Adapting a Technology-Based Implementation Support Tool for Community Mental Health: Challenges and Lessons Learned.

Science.gov (United States)

Livet, Melanie; Fixsen, Amanda

2018-01-01

With mental health services shifting to community-based settings, community mental health (CMH) organizations are under increasing pressure to deliver effective services. Despite availability of evidence-based interventions, there is a gap between effective mental health practices and the care that is routinely delivered. Bridging this gap requires availability of easily tailorable implementation support tools to assist providers in implementing evidence-based intervention with quality, thereby increasing the likelihood of achieving the desired client outcomes. This study documents the process and lessons learned from exploring the feasibility of adapting such a technology-based tool, Centervention, as the example innovation, for use in CMH settings. Mixed-methods data on core features, innovation-provider fit, and organizational capacity were collected from 44 CMH providers. Lessons learned included the need to augment delivery through technology with more personal interactions, the importance of customizing and integrating the tool with existing technologies, and the need to incorporate a number of strategies to assist with adoption and use of Centervention-like tools in CMH contexts. This study adds to the current body of literature on the adaptation process for technology-based tools and provides information that can guide additional innovations for CMH settings.

Designing an Intelligent Mobile Learning Tool for Grammar Learning (i-MoL

Directory of Open Access Journals (Sweden)

Munir Shuib

2015-01-01

Full Text Available English is the most important second language in most non-English speaking countries, including Malaysia. A good English proficiency comes from good grasp of grammar. To conquer the problems of low English proficiency among Malaysians, it is important to identify the key motivators that could facilitate the process of grammar learning. In this digital age, technology can play a very important role and mobile technology could be one of it. Thus, this study aims at designing a mobile learning tool, namely the Intelligent Mobile Learning Tool for Grammar Learning (i-MoL to act as the “on-the-go” grammar learning support via mobile phones. i-MoL helps reinforce grammar learning through mobile phone with game-like applications, inquiry-based activities and flashcard-like information. The intelligent part of i-MoL lies in its ability to map the mobile-based grammar learning content to individual’s preferred learning styles based on Felder-Silverman Learning Style Model (FSLSM. The instructional system design through the ADDIE model was used in this study as a systematic approach in designing a novel and comprehensive mobile learning tool for grammar learning. In terms of implications, this study provides insights on how mobile technologies can be utilized to meet the mobility demand among language learners today.

A Meta-Analysis Method to Advance Design of Technology-Based Learning Tool: Combining Qualitative and Quantitative Research to Understand Learning in Relation to Different Technology Features

Science.gov (United States)

Zhang, Lin

2014-01-01

Educators design and create various technology tools to scaffold students' learning. As more and more technology designs are incorporated into learning, growing attention has been paid to the study of technology-based learning tool. This paper discusses the emerging issues, such as how can learning effectiveness be understood in relation to…

A planning quality evaluation tool for prostate adaptive IMRT based on machine learning

International Nuclear Information System (INIS)

Zhu Xiaofeng; Ge Yaorong; Li Taoran; Thongphiew, Danthai; Yin Fangfang; Wu, Q Jackie

2011-01-01

Purpose: To ensure plan quality for adaptive IMRT of the prostate, we developed a quantitative evaluation tool using a machine learning approach. This tool generates dose volume histograms (DVHs) of organs-at-risk (OARs) based on prior plans as a reference, to be compared with the adaptive plan derived from fluence map deformation. Methods: Under the same configuration using seven-field 15 MV photon beams, DVHs of OARs (bladder and rectum) were estimated based on anatomical information of the patient and a model learned from a database of high quality prior plans. In this study, the anatomical information was characterized by the organ volumes and distance-to-target histogram (DTH). The database consists of 198 high quality prostate plans and was validated with 14 cases outside the training pool. Principal component analysis (PCA) was applied to DVHs and DTHs to quantify their salient features. Then, support vector regression (SVR) was implemented to establish the correlation between the features of the DVH and the anatomical information. Results: DVH/DTH curves could be characterized sufficiently just using only two or three truncated principal components, thus, patient anatomical information was quantified with reduced numbers of variables. The evaluation of the model using the test data set demonstrated its accuracy ∼80% in prediction and effectiveness in improving ART planning quality. Conclusions: An adaptive IMRT plan quality evaluation tool based on machine learning has been developed, which estimates OAR sparing and provides reference in evaluating ART.

Tools and strategies for engaging the supervisor in technology-supported work-based learning : evaluation research

NARCIS (Netherlands)

Bianco, M.; Collis, Betty; Egan, Toby Marshall; Morris, Michael Lane; Inbakumar, Vinod

2004-01-01

This study reports the results of the formative evaluations of two computer-supported tools and the associated strategies for their use. Tools and strategies embedded in web-based courses can increase a supervisor’s involvement in helping employees transfer learning onto the workplace. Issues

Concept maps: A tool for knowledge management and synthesis in web-based conversational learning.

Science.gov (United States)

Joshi, Ankur; Singh, Satendra; Jaswal, Shivani; Badyal, Dinesh Kumar; Singh, Tejinder

2016-01-01

Web-based conversational learning provides an opportunity for shared knowledge base creation through collaboration and collective wisdom extraction. Usually, the amount of generated information in such forums is very huge, multidimensional (in alignment with the desirable preconditions for constructivist knowledge creation), and sometimes, the nature of expected new information may not be anticipated in advance. Thus, concept maps (crafted from constructed data) as "process summary" tools may be a solution to improve critical thinking and learning by making connections between the facts or knowledge shared by the participants during online discussion This exploratory paper begins with the description of this innovation tried on a web-based interacting platform (email list management software), FAIMER-Listserv, and generated qualitative evidence through peer-feedback. This process description is further supported by a theoretical construct which shows how social constructivism (inclusive of autonomy and complexity) affects the conversational learning. The paper rationalizes the use of concept map as mid-summary tool for extracting information and further sense making out of this apparent intricacy.

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…

Building an asynchronous web-based tool for machine learning classification.

Science.gov (United States)

Weber, Griffin; Vinterbo, Staal; Ohno-Machado, Lucila

2002-01-01

Various unsupervised and supervised learning methods including support vector machines, classification trees, linear discriminant analysis and nearest neighbor classifiers have been used to classify high-throughput gene expression data. Simpler and more widely accepted statistical tools have not yet been used for this purpose, hence proper comparisons between classification methods have not been conducted. We developed free software that implements logistic regression with stepwise variable selection as a quick and simple method for initial exploration of important genetic markers in disease classification. To implement the algorithm and allow our collaborators in remote locations to evaluate and compare its results against those of other methods, we developed a user-friendly asynchronous web-based application with a minimal amount of programming using free, downloadable software tools. With this program, we show that classification using logistic regression can perform as well as other more sophisticated algorithms, and it has the advantages of being easy to interpret and reproduce. By making the tool freely and easily available, we hope to promote the comparison of classification methods. In addition, we believe our web application can be used as a model for other bioinformatics laboratories that need to develop web-based analysis tools in a short amount of time and on a limited budget.

Supply Chain Simulator: A Scenario-Based Educational Tool to Enhance Student Learning

Science.gov (United States)

Siddiqui, Atiq; Khan, Mehmood; Akhtar, Sohail

2008-01-01

Simulation-based educational products are excellent set of illustrative tools that proffer features like visualization of the dynamic behavior of a real system, etc. Such products have great efficacy in education and are known to be one of the first-rate student centered learning methodologies. These products allow students to practice skills such…

Teaching Syllogistics Using E-learning Tools

DEFF Research Database (Denmark)

Øhrstrøm, Peter; Sandborg-Petersen, Ulrik; Thorvaldsen, Steinar

2016-01-01

This paper is a study of various strategies for teaching syllogistics as part of a course in basic logic. It is a continuation of earlier studies involving practical experiments with students of Communication using the Syllog system, which makes it possible to develop e-learning tools and to do l...... involving different teaching methods will be compared.......This paper is a study of various strategies for teaching syllogistics as part of a course in basic logic. It is a continuation of earlier studies involving practical experiments with students of Communication using the Syllog system, which makes it possible to develop e-learning tools and to do...... learning analytics based on log-data. The aim of the present paper is to investigate whether the Syllog e-learning tools can be helpful in logic teaching in order to obtain a better understanding of logic and argumentation in general and syllogisms in particular. Four versions of a course in basic logic...

Problem-Based Learning and Problem-Solving Tools: Synthesis and Direction for Distributed Education Environments.

Science.gov (United States)

Friedman, Robert S.; Deek, Fadi P.

2002-01-01

Discusses how the design and implementation of problem-solving tools used in programming instruction are complementary with both the theories of problem-based learning (PBL), including constructivism, and the practices of distributed education environments. Examines how combining PBL, Web-based distributed education, and a problem-solving…

Integrated Authoring Tool for Mobile Augmented Reality-Based E-Learning Applications

Science.gov (United States)

Lobo, Marcos Fermin; Álvarez García, Víctor Manuel; del Puerto Paule Ruiz, María

2013-01-01

Learning management systems are increasingly being used to complement classroom teaching and learning and in some instances even replace traditional classroom settings with online educational tools. Mobile augmented reality is an innovative trend in e-learning that is creating new opportunities for teaching and learning. This article proposes a…

Investigating Learner Attitudes toward E-Books as Learning Tools: Based on the Activity Theory Approach

Science.gov (United States)

Liaw, Shu-Sheng; Huang, Hsiu-Mei

2016-01-01

This paper investigates the use of e-books as learning tools in terms of learner satisfaction, usefulness, behavioral intention, and learning effectiveness. Based on the activity theory approach, this research develops a research model to understand learner attitudes toward e-books in two physical sizes: 10? and 7?. Results suggest that screen…

Performative Tools and Collaborative Learning

DEFF Research Database (Denmark)

Minder, Bettina; Lassen, Astrid Heidemann

of performative tools used in transdisciplinary events for collaborative learning. The results of this single case study add to extant knowledge- and learning literature by providing the reader with a rich description of characteristics and learning functions of performative tools in transdisciplinary events......The use of performative tools can support collaborative learning across knowledge domains (i.e. science and practice), because they create new spaces for dialog. However, so far innovation literature provides little answers to the important discussion of how to describe the effects and requirements...... and a description of how they interrelate with the specific setting of such an event. Furthermore, they complement previous findings by relating performative tools to collaborative learning for knowledge intensive ideas....

Improving resident's skills in the management of circulatory shock with a knowledge-based e-learning tool.

Science.gov (United States)

Riaño, David; Real, Francis; Alonso, Jose Ramon

2018-05-01

Correct clinical management of circulatory shock in emergency departments (ER) and intensive care units (ICU) is critical. In this context, the transmission of professional skills by means of the practical supervision of real cases at the point of care entails important issues that can be widely overcome with the use of computer knowledge-based e-learning tools. Shock-Instructor is a web-based e-learning tool implementing the already tested training program model (TPM) that uses a knowledge base about the evidence found in the clinical practice guidelines about seven types of shock. This tool is expected to reduce the learning times and to improve the skills of hospital residents with regard to both the correct application of the guidelines and patient recovery, suppressing the risks of direct interventions. Shock-Instructor has been used to train residents in the Emergency Department of the Hospital Clínic de Barcelona (Spain) in order to reduce the learning cycle without affecting quality. A case-base with the description of 51 cases with shock and a knowledge-base with 137 clinical rules about the treatment of shock were incorporated to the Shock-Instructor system. A group of 33 residents was involved in a randomized controlled trial to check whether the use of Shock-Instructor can significantly improve the skills of clinicians after one week of problem-based training. No significant differences were found in the skill levels of the intervention (IG) and control (CG) groups prior to learning. However, we observed an improvement of the IG clinicians capacity to stabilize patients with shock in better clinical conditions (5% improvement, p = 0.004), and to reduce the risk of death in 19.52% (p = 0.004), after training. First-year residents in IG enhanced 14.3% their sensitivity in the correct application of guidelines (p = 0.01), and 14.9% the mean survival rate of their patients (p = 0.01), after being trained with Shock-Instructor for a week

Scaffolding Problem-Based Learning with CSCL Tools

Science.gov (United States)

Lu, Jingyan; Lajoie, Susanne P.; Wiseman, Jeffrey

2010-01-01

Small-group medical problem-based learning (PBL) was a pioneering form of collaborative learning at the university level. It has traditionally been delivered in face-to-face text-based format. With the advancement of computer technology and progress in CSCL, educational researchers are now exploring how to design digitally-implemented scaffolding…

Driver. D530.2 – Tools for the Lessons Learned Framework

NARCIS (Netherlands)

Schaik, M.G. van; et al

2016-01-01

In this deliverable D530.2 “Tools for the Lessons Learned Framework” the overall lessons learned framework will be clarified based on the delivery D53.1 “Lessons Learned Framework Concept” and aligned with the deliverable D52.1 “Harmonized competence framework”. The Tools for the Lessons Learned

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

OpenAIRE

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

2015-01-01

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

Concept Mapping Using Cmap Tools to Enhance Meaningful Learning

Science.gov (United States)

Cañas, Alberto J.; Novak, Joseph D.

Concept maps are graphical tools that have been used in all facets of education and training for organizing and representing knowledge. When learners build concept maps, meaningful learning is facilitated. Computer-based concept mapping software such as CmapTools have further extended the use of concept mapping and greatly enhanced the potential of the tool, facilitating the implementation of a concept map-centered learning environment. In this chapter, we briefly present concept mapping and its theoretical foundation, and illustrate how it can lead to an improved learning environment when it is combined with CmapTools and the Internet. We present the nationwide “Proyecto Conéctate al Conocimiento” in Panama as an example of how concept mapping, together with technology, can be adopted by hundreds of schools as a means to enhance meaningful learning.

Developing a learning analytics tool

DEFF Research Database (Denmark)

Wahl, Christian; Belle, Gianna; Clemmensen, Anita Lykke

This poster describes how learning analytics and collective intelligence can be combined in order to develop a tool for providing support and feedback to learners and teachers regarding students self-initiated learning activities.......This poster describes how learning analytics and collective intelligence can be combined in order to develop a tool for providing support and feedback to learners and teachers regarding students self-initiated learning activities....

Learning Design Tools

NARCIS (Netherlands)

Griffiths, David; Blat, Josep; Garcia, Rocío; Vogten, Hubert; Kwong, KL

2005-01-01

Griffiths, D., Blat, J., Garcia, R., Vogten, H. & Kwong, KL. (2005). Learning Design Tools. In: Koper, R. & Tattersall, C., Learning Design: A Handbook on Modelling and Delivering Networked Education and Training (pp. 109-136). Berlin-Heidelberg: Springer Verlag.

