitudinal statistical data about students' success.

  7. Broiler chickens can benefit from machine learning: support vector machine analysis of observational epidemiological data.

    Science.gov (United States)

    Hepworth, Philip J; Nefedov, Alexey V; Muchnik, Ilya B; Morgan, Kenton L

    2012-08-07

    Machine-learning algorithms pervade our daily lives. In epidemiology, supervised machine learning has the potential for classification, diagnosis and risk factor identification. Here, we report the use of support vector machine learning to identify the features associated with hock burn on commercial broiler farms, using routinely collected farm management data. These data lend themselves to analysis using machine-learning techniques. Hock burn, dermatitis of the skin over the hock, is an important indicator of broiler health and welfare. Remarkably, this classifier can predict the occurrence of high hock burn prevalence with accuracy of 0.78 on unseen data, as measured by the area under the receiver operating characteristic curve. We also compare the results with those obtained by standard multi-variable logistic regression and suggest that this technique provides new insights into the data. This novel application of a machine-learning algorithm, embedded in poultry management systems could offer significant improvements in broiler health and welfare worldwide.

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

    Science.gov (United States)

    Hills, Laura; Utley, Andrea

    2010-01-01

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

  9. Basic life support and children with profound and multiple learning disabilities.

    Science.gov (United States)

    Cash, Stefan; Shinnick-Page, Andrea

    2008-10-01

    Nurses and other carers of people with learning disabilities must be able to manage choking events and perform basic life support effectively. UK guidelines for assessment of airway obstruction and for resuscitation do not take account of the specific needs of people with profound multiple learning disability. For example, they fail to account for inhibited gag and coughing reflexes, limited body movements or chest deformity. There are no national guidelines to assist in clinical decisions and training for nurses and carers. Basic life support training for students of learning disability nursing at Birmingham City University is supplemented to address these issues. The authors ask whether such training should be provided for all nurses including those caring for children and young people. They also invite comment and discussion on questions related to chest compression and training in basic life support for a person in a seated position.

  10. Genetic Learning of Fuzzy Parameters in Predictive and Decision Support Modelling

    Directory of Open Access Journals (Sweden)

    Nebot

    2012-04-01

    Full Text Available In this research a genetic fuzzy system (GFS is proposed that performs discretization parameter learning in the context of the Fuzzy Inductive Reasoning (FIR methodology and the Linguistic Rule FIR (LR-FIR algorithm. The main goal of the GFS is to take advantage of the potentialities of GAs to learn the fuzzification parameters of the FIR and LR-FIR approaches in order to obtain reliable and useful predictive (FIR models and decision support (LR-FIR models. The GFS is evaluated in an e-learning context.

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

    Science.gov (United States)

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

    2009-01-01

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

  12. What is mLearning and how can it be used to support learning and teaching in Econometrics?

    Directory of Open Access Journals (Sweden)

    Lucia Morales

    2012-11-01

    Full Text Available This research project analyzed the integration of mobile learning technologies in a postgraduate course in Finance (MSc in Finance at Dublin Institute of Technology, where econometrics is an important course component. Previous experience with students undertaking econometrics modules supported this analysis, where the researcher detected a clear need for learning support. Econometrics courses are heavily supported by the use of sophisticated statistical software, the availability of which is normally restricted to designated labs in the college. As a result, this project has developed an application that facilitates students’ access to econometrics course work, where a mobile device was used. The main objective of the project was to enable students to bring their course material home with them and use it anywhere, at any time, so that the basic material covered in class could be consulted and reviewed as many times as the students need. The results of this project are very encouraging, as evidence suggests mobile technologies can play a positive role in improving students’ learning experience. Teachers should consider using mobile technologies to support their work in the classroom. In this context, smart phones and PC tablets, the devices used during this study, have proved to be particularly effective. DOI: 10.18870/hlrc.v3i1.69

  13. Learning in Educational Computer Games for Novices: The Impact of Support Provision Types on Virtual Presence, Cognitive Load, and Learning Outcomes

    Directory of Open Access Journals (Sweden)

    Claudia Schrader

    2012-06-01

    Full Text Available Embedding support devices in educational computer games has been asserted to positively affect learning outcomes. However, there is only limited direct empirical evidence on which design variations of support provision influence learning. In order to better understand the impact of support design on novices’ learning, the current study investigates how support devices and their type of provision (intrinsic vs. extrinsic determine games’ effectiveness on learning outcomes. This effectiveness is also related to how the design-type of provision influences learners’ virtual presence and cognitive load. Compared to an educational adventure game without additional support, the results indicate that the game equipped with support devices enhances learning outcomes, although no differences in cognitive load were found. A variation in the design of provision shows no effect. In order to gain a more thorough understanding of support devices and their design for games, additional learner characteristics (e.g., interest should be considered in future research.