Development and Assessment of a Chemistry-Based Computer Video Game as a Learning Tool

Science.gov (United States)

Martinez-Hernandez, Kermin Joel

2010-01-01

The chemistry-based computer video game is a multidisciplinary collaboration between chemistry and computer graphics and technology fields developed to explore the use of video games as a possible learning tool. This innovative approach aims to integrate elements of commercial video game and authentic chemistry context environments into a learning…

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.

Design of Intelligent Robot as A Tool for Teaching Media Based on Computer Interactive Learning and Computer Assisted Learning to Improve the Skill of University Student

Science.gov (United States)

Zuhrie, M. S.; Basuki, I.; Asto B, I. G. P.; Anifah, L.

2018-01-01

The focus of the research is the teaching module which incorporates manufacturing, planning mechanical designing, controlling system through microprocessor technology and maneuverability of the robot. Computer interactive and computer-assisted learning is strategies that emphasize the use of computers and learning aids (computer assisted learning) in teaching and learning activity. This research applied the 4-D model research and development. The model is suggested by Thiagarajan, et.al (1974). 4-D Model consists of four stages: Define Stage, Design Stage, Develop Stage, and Disseminate Stage. This research was conducted by applying the research design development with an objective to produce a tool of learning in the form of intelligent robot modules and kit based on Computer Interactive Learning and Computer Assisted Learning. From the data of the Indonesia Robot Contest during the period of 2009-2015, it can be seen that the modules that have been developed confirm the fourth stage of the research methods of development; disseminate method. The modules which have been developed for students guide students to produce Intelligent Robot Tool for Teaching Based on Computer Interactive Learning and Computer Assisted Learning. Results of students’ responses also showed a positive feedback to relate to the module of robotics and computer-based interactive learning.

Powered mobility intervention: understanding the position of tool use learning as part of implementing the ALP tool.

Science.gov (United States)

Nilsson, Lisbeth; Durkin, Josephine

2017-10-01

To explore the knowledge necessary for adoption and implementation of the Assessment of Learning Powered mobility use (ALP) tool in different practice settings for both adults and children. To consult with a diverse population of professionals working with adults and children, in different countries and various settings; who were learning about or using the ALP tool, as part of exploring and implementing research findings. Classical grounded theory with a rigorous comparative analysis of data from informants together with reflections on our own rich experiences of powered mobility practice and comparisons with the literature. A core category learning tool use and a new theory of cognizing tool use, with its interdependent properties: motivation, confidence, permissiveness, attentiveness and co-construction has emerged which explains in greater depth what enables the application of the ALP tool. The scientific knowledge base on tool use learning and the new theory conveys the information necessary for practitioner's cognizing how to apply the learning approach of the ALP tool in order to enable tool use learning through powered mobility practice as a therapeutic intervention in its own right. This opens up the possibility for more children and adults to have access to learning through powered mobility practice. Implications for rehabilitation Tool use learning through powered mobility practice is a therapeutic intervention in its own right. Powered mobility practice can be used as a rehabilitation tool with individuals who may not need to become powered wheelchair users. Motivation, confidence, permissiveness, attentiveness and co-construction are key properties for enabling the application of the learning approach of the ALP tool. Labelling and the use of language, together with honing observational skills through viewing video footage, are key to developing successful learning partnerships.

Strengths-based Learning

DEFF Research Database (Denmark)

Ledertoug, Mette Marie

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

Online Learning Tools as Supplements for Basic and Clinical Science Education.

Science.gov (United States)

Ellman, Matthew S; Schwartz, Michael L

2016-01-01

Undergraduate medical educators are increasingly incorporating online learning tools into basic and clinical science curricula. In this paper, we explore the diversity of online learning tools and consider the range of applications for these tools in classroom and bedside learning. Particular advantages of these tools are highlighted, such as delivering foundational knowledge as part of the "flipped classroom" pedagogy and for depicting unusual physical examination findings and advanced clinical communication skills. With accelerated use of online learning, educators and administrators need to consider pedagogic and practical challenges posed by integrating online learning into individual learning activities, courses, and curricula as a whole. We discuss strategies for faculty development and the role of school-wide resources for supporting and using online learning. Finally, we consider the role of online learning in interprofessional, integrated, and competency-based applications among other contemporary trends in medical education are considered.

Overcoming Learning Time And Space Constraints Through Technological Tool

Directory of Open Access Journals (Sweden)

Nafiseh Zarei

2015-08-01

Full Text Available Today the use of technological tools has become an evolution in language learning and language acquisition. Many instructors and lecturers believe that integrating Web-based learning tools into language courses allows pupils to become active learners during learning process. This study investigate how the Learning Management Blog (LMB overcomes the learning time and space constraints that contribute to students’ language learning and language acquisition processes. The participants were 30 ESL students at National University of Malaysia. A qualitative approach comprising an open-ended questionnaire and a semi-structured interview was used to collect data. The results of the study revealed that the students’ language learning and acquisition processes were enhanced. The students did not face any learning time and space limitations while being engaged in the learning process via the LMB. They learned and acquired knowledge using the language learning materials and forum at anytime and anywhere. Keywords: learning time, learning space, learning management blog

Cloud-Based Mobile Learning

Directory of Open Access Journals (Sweden)

Alexandru BUTOI

2013-01-01

Full Text Available As the cloud technologies are largely studied and mobile technologies are evolving, new di-rections for development of mobile learning tools deployed on cloud are proposed.. M-Learning is treated as part of the ubiquitous learning paradigm and is a pervasive extension of E-Learning technologies. Development of such learning tools requires specific development strategies for an effective abstracting of pedagogical principles at the software design and implementation level. Current paper explores an interdisciplinary approach for designing and development of cloud based M-Learning tools by mapping a specific development strategy used for educational programs to software prototyping strategy. In order for such instruments to be user effective from the learning outcome point of view, the evaluation process must be rigorous as we propose a metric model for expressing the trainee’s overall learning experience with evaluated levels of interactivity, content presentation and graphical user interface usability.

Toward a powerful problem-based training tool for harnessing lessons learned

International Nuclear Information System (INIS)

May, W. E.; Richards, R. E.

2006-01-01

One of the purposes of this paper is to describe a training method and supporting technologies (tool) to increase personnel awareness of error precursors. This model-centered method may be an effective 'part task training' to precede more expensive fall-blown multimedia scenarios (behavioral simulations). The training is designed to efficiently increase positive transfer from lessons learned case studies. The tool enables developers to take actual instances and inexpensively frame them within an interactive computer learning environment. The learning is engaging and helps model the kind of causal thinking needed to prevent future occurrences. This method and tool could help workers 'see' the problems and feel the need to take action when they are in real settings. Another purpose of this paper is to present the results of research into the process of designing and developing this training software. The benefits for attendees are insights that may enable more rapid proto-typing of software for training the workforce. The authors will present the models, methodologies, and patterns in the participants' design activities. Results show that participants used a cyclical, spiral process that revisited design topics until they were clarified. (authors)

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

Science.gov (United States)

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

2015-01-01

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

Evaluating the Effect of a Web-Based E-Learning Tool for Health Professional Education on Clinical Vancomycin Use: Comparative Study.

Science.gov (United States)

Bond, Stuart Evan; Crowther, Shelley P; Adhikari, Suman; Chubaty, Adriana J; Yu, Ping; Borchard, Jay P; Boutlis, Craig Steven; Yeo, Wilfred Winston; Miyakis, Spiros

2018-02-26

Internet-based learning for health professional education is increasing. It offers advantages over traditional learning approaches, as it enables learning to be completed at a time convenient to the user and improves access where facilities are geographically disparate. We developed and implemented the Vancomycin Interactive (VI) e-learning tool to improve knowledge on the clinical use of the antibiotic vancomycin, which is commonly used for treatment of infections caused by methicillin-resistant Staphylococcus aureus (MRSA). The aims of this study were to evaluate the effect of the VI e-learning tool on (1) survey knowledge scores and (2) clinical use of vancomycin among health professionals. We conducted a comparative pre-post intervention study across the 14 hospitals of two health districts in New South Wales, Australia. A knowledge survey was completed by nurses, doctors, and pharmacists before and after release of a Web-based e-learning tool. Survey scores were compared with those obtained following traditional education in the form of an email intervention. Survey questions related to dosing, administration, and monitoring of vancomycin. Outcome measures were survey knowledge scores among the three health professional groups, vancomycin plasma trough levels, and vancomycin approvals recorded on a computerized clinical decision support system. Survey response rates were low at 26.87% (577/2147) preintervention and 8.24% (177/2147) postintervention. The VI was associated with an increase in knowledge scores (maximum score=5) among nurses (median 2, IQR 1-2 to median 2, IQR 1-3; Pe-learning tool achieved higher overall scores than those who did not (Pe-learning tool was not shown to be significantly more effective than the comparator email in the clinical use of vancomycin, as measured by plasma levels within the therapeutic range. The e-learning tool was associated with improved knowledge scores among nurses, whereas the comparator email was associated with

APPROACHES AND TOOLS FOR QUALITY EXAMINATION OF E-LEARNING TOOLS

Directory of Open Access Journals (Sweden)

Galina P. Lavrentieva

2011-02-01

Full Text Available The article highlights the scientific and methodological approaches to quality examination of e-learning tools for general education. There are considered terms of the research, described the essence of the main components and stages of the examination. A methodology for quality estimation tools elaboration is described that should be based on identifying criteria and parameters of evaluation. Complex of psycho-pedagogical and ergonomic requirements that should be used in organizing expertise is justified and the most expedient ways of their implementation are examined.

Integrating New Technologies and Existing Tools to Promote Programming Learning

Directory of Open Access Journals (Sweden)

Álvaro Santos

2010-04-01

Full Text Available In recent years, many tools have been proposed to reduce programming learning difficulties felt by many students. Our group has contributed to this effort through the development of several tools, such as VIP, SICAS, OOP-Anim, SICAS-COL and H-SICAS. Even though we had some positive results, the utilization of these tools doesn’t seem to significantly reduce weaker student’s difficulties. These students need stronger support to motivate them to get engaged in learning activities, inside and outside classroom. Nowadays, many technologies are available to create contexts that may help to accomplish this goal. We consider that a promising path goes through the integration of solutions. In this paper we analyze the features, strengths and weaknesses of the tools developed by our group. Based on these considerations we present a new environment, integrating different types of pedagogical approaches, resources, tools and technologies for programming learning support. With this environment, currently under development, it will be possible to review contents and lessons, based on video and screen captures. The support for collaborative tasks is another key point to improve and stimulate different models of teamwork. The platform will also allow the creation of various alternative models (learning objects for the same subject, enabling personalized learning paths adapted to each student knowledge level, needs and preferential learning styles. The learning sequences will work as a study organizer, following a suitable taxonomy, according to student’s cognitive skills. Although the main goal of this environment is to support students with more difficulties, it will provide a set of resources supporting the learning of more advanced topics. Software engineering techniques and representations, object orientation and event programming are features that will be available in order to promote the learning progress of students.

Developing an Intelligent Diagnosis and Assessment E-Learning Tool for Introductory Programming

Science.gov (United States)

Huang, Chenn-Jung; Chen, Chun-Hua; Luo, Yun-Cheng; Chen, Hong-Xin; Chuang, Yi-Ta

2008-01-01

Recently, a lot of open source e-learning platforms have been offered for free in the Internet. We thus incorporate the intelligent diagnosis and assessment tool into an open software e-learning platform developed for programming language courses, wherein the proposed learning diagnosis assessment tools based on text mining and machine learning…

Learning bridge tool to improve student learning, preceptor training, and faculty teamwork.

Science.gov (United States)

Karimi, Reza; Cawley, Pauline; Arendt, Cassandra S

2011-04-11

To implement a Learning Bridge tool to improve educational outcomes for pharmacy students as well as for preceptors and faculty members. Pharmacy faculty members collaborated to write 9 case-based assignments that first-year pharmacy (P1) students worked with preceptors to complete while at experiential sites. Students, faculty members, and preceptors were surveyed about their perceptions of the Learning Bridge process. As in our pilot study,(1) the Learning Bridge process promoted student learning. Additionally, the Learning Bridge assignments familiarized preceptors with the school's P1 curriculum and its content. Faculty teamwork also was increased through collaborating on the assignments. The Learning Bridge assignments provided a compelling learning environment and benefited students, preceptors, and faculty members.

Textbook-Bundled Metacognitive Tools: A Study of LearnSmart's Efficacy in General Chemistry

Science.gov (United States)

Thadani, Vandana; Bouvier-Brown, Nicole C.

2016-01-01

College textbook publishers increasingly bundle sophisticated technology-based study tools with their texts. These tools appear promising, but empirical work on their efficacy is needed. We examined whether LearnSmart, a study tool bundled with McGraw-Hill's textbook "Chemistry" (Chang & Goldsby, 2013), improved learning in an…

Factors Influencing Beliefs for Adoption of a Learning Analytics Tool: An Empirical Study

Science.gov (United States)

Ali, Liaqat; Asadi, Mohsen; Gasevic, Dragan; Jovanovic, Jelena; Hatala, Marek

2013-01-01

Present research and development offer various learning analytics tools providing insights into different aspects of learning processes. Adoption of a specific tool for practice is based on how its learning analytics are perceived by educators to support their pedagogical and organizational goals. In this paper, we propose and empirically validate…

MLViS: A Web Tool for Machine Learning-Based Virtual Screening in Early-Phase of Drug Discovery and Development.

Science.gov (United States)

Korkmaz, Selcuk; Zararsiz, Gokmen; Goksuluk, Dincer

2015-01-01

Virtual screening is an important step in early-phase of drug discovery process. Since there are thousands of compounds, this step should be both fast and effective in order to distinguish drug-like and nondrug-like molecules. Statistical machine learning methods are widely used in drug discovery studies for classification purpose. Here, we aim to develop a new tool, which can classify molecules as drug-like and nondrug-like based on various machine learning methods, including discriminant, tree-based, kernel-based, ensemble and other algorithms. To construct this tool, first, performances of twenty-three different machine learning algorithms are compared by ten different measures, then, ten best performing algorithms have been selected based on principal component and hierarchical cluster analysis results. Besides classification, this application has also ability to create heat map and dendrogram for visual inspection of the molecules through hierarchical cluster analysis. Moreover, users can connect the PubChem database to download molecular information and to create two-dimensional structures of compounds. This application is freely available through www.biosoft.hacettepe.edu.tr/MLViS/.

A comparison of in-class learner engagement across lecture, problem-based learning, and team learning using the STROBE classroom observation tool.

Science.gov (United States)

Kelly, P Adam; Haidet, Paul; Schneider, Virginia; Searle, Nancy; Seidel, Charles L; Richards, Boyd F

2005-01-01

Having recently introduced team learning into the preclinical medical curriculum, evidence of the relative impact of this instructional method on in-class learner engagement was sought. To compare patterns of engagement behaviors among learners in class sessions across 3 distinct instructional methods: lecture, problem-based learning (PBL), and team learning. Trained observers used the STROBE classroom observation tool to measure learner engagement in 7 lecture, 4 PBL, and 3 team learning classrooms over a 12-month period. Proportions of different types of engagement behaviors were compared using chi-square. In PBL and team learning, the amount of learner-to-learner engagement was similar and much greater than in lecture, where most engagement was of the learner-to-instructor and self-engagement types. Also, learner-to-instructor engagement appeared greater in team learning than in PBL. Observed engagement behaviors confirm the potential of team learning to foster engagement similar to PBL, but with greater faculty input.

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

Science.gov (United States)

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

2015-01-01

There is extensive evidence that active learning works better than a completely passive lecture. Despite this evidence, adoption of these evidence-based teaching practices remains low. In this paper, we offer one tool to help faculty members implement active learning. This tool identifies 21 readily implemented elements that have been shown to increase student outcomes related to achievement, logic development, or other relevant learning goals with college-age students. Thus, this tool both clarifies the research-supported elements of best practices for instructor implementation of active learning in the classroom setting and measures instructors' alignment with these practices. We describe how we reviewed the discipline-based education research literature to identify best practices in active learning for adult learners in the classroom and used these results to develop an observation tool (Practical Observation Rubric To Assess Active Learning, or PORTAAL) that documents the extent to which instructors incorporate these practices into their classrooms. We then use PORTAAL to explore the classroom practices of 25 introductory biology instructors who employ some form of active learning. Overall, PORTAAL documents how well aligned classrooms are with research-supported best practices for active learning and provides specific feedback and guidance to instructors to allow them to identify what they do well and what could be improved. © 2015 S. L. Eddy et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Simulation-Based e-Learning Tools for Science,Engineering, and Technology Education(SimBeLT)

Science.gov (United States)

Davis, Doyle V.; Cherner, Y.

2006-12-01

The focus of Project SimBeLT is the research, development, testing, and dissemination of a new type of simulation-based integrated e-learning set of modules for two-year college technical and engineering curricula in the areas of thermodynamics, fluid physics, and fiber optics that can also be used in secondary schools and four-year colleges. A collection of sophisticated virtual labs is the core component of the SimBeLT modules. These labs will be designed to enhance the understanding of technical concepts and underlying fundamental principles of these topics, as well as to master certain performance based skills online. SimBeLT software will help educators to meet the National Science Education Standard that "learning science and technology is something that students do, not something that is done to them". A major component of Project SimBeLT is the development of multi-layered technology-oriented virtual labs that realistically mimic workplace-like environments. Dynamic data exchange between simulations will be implemented and links with instant instructional messages and data handling tools will be realized. A second important goal of Project SimBeLT labs is to bridge technical skills and scientific knowledge by enhancing the teaching and learning of specific scientific or engineering subjects. SimBeLT builds upon research and outcomes of interactive teaching strategies and tools developed through prior NSF funding (http://webphysics.nhctc.edu/compact/index.html) (Project SimBeLT is partially supported by a grant from the National Science Foundation DUE-0603277)

Article Commentary: Online Learning Tools as Supplements for Basic and Clinical Science Education

Directory of Open Access Journals (Sweden)

Matthew S. Ellman

2016-01-01

Full Text Available Undergraduate medical educators are increasingly incorporating online learning tools into basic and clinical science curricula. In this paper, we explore the diversity of online learning tools and consider the range of applications for these tools in classroom and bedside learning. Particular advantages of these tools are highlighted, such as delivering foundational knowledge as part of the “flipped classroom” pedagogy and for depicting unusual physical examination findings and advanced clinical communication skills. With accelerated use of online learning, educators and administrators need to consider pedagogic and practical challenges posed by integrating online learning into individual learning activities, courses, and curricula as a whole. We discuss strategies for faculty development and the role of school-wide resources for supporting and using online learning. Finally, we consider the role of online learning in interprofessional, integrated, and competency-based applications among other contemporary trends in medical education are considered.

Design and Implementation of a Novel Web-Based E-Learning Tool for Education of Health Professionals on the Antibiotic Vancomycin.

Science.gov (United States)

Bond, Stuart Evan; Crowther, Shelley P; Adhikari, Suman; Chubaty, Adriana J; Yu, Ping; Borchard, Jay P; Boutlis, Craig Steven; Yeo, Wilfred Winston; Miyakis, Spiros

2017-03-30

Traditional approaches to health professional education are being challenged by increased clinical demands and decreased available time. Web-based e-learning tools offer a convenient and effective method of delivering education, particularly across multiple health care facilities. The effectiveness of this model for health professional education needs to be explored in context. The study aimed to (1) determine health professionals' experience and knowledge of clinical use of vancomycin, an antibiotic used for treatment of serious infections caused by methicillin-resistant Staphylococcus aureus (MRSA) and (2) describe the design and implementation of a Web-based e-learning tool created to improve knowledge in this area. We conducted a study on the design and implementation of a video-enhanced, Web-based e-learning tool between April 2014 and January 2016. A Web-based survey was developed to determine prior experience and knowledge of vancomycin use among nurses, doctors, and pharmacists. The Vancomycin Interactive (VI) involved a series of video clips interspersed with question and answer scenarios, where a correct response allowed for progression. Dramatic tension and humor were used as tools to engage users. Health professionals' knowledge of clinical vancomycin use was obtained from website data; qualitative participant feedback was also collected. From the 577 knowledge survey responses, pharmacists (n=70) answered the greatest number of questions correctly (median score 4/5), followed by doctors (n=271; 3/5) and nurses (n=236; 2/5; Puser feedback from 51 participants following completion of the VI. Feedback was predominantly positive with themes of "entertaining," "engaging," and "fun" identified; however, there were some technical issues identified relating to accessibility from different operating systems and browsers. A novel Web-based e-learning tool was successfully developed combining game design principles and humor to improve user engagement. Knowledge

Learning Tools for Knowledge Nomads: Using Personal Digital Assistants (PDAs) in Web-based Learning Environments.

Science.gov (United States)

Loh, Christian Sebastian

2001-01-01

Examines how mobile computers, or personal digital assistants (PDAs), can be used in a Web-based learning environment. Topics include wireless networks on college campuses; online learning; Web-based learning technologies; synchronous and asynchronous communication via the Web; content resources; Web connections; and collaborative learning. (LRW)

Hospital-based nurses' perceptions of the adoption of Web 2.0 tools for knowledge sharing, learning, social interaction and the production of collective intelligence.

Science.gov (United States)

Lau, Adela S M

2011-11-11

Web 2.0 provides a platform or a set of tools such as blogs, wikis, really simple syndication (RSS), podcasts, tags, social bookmarks, and social networking software for knowledge sharing, learning, social interaction, and the production of collective intelligence in a virtual environment. Web 2.0 is also becoming increasingly popular in e-learning and e-social communities. The objectives were to investigate how Web 2.0 tools can be applied for knowledge sharing, learning, social interaction, and the production of collective intelligence in the nursing domain and to investigate what behavioral perceptions are involved in the adoption of Web 2.0 tools by nurses. The decomposed technology acceptance model was applied to construct the research model on which the hypotheses were based. A questionnaire was developed based on the model and data from nurses (n = 388) were collected from late January 2009 until April 30, 2009. Pearson's correlation analysis and t tests were used for data analysis. Intention toward using Web 2.0 tools was positively correlated with usage behavior (r = .60, P Web 2.0 tools and enable them to better plan the strategy of implementation of Web 2.0 tools for knowledge sharing, learning, social interaction, and the production of collective intelligence.

Hospital-Based Nurses’ Perceptions of the Adoption of Web 2.0 Tools for Knowledge Sharing, Learning, Social Interaction and the Production of Collective Intelligence

Science.gov (United States)

2011-01-01

Background Web 2.0 provides a platform or a set of tools such as blogs, wikis, really simple syndication (RSS), podcasts, tags, social bookmarks, and social networking software for knowledge sharing, learning, social interaction, and the production of collective intelligence in a virtual environment. Web 2.0 is also becoming increasingly popular in e-learning and e-social communities. Objectives The objectives were to investigate how Web 2.0 tools can be applied for knowledge sharing, learning, social interaction, and the production of collective intelligence in the nursing domain and to investigate what behavioral perceptions are involved in the adoption of Web 2.0 tools by nurses. Methods The decomposed technology acceptance model was applied to construct the research model on which the hypotheses were based. A questionnaire was developed based on the model and data from nurses (n = 388) were collected from late January 2009 until April 30, 2009. Pearson’s correlation analysis and t tests were used for data analysis. Results Intention toward using Web 2.0 tools was positively correlated with usage behavior (r = .60, P Web 2.0 tools and enable them to better plan the strategy of implementation of Web 2.0 tools for knowledge sharing, learning, social interaction, and the production of collective intelligence. PMID:22079851

Tool Choice for E-Learning: Task-Technology Fit through Media Synchronicity

Science.gov (United States)

Sun, Jun; Wang, Ying

2014-01-01

One major challenge in online education is how to select appropriate e-learning tools for different learning tasks. Based on the premise of Task-Technology Fit Theory, this study suggests that the effectiveness of student learning in online courses depends on the alignment between two. Furthermore, it conceptualizes the formation of such a fit…

The LEONARDO-DA-VINCI pilot project "e-learning-assistant" - Situation-based learning in nursing education.

Science.gov (United States)

Pfefferle, Petra Ina; Van den Stock, Etienne; Nauerth, Annette

2010-07-01

E-learning will play an important role in the training portfolio of students in higher and vocational education. Within the LEONARDO-DA-VINCI action programme transnational pilot projects were funded by the European Union, which aimed to improve the usage and quality of e-learning tools in education and professional training. The overall aim of the LEONARDO-DA-VINCI pilot project "e-learning-assistant" was to create new didactical and technical e-learning tools for Europe-wide use in nursing education. Based on a new situation-oriented learning approach, nursing teachers enrolled in the project were instructed to adapt, develop and implement e- and blended learning units. According to the training contents nursing modules were developed by teachers from partner institutions, implemented in the project centers and evaluated by students. The user-package "e-learning-assistant" as a product of the project includes two teacher training units, the authoring tool "synapse" to create situation-based e-learning units, a student's learning platform containing blended learning modules in nursing and an open sourced web-based communication centre. Copyright 2009 Elsevier Ltd. All rights reserved.

Internet-based tools for behaviour change

Energy Technology Data Exchange (ETDEWEB)

Bottrill, Catherine [Environmental Change Inst., Oxford Unversity Centre for the Environment (United Kingdom)

2007-07-01

Internet-based carbon calculators have the potential to be powerful tools for helping people to understand their personal energy use derived from fossil fuels and to take action to reduce the related carbon emissions. This paper reviews twenty-three calculators concluding that in most cases this environmental learning tool is falling short of giving people the ability to accurately monitor their energy use; to receive meaningful feedback and guidance for altering their energy use; or to connect with others also going through the same learning process of saving energy and conserving carbon. This paper presents the findings of research into the accuracy and effectiveness of carbon calculators. Based on the assessment of the calculators the paper discusses the opportunities Internet technology could be offering for engagement, communication, encouragement and guidance on low-carbon lifestyle choices. Finally, recommendations are made for the development of accurate, informative and social Internet-based carbon calculators.

Exploring Preservice Teacher Perspectives on Video Games as Learning Tools

Science.gov (United States)

Ray, Beverly B.; Powell, Angiline; Jacobsen, Brenda

2014-01-01

Despite their popularity with learners, many K-12 teachers are reluctant to use video games as learning tools. Addressing issues surrounding this reluctance is important since the educational use of video games is supported by learning theory and an emerging research base. Specifically, this study adopts exploratory research as a means to examine…

Development of probabilistic thinking-oriented learning tools for probability materials at junior high school students

Science.gov (United States)

Sari, Dwi Ivayana; Hermanto, Didik

2017-08-01

This research is a developmental research of probabilistic thinking-oriented learning tools for probability materials at ninth grade students. This study is aimed to produce a good probabilistic thinking-oriented learning tools. The subjects were IX-A students of MTs Model Bangkalan. The stages of this development research used 4-D development model which has been modified into define, design and develop. Teaching learning tools consist of lesson plan, students' worksheet, learning teaching media and students' achievement test. The research instrument used was a sheet of learning tools validation, a sheet of teachers' activities, a sheet of students' activities, students' response questionnaire and students' achievement test. The result of those instruments were analyzed descriptively to answer research objectives. The result was teaching learning tools in which oriented to probabilistic thinking of probability at ninth grade students which has been valid. Since teaching and learning tools have been revised based on validation, and after experiment in class produced that teachers' ability in managing class was effective, students' activities were good, students' responses to the learning tools were positive and the validity, sensitivity and reliability category toward achievement test. In summary, this teaching learning tools can be used by teacher to teach probability for develop students' probabilistic thinking.

Tool Support for Collaborative Teaching and Learning of Object-Oriented Modelling

DEFF Research Database (Denmark)

Hansen, Klaus Marius; Ratzer, Anne Vinter

2002-01-01

Modeling is central to doing and learning object-oriented development. We present a new tool, Ideogramic UML, for gesture-based collaborative modeling with the Unified Modeling Language (UML), which can be used to collaboratively teach and learn modeling. Furthermore, we discuss how we have...

MOLT: A Mobile Learning Tool That Makes Learning New Technical English Language Words Enjoyable

Directory of Open Access Journals (Sweden)

Dogan - Ibrahim

2008-10-01

Full Text Available There is an increase use of wireless technologies in education all over the world. In fact, wireless technologies such as laptop computers, palmtop computers, and mobile phones are revolutionizing education and transforming the traditional classroom based learning and teaching into anytime and anywhere education. This paper investigates the use of wireless technologies in education with particular reference to the potential of learning new technical English Language words using SMS text messaging. The system, developed by the authors, called Mobile Learning Tool (MOLT, has been tested with 45 first-year undergraduate students. Students’ opinions have been collected after the experiment. Our results show that students enjoyed and be happy used mobile phones to learn new technical English word. We believe that if we add the improvements or modifications students wish to see in the MOLT system, then using the MOLT system as an educational tool will contribute to motivation and success of students.

The effects of utilizing a near-patient e-learning tool on medical student learning.

Science.gov (United States)

Selzer, Rob; Tallentire, Victoria R; Foley, Fiona

2015-01-01

This study aimed to develop a near-patient, e-learning tool and explore student views on how utilization of such a tool influenced their learning. Third year medical students from Monash University in Melbourne, Australia were invited to trial a novel, near-patient, e-learning tool in two separate pilots within the ward environment. All participating students were invited to contribute to focus groups which were audio-recorded, transcribed verbatim and thematically analyzed. Four focus groups were conducted with a total of 17 participants. The emerging themes revealed influences on the students' learning both prior to and during a clinical encounter, as well as following completion of an e-learning module. The unifying concept which linked all six themes and formed the central feature of the experience was patient-centered learning. This occurred through the acquisition of contextualized knowledge and the facilitation of workplace integration. Utilization of a near-patient e-learning tool influences medical student learning in a number of complex, inter-related ways. Clinical e-learning tools are poised to become more commonplace and provide many potential benefits to student learning. However, incorporation of technology into clinical encounters requires specific skills which should form an integral part of primary medical training.