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

    Science.gov (United States)

    Lutfi, A.; Hidayah, R.

    2018-01-01

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

  15. Lessons learned from MELOX plant operation and support to design of new MOX fuel fabrication plants

    International Nuclear Information System (INIS)

    Tourre, Joel; Gattegno, Robert; Guay, Philippe; Bariteau, Jean-Pierre

    2005-01-01

    AREVA is participating in the design of the US MOX Fuel Fabrication Facility (MFFF). To support this project and allow the U.S. Department of Energy (DOE) client to reap full benefit from the MELOX operating experience, AREVA, through COGEMA and its engineering subsidiary SGN have implemented a rigorous process to prudently apply MELOX Lessons Learned to the MFFF design. This paper describes the Lessons Learned process, how the process supports the advancement of fuel fabrication technology and, how the results of the process are benefiting the client. (author)

  16. SU-E-T-23: A Developing Australian Network for Datamining and Modelling Routine Radiotherapy Clinical Data and Radiomics Information for Rapid Learning and Clinical Decision Support

    Energy Technology Data Exchange (ETDEWEB)

    Thwaites, D [University of Sydney, Camperdown, Sydney (Australia); Holloway, L [Ingham Institute, Sydney, NSW (Australia); Bailey, M; Carolan, M; Miller, A [Illawarra Cancer Care Centre, Wollongong, NSW (Australia); Barakat, S; Field, M [University of Sydney, Sydney, NSW (Australia); Delaney, G; Vinod, S [Liverpool Hospital, Liverpool, NSW (Australia); Dekker, A [Maastro Clinic, Maastricht (Netherlands); Lustberg, T; Soest, J van; Walsh, S [MAASTRO Clinic, Maastricht (Netherlands)

    2015-06-15

    Purpose: Large amounts of routine radiotherapy (RT) data are available, which can potentially add clinical evidence to support better decisions. A developing collaborative Australian network, with a leading European partner, aims to validate, implement and extend European predictive models (PMs) for Australian practice and assess their impact on future patient decisions. Wider objectives include: developing multi-institutional rapid learning, using distributed learning approaches; and assessing and incorporating radiomics information into PMs. Methods: Two initial standalone pilots were conducted; one on NSCLC, the other on larynx, patient datasets in two different centres. Open-source rapid learning systems were installed, for data extraction and mining to collect relevant clinical parameters from the centres’ databases. The European DSSs were learned (“training cohort”) and validated against local data sets (“clinical cohort”). Further NSCLC studies are underway in three more centres to pilot a wider distributed learning network. Initial radiomics work is underway. Results: For the NSCLC pilot, 159/419 patient datasets were identified meeting the PM criteria, and hence eligible for inclusion in the curative clinical cohort (for the larynx pilot, 109/125). Some missing data were imputed using Bayesian methods. For both, the European PMs successfully predicted prognosis groups, but with some differences in practice reflected. For example, the PM-predicted good prognosis NSCLC group was differentiated from a combined medium/poor prognosis group (2YOS 69% vs. 27%, p<0.001). Stage was less discriminatory in identifying prognostic groups. In the good prognosis group two-year overall survival was 65% in curatively and 18% in palliatively treated patients. Conclusion: The technical infrastructure and basic European PMs support prognosis prediction for these Australian patient groups, showing promise for supporting future personalized treatment decisions

  17. SU-E-T-23: A Developing Australian Network for Datamining and Modelling Routine Radiotherapy Clinical Data and Radiomics Information for Rapid Learning and Clinical Decision Support

    International Nuclear Information System (INIS)

    Thwaites, D; Holloway, L; Bailey, M; Carolan, M; Miller, A; Barakat, S; Field, M; Delaney, G; Vinod, S; Dekker, A; Lustberg, T; Soest, J van; Walsh, S