Benchmarking State-of-the-Art Deep Learning Software Tools

OpenAIRE

Shi, Shaohuai; Wang, Qiang; Xu, Pengfei; Chu, Xiaowen

2016-01-01

Deep learning has been shown as a successful machine learning method for a variety of tasks, and its popularity results in numerous open-source deep learning software tools. Training a deep network is usually a very time-consuming process. To address the computational challenge in deep learning, many tools exploit hardware features such as multi-core CPUs and many-core GPUs to shorten the training time. However, different tools exhibit different features and running performance when training ...

Building Accessible Educational Web Sites: The Law, Standards, Guidelines, Tools, and Lessons Learned

Science.gov (United States)

Liu, Ye; Palmer, Bart; Recker, Mimi

2004-01-01

Professional education is increasingly facing accessibility challenges with the emergence of webbased learning. This paper summarizes related U.S. legislation, standards, guidelines, and validation tools to make web-based learning accessible for all potential learners. We also present lessons learned during the implementation of web accessibility…

Web-Based Learning Environment Based on Students’ Needs

Science.gov (United States)

Hamzah, N.; Ariffin, A.; Hamid, H.

2017-08-01

Traditional learning needs to be improved since it does not involve active learning among students. Therefore, in the twenty-first century, the development of internet technology in the learning environment has become the main needs of each student. One of the learning environments to meet the needs of the teaching and learning process is a web-based learning environment. This study aims to identify the characteristics of a web-based learning environment that supports students’ learning needs. The study involved 542 students from fifteen faculties in a public higher education institution in Malaysia. A quantitative method was used to collect the data via a questionnaire survey by randomly. The findings indicate that the characteristics of a web-based learning environment that support students’ needs in the process of learning are online discussion forum, lecture notes, assignments, portfolio, and chat. In conclusion, the students overwhelmingly agreed that online discussion forum is the highest requirement because the tool can provide a space for students and teachers to share knowledge and experiences related to teaching and learning.

Acceptance of Game-Based Learning and Intrinsic Motivation as Predictors for Learning Success and Flow Experience

Directory of Open Access Journals (Sweden)

Manuel Ninaus

2017-09-01

Full Text Available There is accumulating evidence that engagement with digital math games can improve students’ learning. However, in what way individual variables critical to game-based learning influence students' learning success still needs to be explored. Therefore, the aim of this study was to investigate the influence of students’ acceptance of game-based learning (e.g., perceived usefulness of a game as a learning tool, perceived ease of use, as well as their intrinsic motivation for math (e.g., their math interest, self-efficacy and quality of playing experience on learning success in a game-based rational number training. Additionally, we investigated the influence of the former variables on quality of playing experience (operationalized as perceived flow. Results indicated that the game-based training was effective. Moreover, students’ learning success and their quality of playing experience were predicted by measures of acceptance of game-based learning and intrinsic motivation for math. These findings indicated that learning success in game-based learning approaches are driven by students’ acceptance of the game as a learning tool and content-specific intrinsic motivation. Therefore, the present work is of particular interest to researchers, developers, and practitioners working with game-based learning environments.

TOOLS FOR COLABORATIVE LEARNING: A ROLE-PLAYING PRACTICE

Directory of Open Access Journals (Sweden)

Marta Ortiz-de-Urbina Criado

2010-11-01

Full Text Available Role-playing is an active participation tool that facilitates cooperative learning. It has also proved to be more effective in developing competencies than traditional methods. This technique is essential to make theory and practice compatible as is required in order to adapt subjects to the new education system based on the Bolonia’s agreement, especially in Social Sciences disciplines. Consequently, the objective of this paper is to show the effect and use of role-playing applied to management area. Therefore, we analyze and design the role-playing, putting it in practice in the classroom in Human Resource Management subject of different academic degrees. To conclude, this paper has shown the importance of role-playing as a learning tool and development of skills like work cooperation, problem and conflict solving, decision making, and managing complex systems.

Computer-Based Learning in Open and Distance Learning Institutions in Nigeria: Cautions on Use of Internet for Counseling

Science.gov (United States)

Okopi, Fidel Onjefu; Odeyemi, Olajumoke Janet; Adesina, Adewale

2015-01-01

The study has identified the areas of strengths and weaknesses in the current use of Computer Based Learning (CBL) tools in Open and Distance Learning (ODL) institutions in Nigeria. To achieve these objectives, the following research questions were proposed: (i) What are the computer-based learning tools (soft and hard ware) that are actually in…

A tool for the auto-management of Units of Learning: the Link Tool

NARCIS (Netherlands)

Pérez-Sanagustín, Mar; Cherian, Roy; Hernández-Leo, Davinia; Griffiths, Dai; Blat, Josep

2009-01-01

Pérez-Sanagustín, M., Cherian, R., Hernández-Leo, D., Griffiths, D., & Blat, J. (2010). A tool for the auto-management of Units of Learning: the Link Tool. In D. Griffiths, & R. Koper (Eds.), Rethinking Learning and Employment at a Time of Economic Uncertainty. Proceedings of the 6th TENCompetence

Education tools for entrepreneurship creating an action-learning environment through educational learning tools

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Gómez, Jaime; Vélez-Torres, Francisco; Rueda-Armengot, Carlos

2016-01-01

This book examines education in entrepreneurship through an action-learning environment that employs various education tools, technology tools and pedagogical methods being implemented into university curriculums around the world. Entrepreneurship in all of its aspects, connotations, and applications has undoubtedly become a major force for new and sustainable wealth creation in both emerging and developed economies. This notion has been encouraging universities to incorporate entrepreneurship-related competencies into the curriculums of almost all subjects, as researchers, educators, and administrators alike acknowledge that students must be fully engaged and prepared to thrive in a society increasingly defined by innovation. In this context, the primary challenge consists in how to inspire or work beyond the mental limits in the classroom; to determine which learning platforms are required or useful to unlock and stimulate creativity and eliminate the human aversion to failure. Featuring contributions and c...

Simulation-based learning: Just like the real thing.

Science.gov (United States)

Lateef, Fatimah

2010-10-01

Simulation is a technique for practice and learning that can be applied to many different disciplines and trainees. It is a technique (not a technology) to replace and amplify real experiences with guided ones, often "immersive" in nature, that evoke or replicate substantial aspects of the real world in a fully interactive fashion. Simulation-based learning can be the way to develop health professionals' knowledge, skills, and attitudes, whilst protecting patients from unnecessary risks. Simulation-based medical education can be a platform which provides a valuable tool in learning to mitigate ethical tensions and resolve practical dilemmas. Simulation-based training techniques, tools, and strategies can be applied in designing structured learning experiences, as well as be used as a measurement tool linked to targeted teamwork competencies and learning objectives. It has been widely applied in fields such aviation and the military. In medicine, simulation offers good scope for training of interdisciplinary medical teams. The realistic scenarios and equipment allows for retraining and practice till one can master the procedure or skill. An increasing number of health care institutions and medical schools are now turning to simulation-based learning. Teamwork training conducted in the simulated environment may offer an additive benefit to the traditional didactic instruction, enhance performance, and possibly also help reduce errors.

Effect of Worksheet Scaffolds on Student Learning in Problem-Based Learning

Science.gov (United States)

Choo, Serene S. Y.; Rotgans, Jerome I.; Yew, Elaine H. J.; Schmidt, Henk G.

2011-01-01

The purpose of this study was to investigate the effect of worksheets as a scaffolding tool on students' learning achievement in a problem-based learning (PBL) environment. Seventeen PBL classes (N = 241) were randomly assigned to two experimental groups--one with a worksheet provided and the other without. Students' learning of the topic at hand…

Distance learning, problem based learning and dynamic knowledge networks.

Science.gov (United States)

Giani, U; Martone, P

1998-06-01

This paper is an attempt to develop a distance learning model grounded upon a strict integration of problem based learning (PBL), dynamic knowledge networks (DKN) and web tools, such as hypermedia documents, synchronous and asynchronous communication facilities, etc. The main objective is to develop a theory of distance learning based upon the idea that learning is a highly dynamic cognitive process aimed at connecting different concepts in a network of mutually supporting concepts. Moreover, this process is supposed to be the result of a social interaction that has to be facilitated by the web. The model was tested by creating a virtual classroom of medical and nursing students and activating a learning session on the concept of knowledge representation in health sciences.

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,

Applications of Task-Based Learning in TESOL

Science.gov (United States)

Shehadeh, Ali, Ed.; Coombe, Christine, Ed.

2010-01-01

Why are many teachers around the world moving toward task-based learning (TBL)? This shift is based on the strong belief that TBL facilitates second language acquisition and makes second language learning and teaching more principled and effective. Based on insights gained from using tasks as research tools, this volume shows how teachers can use…

E-LEARNING TOOLS: STRUCTURE, CONTENT, CLASSIFICATION

Directory of Open Access Journals (Sweden)

Yuliya H. Loboda

2012-05-01

Full Text Available The article analyses the problems of organization of educational process with use of electronic means of education. Specifies the definition of "electronic learning", their structure and content. Didactic principles are considered, which are the basis of their creation and use. Given the detailed characteristics of e-learning tools for methodological purposes. On the basis of the allocated pedagogical problems of the use of electronic means of education presented and complemented by their classification, namely the means of theoretical and technological training, means of practical training, support tools, and comprehensive facilities.

Data Mining Practical Machine Learning Tools and Techniques

CERN Document Server

Witten, Ian H; Hall, Mark A

2011-01-01

Data Mining: Practical Machine Learning Tools and Techniques offers a thorough grounding in machine learning concepts as well as practical advice on applying machine learning tools and techniques in real-world data mining situations. This highly anticipated third edition of the most acclaimed work on data mining and machine learning will teach you everything you need to know about preparing inputs, interpreting outputs, evaluating results, and the algorithmic methods at the heart of successful data mining. Thorough updates reflect the technical changes and modernizations that have taken place

CreatIng Web-based Math learnIng tool for TURKISH mIddle school students: Webquest

Directory of Open Access Journals (Sweden)

Aytac KURTULUS

2009-04-01

Full Text Available Internet is the most important product for the computer technology and it began to be used in many fields. Especially in the recent years, the usage of Internet has increased in the fields of communication, entertainment, advertisement, media, and technology. In Turkey, the usage of Internet is not used very common and active in primary and secondary education. The fast developments of the new technologies and the Web-Based Education Systems must be increased the importance of giving courses. In this study, the information to be aimed at is to introduce the WebQuest system, which was developed at San Diego State University by Bernie Dodge. A webQuest can be used web-based math learning tool for Turkish middle school students. Therefore, an example of geometry education WebQuest is given to introduce WebQuest system because WebQuest will be active in geometry teaching similar to the other subjects. An overview of WebQuest technology application and several resources for teachers and students interested in creating WebQuests can be found on The WebQutest Page (Dodge, 2001. Table 1 lists web sites that have many of these resources.

User Studies: Developing Learning Strategy Tool Software for Children.

Science.gov (United States)

Fitzgerald, Gail E.; Koury, Kevin A.; Peng, Hsinyi

This paper is a report of user studies for developing learning strategy tool software for children. The prototype software demonstrated is designed for children with learning and behavioral disabilities. The tools consist of easy-to-use templates for creating organizational, memory, and learning approach guides for use in classrooms and at home.…

Assessing the Success Rate of Students Using a Learning Management System Together with a Collaborative Tool in Web-Based Teaching of Programming Languages

Science.gov (United States)

Cavus, Nadire; Ibrahim, Dogan

2007-01-01

The development of collaborative studies in learning has led to a renewed interest in the field of Web-based education. In this experimental study a highly interactive and collaborative virtual teaching environment has been created by supporting Moodle LMS with collaborative learning tool GREWPtool. The aim of this experimental study has been to…

Metabolic interrelationships software application: Interactive learning tool for intermediary metabolism

NARCIS (Netherlands)

A.J.M. Verhoeven (Adrie); M. Doets (Mathijs); J.M.J. Lamers (Jos); J.F. Koster (Johan)

2005-01-01

textabstractWe developed and implemented the software application titled Metabolic Interrelationships as a self-learning and -teaching tool for intermediary metabolism. It is used by undergraduate medical students in an integrated organ systems-based and disease-oriented core curriculum, which

Workplace wellness using online learning tools in a healthcare setting.

Science.gov (United States)

Blake, Holly; Gartshore, Emily

2016-09-01

The aim was to develop and evaluate an online learning tool for use with UK healthcare employees, healthcare educators and healthcare students, to increase knowledge of workplace wellness as an important public health issue. A 'Workplace Wellness' e-learning tool was developed and peer-reviewed by 14 topic experts. This focused on six key areas relating to workplace wellness: work-related stress, musculoskeletal disorders, diet and nutrition, physical activity, smoking and alcohol consumption. Each key area provided current evidence-based information on causes and consequences, access to UK government reports and national statistics, and guidance on actions that could be taken to improve health within a workplace setting. 188 users (93.1% female, age 18-60) completed online knowledge questionnaires before (n = 188) and after (n = 88) exposure to the online learning tool. Baseline knowledge of workplace wellness was poor (n = 188; mean accuracy 47.6%, s.d. 11.94). Knowledge significantly improved from baseline to post-intervention (mean accuracy = 77.5%, s.d. 13.71) (t(75) = -14.801, p online learning, indicating scope for development of further online packages relating to other important health parameters. Copyright © 2016 Elsevier Ltd. All rights reserved.

Using a blog as an integrated eLearning tool and platform.

Science.gov (United States)

Goh, Poh Sun

2016-06-01

Technology enhanced learning or eLearning allows educators to expand access to educational content, promotes engagement with students and makes it easier for students to access educational material at a time, place and pace which suits them. The challenge for educators beginning their eLearning journey is to decide where to start, which includes the choice of an eLearning tool and platform. This article will share one educator's decision making process, and experience using blogs as a flexible and versatile integrated eLearning tool and platform. Apart from being a cost effective/free tool and platform, blogs offer the possibility of creating a hyperlinked indexed content repository, for both created and curated educational material; as well as a distribution and engagement tool and platform. Incorporating pedagogically sound activities and educational practices into a blog promote a structured templated teaching process, which can be reproduced. Moving from undergraduate to postgraduate training, educational blogs supported by a comprehensive online case-based repository offer the possibility of training beyond competency towards proficiency and expert level performance through a process of deliberate practice. By documenting educational content and the student engagement and learning process, as well as feedback and personal reflection of educational sessions, blogs can also form the basis for a teaching portfolio, and provide evidence and data of scholarly teaching and educational scholarship. Looking into the future, having a collection of readily accessible indexed hyperlinked teaching material offers the potential to do on the spot teaching with illustrative material called up onto smart surfaces, and displayed on holographic interfaces.