    2015-01-01

    Purpose: Large amounts of routine radiotherapy (RT) data are available, which can potentially add clinical evidence to support better decisions. A developing collaborative Australian network, with a leading European partner, aims to validate, implement and extend European predictive models (PMs) for Australian practice and assess their impact on future patient decisions. Wider objectives include: developing multi-institutional rapid learning, using distributed learning approaches; and assessing and incorporating radiomics information into PMs. Methods: Two initial standalone pilots were conducted; one on NSCLC, the other on larynx, patient datasets in two different centres. Open-source rapid learning systems were installed, for data extraction and mining to collect relevant clinical parameters from the centres’ databases. The European DSSs were learned (“training cohort”) and validated against local data sets (“clinical cohort”). Further NSCLC studies are underway in three more centres to pilot a wider distributed learning network. Initial radiomics work is underway. Results: For the NSCLC pilot, 159/419 patient datasets were identified meeting the PM criteria, and hence eligible for inclusion in the curative clinical cohort (for the larynx pilot, 109/125). Some missing data were imputed using Bayesian methods. For both, the European PMs successfully predicted prognosis groups, but with some differences in practice reflected. For example, the PM-predicted good prognosis NSCLC group was differentiated from a combined medium/poor prognosis group (2YOS 69% vs. 27%, p<0.001). Stage was less discriminatory in identifying prognostic groups. In the good prognosis group two-year overall survival was 65% in curatively and 18% in palliatively treated patients. Conclusion: The technical infrastructure and basic European PMs support prognosis prediction for these Australian patient groups, showing promise for supporting future personalized treatment decisions

  18. Understanding the Learning Process in SMEs

    Science.gov (United States)

    Carr, James; Gannon-Leary, Pat

    2007-01-01

    A major obstacle to the diffusion of management development learning technologies from Higher Education Institutions to Small and Medium-sized Enterprises (SMEs) is a lack of understanding about how SME learners learn. This article examines the nature of learning in SMEs and considers the incidence of informal support for informal learning.…

  19. E-learning in pediatric basic life support: a randomized controlled non-inferiority study.

    Science.gov (United States)

    Krogh, Lise Qvirin; Bjørnshave, Katrine; Vestergaard, Lone Due; Sharma, Maja Bendtsen; Rasmussen, Stinne Eika; Nielsen, Henrik Vendelbo; Thim, Troels; Løfgren, Bo

    2015-05-01

    Dissemination of pediatric basic life support (PBLS) skills is recommended. E-learning is accessible and cost-effective, but it is currently unknown whether laypersons can learn PBLS through e-learning. The hypothesis of this study was to investigate whether e-learning PBLS is non-inferior to instructor-led training. Participants were recruited among child-minders and parents of children aged 0-6 years. Participants were randomized to either 2-h instructor-led training or e-learning using an e-learning program (duration 17 min) including an inflatable manikin. After training, participants were assessed in a simulated pediatric cardiac arrest scenario. Tests were video recorded and PBLS skills were assessed independently by two assessors blinded to training method. Primary outcome was the pass rate of the PBLS test (≥8 of 15 skills adequately performed) with a pre-specified non-inferiority margin of 20%. In total 160 participants were randomized 1:1. E-learning was non-inferior to instructor-led training (difference in pass rate -4%; 95% CI -9:0.5). Pass rates were 100% among instructor-led trained (n=67) and 96% among e-learned (n=71). E-learners median time spent on the e-learning program was 30 min (range: 15-120 min) and the median number of log-ons was 2 (range: 1-5). After the study, all participants felt that their skills had improved. E-learning PBLS is non-inferior to instructor-led training among child-minders and parents with children aged 0-6 years, although the pass rate was 4% (95% CI -9:0.5) lower with e-learning. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

  20. The Effectiveness of Immersive Multimedia Learning with Peer Support on English Speaking and Reading Aloud

    Directory of Open Access Journals (Sweden)

    Asnawi Muslem

    2017-01-01

    Full Text Available This study investigated the impacts of the immersive multimedia learning strategy with peer support on production skills in reading and speaking. Moreover, the effects of it on performance were investigated by student achievement. The quasiexperimental design with post-test was employed for the study. 80 first-year university students enrolled in English as a foreign language course were selected for this study. Data were analysed using one-way ANOVA. The findings showed that the immersive multimedia learning with peer support group reported significantly better performance in all measures of oral production for reading and speaking. Analyses obtained by achievement showed that the high achievement students in the immersive multimedia learning with peer support group reported significantly better performance in all measures of oral production only for speaking while the low achievement students in the immersive multimedia learning with peer supported group reported significantly better performance in all measures of oral production for reading and speaking. These findings showed that the immersive multimedia technique with peer support reduced the use of codeswitching strategies among the students and enabled them to develop oral production skills in English approaching the patterns of native speakers especially among low achievement students.