Simulation-based learning: Just like the real thing

Directory of Open Access Journals (Sweden)

Lateef Fatimah

2010-01-01

Full Text Available Simulation is a technique for practice and learning that can be applied to many different disciplines and trainees. It is a technique (not a technology to replace and amplify real experiences with guided ones, often "immersive" in nature, that evoke or replicate substantial aspects of the real world in a fully interactive fashion. Simulation-based learning can be the way to develop health professionals′ knowledge, skills, and attitudes, whilst protecting patients from unnecessary risks. Simulation-based medical education can be a platform which provides a valuable tool in learning to mitigate ethical tensions and resolve practical dilemmas. Simulation-based training techniques, tools, and strategies can be applied in designing structured learning experiences, as well as be used as a measurement tool linked to targeted teamwork competencies and learning objectives. It has been widely applied in fields such aviation and the military. In medicine, simulation offers good scope for training of interdisciplinary medical teams. The realistic scenarios and equipment allows for retraining and practice till one can master the procedure or skill. An increasing number of health care institutions and medical schools are now turning to simulation-based learning. Teamwork training conducted in the simulated environment may offer an additive benefit to the traditional didactic instruction, enhance performance, and possibly also help reduce errors.

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…

Effect of worksheet scaffolds on student learning in problem-based learning

NARCIS (Netherlands)

S.S.Y. Choo (Serene); J.I. Rotgans (Jerome); E.H.J. Yew (Elaine); H.G. Schmidt (Henk)

2011-01-01

textabstractThe purpose of this study was to investigate the effect of worksheets as a scaffolding tool on students' learning achievement in a problem-based learning (PBL) environment. Seventeen PBL classes (N = 241) were randomly assigned to two experimental groups-one with a worksheet provided and

On Recommending Web 2.0 Tools to Personalise Learning

Science.gov (United States)

Juškeviciene, Anita; Kurilovas, Eugenijus

2014-01-01

The paper aims to present research results on using Web 2.0 tools for learning personalisation. In the work, personalised Web 2.0 tools selection method is presented. This method takes into account student's learning preferences for content and communication modes tailored to the learning activities with a view to help the learner to quickly and…

Effectiveness of an e-learning tool for education on pressure ulcer evaluation.

Science.gov (United States)

Morente, Laura; Morales-Asencio, José M; Veredas, Francisco J

2014-07-01

To evaluate the effectiveness of information and communication technologies in the undergraduate students' pressure ulcer training as a learning tool, compared with traditional teaching methods. Pressure ulcers constitute one of the great challenges faced by nursing professionals. Currently, pressure ulcer training is based on traditional on-campus teaching, involving lecture-style classes with frequent use of photographs of the wounds. This traditional training has some important weaknesses that can put the efficacy of the training at risk. A randomised controlled trial was developed including undergraduate nursing students. The intervention group used an adaptive self-learning e-learning tool developed by the research team (ePULab) for pressure ulcer assessment and treatment. The control group received a traditional on-campus class on the same topic. Pretest and post-test questionnaires were designed to assess the students' ability in pressure ulcer diagnosis and treatment. The educational intervention based on the use of the ePULab tool produced significantly better learning acquisition results than those obtained by traditional lecture-style classes: the total score improved in the control group from 8·23 (SD 1·23)-11·6 (SD 2·52) after the lecture, whereas in the intervention group, the knowledge score changed from 8·27 (SD 1·39)-15·83 (SD 2·52) (p = 0·01) with the use of ePULab. The results show a higher effectiveness of the devised e-learning approach for education on management of pressure ulcers. Our results reveal the suitability of the ePULab e-learning tool as an effective instrument for training on assessment of and treatment for pressure ulcers and its potential impact on clinical decision-making. © 2013 John Wiley & Sons Ltd.

Facilitating peer based learning through summative assessment - An adaptation of the Objective Structured Clinical Assessment tool for the blended learning environment.

Science.gov (United States)

Wikander, Lolita; Bouchoucha, Stéphane L

2018-01-01

Adapting a course from face to face to blended delivery necessitates that assessments are modified accordingly. In Australia the Objective Structured Clinical Assessment tool, as a derivative from the Objective Structured Clinical Examination, has been used in the face-to-face delivery mode as a formative or summative assessment tool in medicine and nursing since 1990. The Objective Structured Clinical Assessment has been used at Charles Darwin University to assess nursing students' simulated clinical skills prior to the commencement of their clinical placements since 2008. Although the majority of the course is delivered online, students attend a one-week intensive clinical simulation block yearly, prior to attending clinical placements. Initially, the Objective Structured Clinical Assessment was introduced as a lecturer assessed summative assessment, over time it was adapted to better suit the blended learning environment. The modification of the tool from an academic to peer assessed assessment tool, was based on the empirical literature, student feedback and a cross-sectional, qualitative study exploring academics' perceptions of the Objective Structured Clinical Assessment (Bouchoucha et al., 2013a, b). This paper presents an overview of the process leading to the successful adaptation of the Objective Structured Clinical Assessment to suit the requirements of a preregistration nursing course delivered through blended learning. This is significant as many universities are moving their curriculum to fully online or blended delivery, yet little attention has been paid to adapting the assessment of simulated clinical skills. The aim is to identify the benefits and drawbacks of using the peer assessed Objective Structured Clinical Assessment and share recommendations for successful implementation. Copyright © 2017 Elsevier Ltd. All rights reserved.

Features and characteristics of problem based learning

Directory of Open Access Journals (Sweden)

Eser Ceker

2016-12-01

Full Text Available Throughout the years, there appears to be an increase in Problem Based Learning applications in education; and Problem Based Learning related research areas. The main aim of this research is to underline the fundamentals (basic elements of Problem Based Learning, investigate the dimensions of research approached to PBL oriented areas (with a look for the latest technology supported tools of Problem Based Learning. This research showed that the most researched characteristics of PBL are; teacher and student assessments on Problem Based Learning, Variety of disciplines in which Problem Based Learning strategies were tried and success evaluated, Using Problem Based Learning alone or with other strategies (Hybrid or Mix methods, Comparing Problem Based Learning with other strategies, and new trends and tendencies in Problem Based Learning related research. Our research may help us to identify the latest trends and tendencies referred to in the published studies related to “problem based learning” areas. In this research, Science Direct and Ulakbim were used as our main database resources. The sample of this study consists of 150 articles.

The Online Learning Knowledge Garden: A Pedagogic Planning Tool for e-Learning

NARCIS (Netherlands)

Scott, Bernard

2006-01-01

Please, cite this publication as: Scott, B. (2006). The Online Learning Knowledge Garden: A Pedagogic Planning Tool for e-Learning. Proceedings of International Workshop in Learning Networks for Lifelong Competence Development, TENCompetence Conference. March 30th-31st, Sofia, Bulgaria:

Comparison of 2 resident learning tools-interactive screen-based simulated case scenarios versus problem-based learning discussions: a prospective quasi-crossover cohort study.

Science.gov (United States)

Rajan, Shobana; Khanna, Ashish; Argalious, Maged; Kimatian, Stephen J; Mascha, Edward J; Makarova, Natalya; Nada, Eman M; Elsharkawy, Hesham; Firoozbakhsh, Farhad; Avitsian, Rafi

2016-02-01

Simulation-based learning is emerging as an alternative educational tool in this era of a relative shortfall of teaching anesthesiologists. The objective of the study is to assess whether screen-based (interactive computer simulated) case scenarios are more effective than problem-based learning discussions (PBLDs) in improving test scores 4 and 8 weeks after these interventions in anesthesia residents during their first neuroanesthesia rotation. Prospective, nonblinded quasi-crossover study. Cleveland Clinic. Anesthesiology residents. Two case scenarios were delivered from the Anesoft software as screen-based sessions, and parallel scripts were developed for 2 PBLDs. Each resident underwent both types of training sessions, starting with the PBLD session, and the 2 cases were alternated each month (ie, in 1 month, the screen-based intervention used case 1 and the PBLD used case 2, and vice versa for the next month). Test scores before the rotation (baseline), immediately after the rotation (4 weeks after the start of the rotation), and 8 weeks after the start of rotation were collected on each topic from each resident. The effect of training method on improvement in test scores was assessed using a linear mixed-effects model. Compared to the departmental standard of PBLD, the simulation method did not improve either the 4- or 8-week mean test scores (P = .41 and P = .40 for training method effect on 4- and 8-week scores, respectively). Resident satisfaction with the simulation module on a 5-point Likert scale showed subjective evidence of a positive impact on resident education. Screen-based simulators were not more effective than PBLD for education during the neuroanesthesia rotation in anesthesia residency. Copyright © 2016 Elsevier Inc. All rights reserved.

Breakout: An Open Measurement and Intervention Tool for Distributed Peer Learning Groups

OpenAIRE

Calacci, Dan; Lederman, Oren; Shrier, David; Pentland, Alex 'Sandy'

2016-01-01

We present Breakout, a group interaction platform for online courses that enables the creation and measurement of face-to-face peer learning groups in online settings. Breakout is designed to help students easily engage in synchronous, video breakout session based peer learning in settings that otherwise force students to rely on asynchronous text-based communication. The platform also offers data collection and intervention tools for studying the communication patterns inherent in online lea...

Collaborative Inquiry Learning: Models, tools, and challenges

Science.gov (United States)

Bell, Thorsten; Urhahne, Detlef; Schanze, Sascha; Ploetzner, Rolf

2010-02-01

Collaborative inquiry learning is one of the most challenging and exciting ventures for today's schools. It aims at bringing a new and promising culture of teaching and learning into the classroom where students in groups engage in self-regulated learning activities supported by the teacher. It is expected that this way of learning fosters students' motivation and interest in science, that they learn to perform steps of inquiry similar to scientists and that they gain knowledge on scientific processes. Starting from general pedagogical reflections and science standards, the article reviews some prominent models of inquiry learning. This comparison results in a set of inquiry processes being the basis for cooperation in the scientific network NetCoIL. Inquiry learning is conceived in several ways with emphasis on different processes. For an illustration of the spectrum, some main conceptions of inquiry and their focuses are described. In the next step, the article describes exemplary computer tools and environments from within and outside the NetCoIL network that were designed to support processes of collaborative inquiry learning. These tools are analysed by describing their functionalities as well as effects on student learning known from the literature. The article closes with challenges for further developments elaborated by the NetCoIL network.

Designing and Evaluating Conative Game-Based Learning Scenarios

DEFF Research Database (Denmark)

Schønau-Fog, Henrik

2014-01-01

It is an essential prerequisite to design for motivation in game-based learning applications, tools and activities. However, how is it possible to design and evaluate motivational game-based learning scenarios in a systematic process-oriented manner based on conation and player engagement? While...... of ‘continuation desire’ such as interfacing with the scenario, exploration and socialising. This paper aims to combine the concepts of Player Engagement, Conation and Continuation Desire by focusing on the conative aspects which are the essential drivers for the desire to continue any learning activity......-based learning scenarios....

Tools and methodologies applied to eLearning

OpenAIRE

Seoane Pardo, Antonio M.; García-Peñalvo, Francisco José

2006-01-01

The aim of this paper is to show how eLearning technologies and methodologies should be useful for teaching and researching Logic. Firstly, a definition and explanation of eLearning and its main modalities will be given. Then, the most important elements and tools of eLearning activities will be shown. Finally, we will give three suggestions to improve learning experience with eLearning applied to Logic. Se muestran diversas tecnologías y metodologías de e-learning útiles en la enseñanza e...

Designing Science Learning with Game-Based Approaches

Science.gov (United States)

Liu, Min; Rosenblum, Jason A.; Horton, Lucas; Kang, Jina

2014-01-01

Given the growing popularity of digital games as a form of entertainment, educators are interested in exploring using digital games as a tool to facilitate learning. In this study, we examine game-based learning by describing a learning environment that combines game elements, play, and authenticity in the real world for the purpose of engaging…

ENVIRONMENTAL LEARNING APPROACHES IN IMPROVING LEARNING OUTCOMES IN ACID-BASE SUBJECT

Directory of Open Access Journals (Sweden)

Rachmat Sahputra

2016-03-01

Full Text Available Learning in the understanding of acid-base chemistry in schools needs to be improved so research to determine differences in learning outcomes between students taught using environmental approaches and methods lectures in class XI SMA on acid-base subject needs to be done. In this study, using a quasi-experimental method using a data collection tool achievement test essay form. The test statistic results of the post-test learning has been obtained Asymp value. Sig (2-tailed 0,026 that showed the differences between students' learning outcomes with a control experimental class with effect size of 0.63 or much influence difference with the percentage 23.57% which indicated that the learning environment approach can improve learning outcomes of high school students.

Does individual learning styles influence the choice to use a web-based ECG learning programme in a blended learning setting?

OpenAIRE

Nilsson, Mikael; ?stergren, Jan; Fors, Uno; Rickenlund, Anette; Jorfeldt, Lennart; Caidahl, Kenneth; Bolinder, Gunilla

2012-01-01

Abstract Background The compressed curriculum in modern knowledge-intensive medicine demands useful tools to achieve approved learning aims in a limited space of time. Web-based learning can be used in different ways to enhance learning. Little is however known regarding its optimal utilisation. Our aim was to investigate if the individual learning styles of medical students influence the choice to use a web-based ECG learning programme in a blended learning setting. Methods The programme, wi...

Radiotherapy: an interactive learning tool

International Nuclear Information System (INIS)

Frenzel, T.; Kruell, A.; Schmidt, R.; Dobrucki, W.; Malys, B.

1998-01-01

The program is primarily intended for radiological medical technicians, student nurses, students of medicine and physics, and doctors. It is designed as a tool for vocational training and further training and gives comprehensive insight into the daily routines of a radiotherapy unit. The chapters deal with: fundamental biological aspects - fundamental physical aspects - radiation sources and irradiation systems - preparatory examinations - therapies and concepts - irradiation planning - irradiation performance - termination of irradiation treatment. For every page displayed, spoken texts and written, on-screen keywords, illustrations, animated sequences and a large number of videos have been combined in a way easy to digest. The software of the program permits handling also by learners less familiar with computer-based learning. (orig./) [de

Supporting traditional instructional methods with a constructivist approach to learning: Promoting conceputal change and understanding of stoichiometry using e-learning tools

Science.gov (United States)

Abayan, Kenneth Munoz

Stoichiometry is a fundamental topic in chemistry that measures a quantifiable relationship between atoms, molecules, etc. Stoichiometry is usually taught using expository teaching methods. Students are passively given information, in the hopes they will retain the transmission of information to be able to solve stoichiometry problems masterfully. Cognitive science research has shown that this kind of instructional teaching method is not very effecting in meaningful learning practice. Instead, students must take ownership of their learning. The students need to actively construct their own knowledge by receiving, interpreting, integrating and reorganizing that information into their own mental schemas. In the absence of active learning practices, tools must be created in such a way to be able to scaffold difficult problems by encoding opportunities necessary to make the construction of knowledge memorable, thereby creating a usable knowledge base. Using an online e-learning tool and its potential to create a dynamic and interactive learning environment may facilitate the learning of stoichiometry. The study entailed requests from volunteer students, IRB consent form, a baseline questionnaire, random assignment of treatment, pre- and post-test assessment, and post assessment survey. These activities were given online. A stoichiometry-based assessment was given in a proctored examination at the University of Texas at Arlington (UTA) campus. The volunteer students who took part in these studies were at least 18 of age and were enrolled in General Chemistry 1441, at the University of Texas at Arlington. Each participant gave their informed consent to use their data in the following study. Students were randomly assigned to one of 4 treatments groups based on teaching methodology, (Dimensional Analysis, Operational Method, Ratios and Proportions) and a control group who just received instruction through lecture only. In this study, an e-learning tool was created to

English for Business: Student Responses to Language Learning through Social Networking Tools

Science.gov (United States)

García Laborda, Jesús; Litzler, Mary Frances

2017-01-01

This action research based case study addresses the situation of a first year class of Business English students at Universidad de Alcalá and their attitudes towards using Web 2.0 tools and social media for language learning. During the semester, the students were asked to collaborate in the creation and use of some tools such as blogs, video…

THREE-DIMENSIONAL WEB-BASED PHYSICS SIMULATION APPLICATION FOR PHYSICS LEARNING TOOL

Directory of Open Access Journals (Sweden)

William Salim

2012-10-01

Full Text Available The purpose of this research is to present a multimedia application for doing simulation in Physics. The application is a web based simulator that implementing HTML5, WebGL, and JavaScript. The objects and the environment will be in three dimensional views. This application is hoped will become the substitute for practicum activity. The current development is the application only covers Newtonian mechanics. Questionnaire and literature study is used as the data collecting method. While Waterfall Method used as the design method. The result is Three-DimensionalPhysics Simulator as online web application. Three-Dimensionaldesign and mentor-mentee relationship is the key features of this application. The conclusion made is Three-DimensionalPhysics Simulator already fulfilled in both design and functionality according to user. This application also helps them to understand Newtonian mechanics by simulation. Improvements are needed, because this application only covers Newtonian Mechanics. There is a lot possibility in the future that this simulation can also covers other Physics topic, such as optic, energy, or electricity.Keywords: Simulation, Physic, Learning Tool, HTML5, WebGL

Open Source for Knowledge and Learning Management: Strategies beyond Tools

Science.gov (United States)

Lytras, Miltiadis, Ed.; Naeve, Ambjorn, Ed.

2007-01-01

In the last years, knowledge and learning management have made a significant impact on the IT research community. "Open Source for Knowledge and Learning Management: Strategies Beyond Tools" presents learning and knowledge management from a point of view where the basic tools and applications are provided by open source technologies.…

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

DEFF Research Database (Denmark)

Weitze, Charlotte Lærke

2015-01-01

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

LEARNING TOOLS INTEROPERABILITY – A NEW STANDARD FOR INTEGRATION OF DISTANCE LEARNING PLATFORMS

Directory of Open Access Journals (Sweden)

Oleksandr A. Shcherbyna

2015-06-01

Full Text Available For information technology in education there is always an issue of re-usage of electronic educational resources, their transferring possibility from one virtual learning environment to another. Previously, standardized sets of files were used to serve this purpose, for example, SCORM-packages. In this article the new standard Learning Tools Interoperability (LTI is reviewed, which allows users from one environment to access resources from another environment. This makes it possible to integrate them into a single distributed learning environment that is created and shared. The article gives examples of the practical use of standard LTI in Moodle learning management system using External tool and LTI provider plugins.

Diagnostic Machine Learning Models for Acute Abdominal Pain: Towards an e-Learning Tool for Medical Students.

Science.gov (United States)

Khumrin, Piyapong; Ryan, Anna; Judd, Terry; Verspoor, Karin

2017-01-01

Computer-aided learning systems (e-learning systems) can help medical students gain more experience with diagnostic reasoning and decision making. Within this context, providing feedback that matches students' needs (i.e. personalised feedback) is both critical and challenging. In this paper, we describe the development of a machine learning model to support medical students' diagnostic decisions. Machine learning models were trained on 208 clinical cases presenting with abdominal pain, to predict five diagnoses. We assessed which of these models are likely to be most effective for use in an e-learning tool that allows students to interact with a virtual patient. The broader goal is to utilise these models to generate personalised feedback based on the specific patient information requested by students and their active diagnostic hypotheses.

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.

Hybrid E-Learning Tool TransLearning: Video Storytelling to Foster Vicarious Learning within Multi-Stakeholder Collaboration Networks

Science.gov (United States)

van der Meij, Marjoleine G.; Kupper, Frank; Beers, Pieter J.; Broerse, Jacqueline E. W.

2016-01-01

E-learning and storytelling approaches can support informal vicarious learning within geographically widely distributed multi-stakeholder collaboration networks. This case study evaluates hybrid e-learning and video-storytelling approach "TransLearning" by investigation into how its storytelling e-tool supported informal vicarious…

MEAT: An Authoring Tool for Generating Adaptable Learning Resources

Science.gov (United States)

Kuo, Yen-Hung; Huang, Yueh-Min

2009-01-01

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

Classroom Habit(us): Digital Learning Tools in a Blended Learning Program

DEFF Research Database (Denmark)

Borsotti, Valeria; Møllenbach, Emilie

2016-01-01

In this exploratory case study we map the educational practice of teachers and students in a professional master of Interaction Design. Through a grounded analysis of the context we describe and reflect on: 1) the use of digital learning tools in a blended learning environment, 2) co...

Piloting a Web-Based Practicum Support Tool: Associate Teachers' Perceived Benefits and Drawbacks

Science.gov (United States)

Petrarca, Diana

2014-01-01

This pilot study explored how a small group of associate teachers responded to a web-based learning tool created specifically to support them in mentoring teacher candidates during the practicum component of an initial teacher education program in Southern Ontario, Canada. The learning tool's content drew from the teacher education literature, and…

Evaluation of Linked Data tools for Learning Analytics

NARCIS (Netherlands)

Drachsler, Hendrik; Herder, Eelco; d'Aquin, Mathieu; Dietze, Stefan

2013-01-01

Drachsler, H., Herder, E., d'Aquin, M., & Dietze, S. (2013, 8-12 April). Evaluation of Linked Data tools for Learning Analytics. Presentation given in the tutorial on 'Using Linked Data for Learning Analytics' at LAK2013, the Third Conference on Learning Analytics and Knowledge, Leuven, Belgium.

From the Reality of Work to Grounded Work-Based Learning in German Vocational Education and Training: Background, Concept and Tools

Directory of Open Access Journals (Sweden)

Michael Gessler

2015-12-01

Full Text Available The "Riga Conclusions" of the European Ministries of Education of 22 June 2015 for the orientation of vocational education and training in Europe are promoting work-based learning as one of five "medium-term deliverables" for the next five years. But: How should and can work-based teaching and learning be designed? Our approach was developed within the German Dual VET System. Therefore it is not surprising that the work reality is for us the major principle for designing curricula and learning settings. As a starting point for developing didactical measures in the field of vocational education and training it is crucial in this approach to identify practices, routines and experiences of skilled workers that are experts for what they are doing. What are those people doing when handling a task, how are they acting, what work objects and tools are they operating with, and what requirements do they have to be aware of? To answer these kinds of questions, the real work in practice must be explored. A useful approach for doing this is a vocational work process analysis. The next step comprises developing a workbased learning project for the classroom. These two steps, vocational work process analysis and work-based learning projects, build the core of the article and enable a grounded work-based learning. Additional the changing priorities of curriculum design in the last century are introduced to reach a better understanding of the background and the actual work-oriented focus in German Dual VET. Our key proposition is: If work-based learning in vocational schools is wanted, the gap between the reality of work and the formal learning settings has to be closed.

A Learning Aid Tool for Power Electronics Converters

Directory of Open Access Journals (Sweden)

O. Bouketir

2005-06-01

Full Text Available It is known that power electronics and its related subjects are not easy to understand for students taking them for first time. This is due to nature of the subjects which involve many areas and disciplines. The introduction of general purpose simulation package has helped the student a step further in understanding this subject. However, because of the generality of these tools and their drag-and drop and ad-hoc features, the students still face problems in designing a converter circuit. In this paper, the problem above is addressed by introducing a learning aid tool that guides the student over prescribed steps to design a power electronics circuit. The tool is knowledge-based system where its knowledge base encompasses two types of knowledge; topologies and switching devices. The first step in the design procedure is the selection of the application of the desired circuit. Then few steps are to be followed to come out with the appropriate topology with the optimum switching devices and parameters. System structure, its different modules and the detailed design procedure are explained in this paper

Student engagement in pharmacology courses using online learning tools.

Science.gov (United States)

Karaksha, Abdullah; Grant, Gary; Anoopkumar-Dukie, Shailendra; Nirthanan, S Niru; Davey, Andrew K

2013-08-12

To assess factors influencing student engagement with e-tools used as a learning supplement to the standard curriculum in pharmacology courses. A suite of 148 e-tools (interactive online teaching materials encompassing the basic mechanisms of action for different drug classes) were designed and implemented across 2 semesters for third-year pharmacy students. Student engagement and use of this new teaching strategy were assessed using a survey instrument and usage statistics for the material. Use of e-tools during semester 1 was low, a finding attributable to a majority (75%) of students either being unaware of or forgetting about the embedded e-tools and a few (20%) lacking interest in accessing additional learning materials. In contrast to semester 1, e-tool use significantly increased in semester 2 with the use of frequent reminders and announcements (ponline teaching and learning resources were only effective in increasing student engagement after the implementation of a "marketing strategy" that included e-mail reminders and motivation.

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

DEFF Research Database (Denmark)

Weitze, Charlotte Lærke

2016-01-01

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

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

Science.gov (United States)

Ku, David Tawei; Huang, Yung-Hsin

2012-01-01

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

Mobilizing Learning: Using Moodle and Online Tools via Smartphones

Directory of Open Access Journals (Sweden)

Salim Said Al-Kindi

2017-09-01

Full Text Available The emergence of smart devices such as smartphones (e.g., iPhone and tablets (e.g., iPad may enhance e-learning by increasing communication and collaborative learning outside the classroom. These devices also facilitate the use of online technologies such as Facebook. However, the adaptation of Learning Management System (LMS services to mobile devices took longer than social networks or online tools such as Facebook and Twitter have already been long used via smartphone. The main purposes of this study are to explore students’ skill levels of LMS (Moodle and their knowledge of online tools or technologies and then examine if there is a correlation between smartphone use and using of online tools and Moodle in learning. The study conducted among 173 students in the Department of Information Studies (DIS in Oman, using online survey. The study found that most students demonstrated high levels of accessing course/subject materials and regularly engaging with studies of using LMSs. YouTube, Wikipedia and Facebook were clearly recorded as the most popular sites among students while LinkedIn and Academia.edu were two online tools that had never been heard of by over half of the 142 participants. Emailing and searching are recorded the most popular online learning activities among students. The study concluded that students prefer to use smartphone for accessing these tools rather than using it to access LMSs, while a positive correlation was found between the use of these tools and smartphones, but there was no correlation between smartphones and using LMSs.

Academic perceptions amongst educators towards eLearning tools in dental education.

Science.gov (United States)

Handal, Boris; Groenlund, Catherine; Gerzina, Tania

2011-04-01

This paper reports an explorative study about academic educators' perceptions towards learning management systems (LMS) and eLearning tools as used in dental education. Fifty-five educators participated in an online survey which explored their views on eLearning tools within the context of their own professional training background and teaching needs. In general, educators felt that the eLearning LMS (also known as WebCT/Blackboard) was a tool that suited their teaching and learning needs in terms of flexibility, interactivity and accessibility despite a significant level of self-reported lack of competence in the technology. The paper describes current eLearning professional development initiatives in light of these findings. © 2011 FDI World Dental Federation.

Development of multi-representation learning tools for the course of fundamental physics

Science.gov (United States)

Huda, C.; Siswanto, J.; Kurniawan, A. F.; Nuroso, H.

2016-08-01

This research is aimed at designing a learning tool based on multi-representation that can improve problem solving skills. It used the research and development approach. It was applied for the course of Fundamental Physics at Universitas PGRI Semarang for the 2014/2015 academic year. Results show gain analysis value of 0.68, which means some medium improvements. The result of t-test is shows a calculated value of 27.35 and a table t of 2.020 for df = 25 and α = 0.05. Results of pre-tests and post-tests increase from 23.45 to 76.15. Application of multi-representation learning tools significantly improves students’ grades.

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

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Arlinah Imam Rahardjo

2008-01-01

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

Problem-based learning interventions in a traditional curriculum are an effective learning tool.

Science.gov (United States)

Townsend, Grant

2011-12-01

on the whole showed a benefit from using PBL, for example in critical reasoning, problem solving abilities and creativity. Some evidence exists that single PBL intervention in a traditional curriculum is an effective learning tool, though test results appear not to be affected.

IdeMatch – a digital tool for innovative, social and transdisciplinary learning designs

DEFF Research Database (Denmark)

Hansen, Gitte Riis

This paper presents IdeMatch which is a digital tool implemented in University College Zealand (UCZ) in spring 2015. IdeMatch is based on educational policies and educational structural intentions and needs, and this paper examines and offers an outline for the learning perspective and the impact...... that IdeMatch has got concerning teaching and learning designs....

Advanced prototyping tools for project- and problem-based learning

DEFF Research Database (Denmark)

Teodorescu, Remus; Bech, Michael Møller; Holm, Allan J.

2002-01-01

A new approach in prototyping for project- and problem-based learning is achieved by using the new Total Development Environment concept introduced by dSPACE that allows a full visual block-oriented programming of dynamic real-time systems to be achieved  using the Matlab/Simulink environment...

Using Mobile Tools to Support Meaningful Work-based Learning in Vocational Education

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Hanna Vuojärvi

2016-11-01

Full Text Available This case study focused on meaningful work-based learning (WBL and the pedagogical use of mobile information and communication technologies (ICTs in vocational tourism education. The aim was to reveal how teaching/tutoring and learning are realized and how the use of smartphones supports the realization of meaningful learning characteristics during WBL periods in highly versatile environments. Within a design-based research framework, the data was collected through learning journals written by students and qualitative interviews. The results of thematic analysis were used to develop a practice-oriented pedagogical model for meaningful WBL. The model visualizes the roles of students, teachers, and companies involved in WBL, the meaningful learning characteristics that can be amplified through the use of mobile ICTs, and the outcomes for each stakeholder. The model suggests structuring WBL through four negotiations involving a student, a teacher, and a company to assure that each student has clearly formulated learning goals and possibilities to pursue those goals regardless of the mobility of their work or facilities during their WBL period.

A remote sensing computer-assisted learning tool developed using the unified modeling language

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Friedrich, J.; Karslioglu, M. O.

The goal of this work has been to create an easy-to-use and simple-to-make learning tool for remote sensing at an introductory level. Many students struggle to comprehend what seems to be a very basic knowledge of digital images, image processing and image arithmetic, for example. Because professional programs are generally too complex and overwhelming for beginners and often not tailored to the specific needs of a course regarding functionality, a computer-assisted learning (CAL) program was developed based on the unified modeling language (UML), the present standard for object-oriented (OO) system development. A major advantage of this approach is an easier transition from modeling to coding of such an application, if modern UML tools are being used. After introducing the constructed UML model, its implementation is briefly described followed by a series of learning exercises. They illustrate how the resulting CAL tool supports students taking an introductory course in remote sensing at the author's institution.

Concept mapping as learning tool in problem-oriented learning

NARCIS (Netherlands)

Fürstenau, B.; Kneppers, L.; Sánchez, J.; Cañas, A.J.; Novak, J.D.

2010-01-01

In two studies we investigated whether concept mapping or summary writing is more effective in supporting students’ learning from authentic problems in the field of business. We interpret concept mapping and summary writing as elaboration tools aiming at helping students to understand new

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

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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

On-Line, Self-Learning, Predictive Tool for Determining Payload Thermal Response

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Jen, Chian-Li; Tilwick, Leon

2000-01-01

This paper will present the results of a joint ManTech / Goddard R&D effort, currently under way, to develop and test a computer based, on-line, predictive simulation model for use by facility operators to predict the thermal response of a payload during thermal vacuum testing. Thermal response was identified as an area that could benefit from the algorithms developed by Dr. Jeri for complex computer simulations. Most thermal vacuum test setups are unique since no two payloads have the same thermal properties. This requires that the operators depend on their past experiences to conduct the test which requires time for them to learn how the payload responds while at the same time limiting any risk of exceeding hot or cold temperature limits. The predictive tool being developed is intended to be used with the new Thermal Vacuum Data System (TVDS) developed at Goddard for the Thermal Vacuum Test Operations group. This model can learn the thermal response of the payload by reading a few data points from the TVDS, accepting the payload's current temperature as the initial condition for prediction. The model can then be used as a predictive tool to estimate the future payload temperatures according to a predetermined shroud temperature profile. If the error of prediction is too big, the model can be asked to re-learn the new situation on-line in real-time and give a new prediction. Based on some preliminary tests, we feel this predictive model can forecast the payload temperature of the entire test cycle within 5 degrees Celsius after it has learned 3 times during the beginning of the test. The tool will allow the operator to play "what-if' experiments to decide what is his best shroud temperature set-point control strategy. This tool will save money by minimizing guess work and optimizing transitions as well as making the testing process safer and easier to conduct.

Development and Evaluation of a Web Map Mind Tool Environment with the Theory of Spatial Thinking and Project-Based Learning Strategy

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Hou, Huei-Tse; Yu, Tsai-Fang; Wu, Yi-Xuan; Sung, Yao-Ting; Chang, Kuo-En

2016-01-01

The theory of spatial thinking is relevant to the learning and teaching of many academic domains. One promising method to facilitate learners' higher-order thinking is to utilize a web map mind tool to assist learners in applying spatial thinking to cooperative problem solving. In this study, an environment is designed based on the theory of…

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

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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…

Evaluating interactive computer-based scenarios designed for learning medical technology.

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Persson, Johanna; Dalholm, Elisabeth Hornyánszky; Wallergård, Mattias; Johansson, Gerd

2014-11-01

The use of medical equipment is growing in healthcare, resulting in an increased need for resources to educate users in how to manage the various devices. Learning the practical operation of a device is one thing, but learning how to work with the device in the actual clinical context is more challenging. This paper presents a computer-based simulation prototype for learning medical technology in the context of critical care. Properties from simulation and computer games have been adopted to create a visualization-based, interactive and contextually bound tool for learning. A participatory design process, including three researchers and three practitioners from a clinic for infectious diseases, was adopted to adjust the form and content of the prototype to the needs of the clinical practice and to create a situated learning experience. An evaluation with 18 practitioners showed that practitioners were positive to this type of tool for learning and that it served as a good platform for eliciting and sharing knowledge. Our conclusion is that this type of tools can be a complement to traditional learning resources to situate the learning in a context without requiring advanced technology or being resource-demanding. Copyright © 2014 Elsevier Ltd. All rights reserved.

Tools for peer assessment in an e-learning environment

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Hugo Nordseth

2010-11-01

Full Text Available Our exploration of peer assessment in the formative feedback of themes within ITL111 Digital Competence for teachers (15 ECTS and GEO102 Physical Geography (15 ECTS is based on support from tools within the LMS, sets of learning based outcomes, rubrics and Six Thinking Hats. The overall effect is improved quality of the student assignments and deeper learning. The best results were registered with the use of rubrics where the students were presented with clearly defined criteria for expected performance on a sample of different themes within the course. In order to perform the peer review, the students had to acquire the basic knowledge of the various themes. In addition, seeing how others solved the assignment provided the student with reflections on the themes that would improve the student's own final portfolio.

Building Personal Learning Environments by using and mixing ICT tools in a professional way

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Linda Castañeda

2010-12-01

Full Text Available This paper reports on a teaching experience of the introduction of ICT tohigher education students in a complementary professional approach and aPersonal Learning Environment (PLE development approach, as well as anaturalistic study based on this experience. The central focus of thismethodology was the use of hands-on sessions to introduce students to somespecific ICT tools, and exploring the building process of an awareness abouttheir Personal Learning environments.In terms of learning, we confirmed that students very much appreciate newways of developing their tasks and their course work. Even when the greatmajority of students associates learning with acquiring only information andsome of them associate learning with memorizing.In terms of Technology, after this experience we can conclude that students,when arriving at university, have no experience –even knowledge- in the useof ICT tools. In addition, students from the first year of the degree don’t thinkthey use Web 2.0 (awareness, and even more, they don’t believe that theycan use ICT tools for learning, even if they actually do. They value, usefultools which help them to plan their tasks, save time, simplify complicatedtasks and, definitively, have fun; but also they specially value the ICT toolsthey discovered, seeing opportunities for Independency, collaboration, selfimportancein the learning processThe vast majority of students have a basic perception of their PLE. Few ofthem don’t relate tools with themselves but with their tasks, and only some ofthem go one step further by establishing more complex relationships betweentools, contents, tasks and themselves enriching each other

Integration of Web 2.0 Tools in Learning a Programming Course

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Majid, Nazatul Aini Abd

2014-01-01

Web 2.0 tools are expected to assist students to acquire knowledge effectively in their university environment. However, the lack of effort from lecturers in planning the learning process can make it difficult for the students to optimize their learning experiences. The aim of this paper is to integrate Web 2.0 tools with learning strategy in…

Medical student web-based formative assessment tool for renal pathology

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Vanesa Bijol

2015-03-01

Full Text Available Background: Web-based formative assessment tools have become widely recognized in medical education as valuable resources for self-directed learning. Objectives: To explore the educational value of formative assessment using online quizzes for kidney pathology learning in our renal pathophysiology course. Methods: Students were given unrestricted and optional access to quizzes. Performance on quizzed and non-quizzed materials of those who used (‘quizzers’ and did not use the tool (‘non-quizzers’ was compared. Frequency of tool usage was analyzed and satisfaction surveys were utilized at the end of the course. Results: In total, 82.6% of the students used quizzes. The greatest usage was observed on the day before the final exam. Students repeated interactive and more challenging quizzes more often. Average means between final exam scores for quizzed and unrelated materials were almost equal for ‘quizzers’ and ‘non-quizzers’, but ‘quizzers’ performed statistically better than ‘non-quizzers’ on both, quizzed (p=0.001 and non-quizzed (p=0.024 topics. In total, 89% of surveyed students thought quizzes improved their learning experience in this course. Conclusions: Our new computer-assisted learning tool is popular, and although its use can predict the final exam outcome, it does not provide strong evidence for direct improvement in academic performance. Students who chose to use quizzes did well on all aspects of the final exam and most commonly used quizzes to practice for final exam. Our efforts to revitalize the course material and promote learning by adding interactive online formative assessments improved students’ learning experience overall.

Learning management system and e-learning tools: an experience of medical students' usage and expectations.

Science.gov (United States)

Back, David A; Behringer, Florian; Haberstroh, Nicole; Ehlers, Jan P; Sostmann, Kai; Peters, Harm

2016-08-20

To investigate medical students´ utilization of and problems with a learning management system and its e-learning tools as well as their expectations on future developments. A single-center online survey has been carried out to investigate medical students´ (n = 505) usage and perception concerning the learning management system Blackboard, and provided e-learning tools. Data were collected with a standardized questionnaire consisting of 70 items and analyzed by quantitative and qualitative methods. The participants valued lecture notes (73.7%) and Wikipedia (74%) as their most important online sources for knowledge acquisition. Missing integration of e-learning into teaching was seen as the major pitfall (58.7%). The learning management system was mostly used for study information (68.3%), preparation of exams (63.3%) and lessons (54.5%). Clarity (98.3%), teaching-related contexts (92.5%) and easy use of e-learning offers (92.5%) were rated highest. Interactivity was most important in free-text comments (n = 123). It is desired that contents of a learning management system support an efficient learning. Interactivity of tools and their conceptual integration into face-to-face teaching are important for students. The learning management system was especially important for organizational purposes and the provision of learning materials. Teachers should be aware that free online sources such as Wikipedia enjoy a high approval as source of knowledge acquisition. This study provides an empirical basis for medical schools and teachers to improve their offerings in the field of digital learning for their students.

Obtaining Global Picture From Single Point Observations by Combining Data Assimilation and Machine Learning Tools

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Shprits, Y.; Zhelavskaya, I. S.; Kellerman, A. C.; Spasojevic, M.; Kondrashov, D. A.; Ghil, M.; Aseev, N.; Castillo Tibocha, A. M.; Cervantes Villa, J. S.; Kletzing, C.; Kurth, W. S.

2017-12-01

Increasing volume of satellite measurements requires deployment of new tools that can utilize such vast amount of data. Satellite measurements are usually limited to a single location in space, which complicates the data analysis geared towards reproducing the global state of the space environment. In this study we show how measurements can be combined by means of data assimilation and how machine learning can help analyze large amounts of data and can help develop global models that are trained on single point measurement. Data Assimilation: Manual analysis of the satellite measurements is a challenging task, while automated analysis is complicated by the fact that measurements are given at various locations in space, have different instrumental errors, and often vary by orders of magnitude. We show results of the long term reanalysis of radiation belt measurements along with fully operational real-time predictions using data assimilative VERB code. Machine Learning: We present application of the machine learning tools for the analysis of NASA Van Allen Probes upper-hybrid frequency measurements. Using the obtained data set we train a new global predictive neural network. The results for the Van Allen Probes based neural network are compared with historical IMAGE satellite observations. We also show examples of predictions of geomagnetic indices using neural networks. Combination of machine learning and data assimilation: We discuss how data assimilation tools and machine learning tools can be combine so that physics-based insight into the dynamics of the particular system can be combined with empirical knowledge of it's non-linear behavior.

The design of instructional tools affects secondary school students' learning of cardiopulmonary resuscitation (CPR) in reciprocal peer learning: a randomized controlled trial.

Science.gov (United States)

Iserbyt, Peter; Byra, Mark

2013-11-01

Research investigating design effects of instructional tools for learning Basic Life Support (BLS) is almost non-existent. To demonstrate the design of instructional tools matter. The effect of spatial contiguity, a design principle stating that people learn more deeply when words and corresponding pictures are placed close (i.e., integrated) rather than far from each other on a page was investigated on task cards for learning Cardiopulmonary Resuscitation (CPR) during reciprocal peer learning. A randomized controlled trial. A total of 111 students (mean age: 13 years) constituting six intact classes learned BLS through reciprocal learning with task cards. Task cards combine a picture of the skill with written instructions about how to perform it. In each class, students were randomly assigned to the experimental group or the control. In the control, written instructions were placed under the picture on the task cards. In the experimental group, written instructions were placed close to the corresponding part of the picture on the task cards reflecting application of the spatial contiguity principle. One-way analysis of variance found significantly better performances in the experimental group for ventilation volumes (P=.03, ηp2=.10) and flow rates (P=.02, ηp2=.10). For chest compression depth, compression frequency, compressions with correct hand placement, and duty cycles no significant differences were found. This study shows that the design of instructional tools (i.e., task cards) affects student learning. Research-based design of learning tools can enhance BLS and CPR education. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

The fourth dimension of tool use: temporally enduring artefacts aid primates learning to use tools.

Science.gov (United States)

Fragaszy, D M; Biro, D; Eshchar, Y; Humle, T; Izar, P; Resende, B; Visalberghi, E

2013-11-19

All investigated cases of habitual tool use in wild chimpanzees and capuchin monkeys include youngsters encountering durable artefacts, most often in a supportive social context. We propose that enduring artefacts associated with tool use, such as previously used tools, partly processed food items and residual material from previous activity, aid non-human primates to learn to use tools, and to develop expertise in their use, thus contributing to traditional technologies in non-humans. Therefore, social contributions to tool use can be considered as situated in the three dimensions of Euclidean space, and in the fourth dimension of time. This notion expands the contribution of social context to learning a skill beyond the immediate presence of a model nearby. We provide examples supporting this hypothesis from wild bearded capuchin monkeys and chimpanzees, and suggest avenues for future research.

Google Translate as a Supplementary Tool for Learning Malay: A Case Study at Universiti Sains Malaysia

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Hossein Bahri

2016-06-01

Full Text Available The present paper examines the use of Google Translate as a supplementary tool for helping international students at Universiti Sains Malaysia (USM to learn and develop their knowledge and skills in learning Bahasa Malaysia (Malay Language. The participants of the study were 16 international students at the School of Languages, Literacies, and Translation, USM who had registered for the LKM 100 Bahasa Malaysia (I course. Based on the literature review, analysis of the collected data, and an assessment of the course content and activities inside and outside the language classroom, the findings suggest that most international students at USM recognize Google Translate as an effective supplementary tool for learning vocabulary, writing, and reading in Bahasa Malaysia. In fact, some students reported that they could optimally benefit from their self-learning if they were assisted to use Google Translate effectively. Moreover, using Google Translate for doing classroom tasks and activities can encourage students to study independently, and to shape their own strategies for solving language learning problems. Keywords: Google Translate, supplementary tool, translation, language learning, Bahasa Malaysia

Animals, Emperors, Senses: Exploring a Story-Based Learning Design in a Museum Setting

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Murmann, Mai; Avraamidou, Lucy

2014-01-01

The aim of this qualitative case study was to explore the use of stories as tools for learning within formal and informal learning environments. The design was based on three areas of interest: (a) the story as a tool for learning; (b) the student as subjects engaging with the story; and (c) the context in which the story learning activity takes…

Cloud-Based SimJavaWeb Software Tool to Learn Simulation

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A. Yu. Bykov

2017-01-01

Full Text Available Currently, in simulation there is a trend towards using the distributed software tools, particularly ones, which are using cloud technologies and the Internet. The article considers a simulation educational tool, implemented as a web application using the Java language with special Java class library developed for simulation. It is focused on a discrete event approach to modeling, similarly to the GPSS language, and intended for queuing systems simulation.The structure of the models obtained using this class library is similar to that of the GPSS language models. Also, the simulation language interpreter similar to GPSS is created using this class library, with some differences in the individual statements.Simulation experiments are performed on the server-side, and on client-side you must use a browser with standard functions to enter the source code into HTML-created form. Mobile devices can be used as clients. The source code of a model can be represented both in the Java language using a class library and in the language similar to GPSS.The simulation system implements functions especially for educational process. For example, there is possibility for a student to upload learning materials on the server, send developed software and reports of test control to the teacher via the Internet, and receive a detailed assessment of their results from the teacher. Also detailed results of passed tests in learning modules are entered, and some other functions are implemented in the system.As examples, the article considers models of the m/M/n/0 type queuing system in Java with a class library, and in the language similar to GPSS, shows simulation results, and presents the analytical model and calculations for this system. Analytical calculations proved that the modeling system is useful, as it overlaps simulation results with the acceptable error. Some approaches to the interaction with students through the Internet, used in modeling environment, can

"iBIM"--internet-based interactive modules: an easy and interesting learning tool for general surgery residents.

Science.gov (United States)

Azer, Nader; Shi, Xinzhe; de Gara, Chris; Karmali, Shahzeer; Birch, Daniel W

2014-04-01

The increased use of information technology supports a resident- centred educational approach that promotes autonomy, flexibility and time management and helps residents to assess their competence, promoting self-awareness. We established a web-based e-learning tool to introduce general surgery residents to bariatric surgery and evaluate them to determine the most appropriate implementation strategy for Internet-based interactive modules (iBIM) in surgical teaching. Usernames and passwords were assigned to general surgery residents at the University of Alberta. They were directed to the Obesity101 website and prompted to complete a multiple-choice precourse test. Afterwards, they were able to access the interactive modules. Residents could review the course material as often as they wanted before completing a multiple-choice postcourse test and exit survey. We used paired t tests to assess the difference between pre- and postcourse scores. Out of 34 residents who agreed to participate in the project, 12 completed the project (35.3%). For these 12 residents, the precourse mean score was 50 ± 17.3 and the postcourse mean score was 67 ± 14 (p = 0.020). Most residents who participated in this study recommended using the iBIMs as a study tool for bariatric surgery. Course evaluation scores suggest this novel approach was successful in transferring knowledge to surgical trainees. Further development of this tool and assessment of implementation strategies will determine how iBIM in bariatric surgery may be integrated into the curriculum.

An interactive, web-based tool for genealogical entity resolution

NARCIS (Netherlands)

Efremova, I.; Ranjbar-Sahraei, B.; Oliehoek, F.A.; Calders, T.G.K.; Tuyls, K.P.

2013-01-01

We demonstrate an interactive, web-based tool which helps historians to do Genealogical Entitiy Resolution. This work has two main goals. First, it uses Machine Learning (ML) algorithms to assist humanites researchers to perform Genealogical Entity Resolution. Second, it facilitates the generation

An Empirical Study of Instructor Adoption of Web-Based Learning Systems

Science.gov (United States)

Wang, Wei-Tsong; Wang, Chun-Chieh

2009-01-01

For years, web-based learning systems have been widely employed in both educational and non-educational institutions. Although web-based learning systems are emerging as a useful tool for facilitating teaching and learning activities, the number of users is not increasing as fast as expected. This study develops an integrated model of instructor…

Learning in Virtual Forest: A Forest Ecosystem in the Web-Based Learning Environment

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Jussila, Terttu; Virtanen, Viivi

2014-01-01

Virtual Forest is a web-based, open-access learning environment about forests designed for primary-school pupils between the ages of 10 and 13 years. It is pedagogically designed to develop an understanding of ecology, to enhance conceptual development and to give a holistic view of forest ecosystems. Various learning tools, such as concept maps,…

A Proposed Functional Abilities Classification Tool for Developmental Disorders Affecting Learning and Behaviour

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Benjamin Klein

2018-02-01

Full Text Available Children with developmental disorders affecting learning and behaviour (DDALB (e.g., attention, social communication, language, and learning disabilities, etc. require individualized support across multiple environments to promote participation, quality of life, and developmental outcomes. Support to enhance participation is based largely on individual profiles of functioning (e.g., communication, cognitive, social skills, executive functioning, etc., which are highly heterogeneous within medical diagnoses. Currently educators, clinicians, and parents encounter widespread difficulties in meeting children’s needs as there is lack of universal classification of functioning and disability for use in school environments. Objective: a practical tool for functional classification broadly applicable for children with DDALB could facilitate the collaboration, identification of points of entry of support, individual program planning, and reassessment in a transparent, equitable process based on functional need and context. We propose such a tool, the Functional Abilities Classification Tool (FACT based on the concepts of the ICF (International Classification of Functioning, Disability and Health. FACT is intended to provide ability and participation classification that is complementary to medical diagnosis. For children presenting with difficulties, the proposed tool initially classifies participation over several environments. Then, functional abilities are classified and personal factors and environment are described. Points of entry for support are identified given an analysis of functional ability profile, personal factors, environmental features, and pattern of participation. Conclusion: case examples, use of the tool and implications for children, agencies, and the system are described.

Conformity Assessment as a Tool for Organizational Learning in Large Engineering and Construction Projects

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Luciano Assalim

2013-05-01

Full Text Available For the successful realization of large engineering and construction projects (LECPs, a systemic organizational learning framework for institutional cooperation is critical. Due to the long project life-cycle of LECPs, this is particularly important for this kind of project. The objective of this paper is to analyze to what extent the conformity assessment of LECPs, carried out under Engineering, Procurement and Construction management (EPCm services, can be used as a tool for organizational learning and cooperation between typical stakeholders (project owners, engineering contractors, EPC contractors; subcontractors and certification bodies. The research, from which this paper emanates, was based on a case study concerning LECPs in an oil and gas company in Brazil. Based on its results, we suggest that the proposed organizational learning framework, supported by the conformity assessment rationale, constitutes an important management tool that can be disseminated in other organizational contexts where conformity assessments of LECPs take place.

Competencies in Organizational E-Learning: Concepts and Tools

Science.gov (United States)

Sicilia, Miguel-Angel, Ed.

2007-01-01

"Competencies in Organizational E-Learning: Concepts and Tools" provides a comprehensive view of the way competencies can be used to drive organizational e-learning, including the main conceptual elements, competency gap analysis, advanced related computing topics, the application of semantic Web technologies, and the integration of competencies…

Lessons learned applying CASE methods/tools to Ada software development projects

Science.gov (United States)

Blumberg, Maurice H.; Randall, Richard L.

1993-01-01

This paper describes the lessons learned from introducing CASE methods/tools into organizations and applying them to actual Ada software development projects. This paper will be useful to any organization planning to introduce a software engineering environment (SEE) or evolving an existing one. It contains management level lessons learned, as well as lessons learned in using specific SEE tools/methods. The experiences presented are from Alpha Test projects established under the STARS (Software Technology for Adaptable and Reliable Systems) project. They reflect the front end efforts by those projects to understand the tools/methods, initial experiences in their introduction and use, and later experiences in the use of specific tools/methods and the introduction of new ones.

An Educational Data Mining Approach to Concept Map Construction for Web based Learning

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Anal ACHARYA

2017-01-01

Full Text Available This aim of this article is to study the use of Educational Data Mining (EDM techniques in constructing concept maps for organizing knowledge in web based learning systems whereby studying their synergistic effects in enhancing learning. This article first provides a tutorial based introduction to EDM. The applicability of web based learning systems in enhancing the efficiency of EDM techniques in real time environment is investigated. Web based learning systems often use a tool for organizing knowledge. This article explores the use of one such tool called concept map for this purpose. The pioneering works by various researchers who proposed web based learning systems in personalized and collaborative environment in this arena are next presented. A set of parameters are proposed based on which personalized and collaborative learning applications may be generalized and their performances compared. It is found that personalized learning environment uses EDM techniques more exhaustively compared to collaborative learning for concept map construction in web based environment. This article can be used as a starting point for freshers who would like to use EDM techniques for concept map construction for web based learning purposes.

COOPERATIVE LEARNING ENVIRONMENT WITH THE WEB 2.0 TOOL E-PORTFOLIOS

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Soh OR KAN

2011-07-01

Full Text Available In recent years, the development of information and communication technology (ICT in the world and Malaysia namely has created a significant impact on the methods of communicating information and knowledge to the learners and consequently, innovative teaching techniques have evolved to change the ways teachers teach and the ways students learn. This study main focuses are directed on developing a cooperative learning environment to promote an active learning environment of smart schools in Malaysia. Within this learning process, multimedia technology and Web 2.0 tools, namely, MyPortfolio were integrated to provide the students to learn on their own as well as to document their progress and experience within this cooperative learning environment. The core purpose of this study is to establish the impact on student learning, their perceptions and learning experiences of the cooperative learning environment using web 2.0 tools among the smart secondary schools students in Malaysia. Surveys were conducted to students to ascertain their reaction towards these learning environment activities. The results of this project were encouraging as the students managed to cope with each other to reach their common goal. The usage of blogs acts as an important tool to enhance team cooperation and to foster a learning community within the class.

Emerging Technologies as Cognitive Tools for Authentic Learning

Science.gov (United States)

Herrington, Jan; Parker, Jenni

2013-01-01

Employing emerging technologies in learning is becoming increasingly important as a means to support the development of digital media literacy. Using a theoretical framework of authentic learning and technology as cognitive tools, this paper examined student responses to the infusion of emerging technologies in a large first year teacher education…

Systemic Assessment as a new tool for assessing students learning ...

African Journals Online (AJOL)

Systemic Assessment [SA] has been shown to be highly effective new tool in raising the level of students academic achievements, improve their ability to learn by enhancing the process of teaching and learning, and converts students from surface to deep learning. It also allow teacher to monitor students learning ...

Blended Learning and Problem Based Learning in a multinational and multidisciplinary setting

DEFF Research Database (Denmark)

Pedersen, Jens Myrup; Lazaro, José; Mank, Lea

2017-01-01

, and a project part where the students work in groups across nationalities and disciplines on real-world Projects posed by companies. This paper presents the evaluations carried out by all participating students, and discusses the experiences with the different learning components including different features...... of the Learning Management System Moodle, which was used for the modules. Moreover, it introduces the concept of just-in-time resources for Problem Based Learning, where we tackle the challenge of providing the students with methods and tools to be used in the projects just when they need it....

Content Development, Presentation and Delivery for eLearning in Nuclear Science and Engineering: Experiences with Emerging Authoring Tools

International Nuclear Information System (INIS)

Bamford, S.; Afriyie, P.; Comlan, E.

2016-01-01

Full text: Transference of explicit knowledge starts from content development, and proceeds with packaging and delivery. A comparative study of some selected authoring tools for knowledge creation in Nuclear Sciences and Engineering education is being carried out at the School of Nuclear and Allied Sciences in Accra, Ghana. These authoring tools include commercial software (Macromedia Suite CS6, Learning 6.0) as well as freeware software (Xerte, eXe). A course, X-ray Fluorescence Spectrometry (NSAP 603), at the postgraduate School of Nuclear and Allied Sciences (SNAS), has been selected for migration onto an eLearning platform. Different authoring tools have been employed to create some ICT-based modules for teaching and learning. This paper therefore shares the experiences realized in moving from course syllabus to digitized modules, integrating pedagogical considerations, the strengths and weakness of the selected authoring tools, user-interactivity and usability of the modules produced. The need and the basis for the adoption of an appropriate authoring tool for creation of scientific, mathematical, and engineering documents and learning materials has also been discussed. Leveraging on ICT to produce pedagogically sound learning materials for eLearning platforms promotes interests of students in nuclear sciences, and ensures continuity in producing qualified professionals. (author

Creating an interactive Web-based e-learning course: a practical introduction for radiologists.

Science.gov (United States)

Hoa, Denis; Micheau, Antoine; Gahide, Gerald

2006-01-01

With the development of e-learning and its ability to provide rich animated content rapidly to a wide audience, new methods for teaching medical imaging have evolved. E-learning tools allow building of learner-focused structured courses. Standards such as shareable content object reference model (SCORM) or Aviation Industry Computer-based Training Committee (AICC) guidelines and recommendations provide the framework required to combine text, images, videos, animations, and quizzes for learning assessment, even if each of these elements is created with different software. The main features to consider when choosing a learning management system are content management, assessment and reporting tools, customization options, course delivery, administration, and security. The tools for building a Web-based course with pages containing text, images, videos, and Flash animations are now accessible to any radiologist. Open-source learning management systems and content authoring software are available at no cost. The authors developed e-MRI.com, a free Web-based e-learning course with interactive animations and simulations, self-tests, and clinical cases to demonstrate the potential of the latest advances in e-learning and pedagogy applied to magnetic resonance imaging physics.

Tools for the Assessment of Learning

Science.gov (United States)

Pappas, Marjorie L.

2007-01-01

Assessment tools enable both learning and assessing. They also give library media specialists snapshots of evidence that demonstrates student understanding of the Information Literacy Standards. Over time the evidence provide a more complete picture of learners' ability to gather, evaluate, and use information to solve problems, make decisions,…

Handwriting as a Tool for Learning in ELT

Science.gov (United States)

Lund, Ragnhild Elisabeth

2016-01-01

This article discusses the role that handwriting can have when writing is used as a tool for learning in English language education. Nineteen Norwegian EFL teacher training students were interviewed in focus groups about their own practices and their thoughts about writing-to-learn activities. All the students said that they prefer to write by…

Student Engagement in Pharmacology Courses Using Online Learning Tools

Science.gov (United States)

Karaksha, Abdullah; Grant, Gary; Anoopkumar-Dukie, Shailendra; Nirthanan, S. Niru

2013-01-01

Objective. To assess factors influencing student engagement with e-tools used as a learning supplement to the standard curriculum in pharmacology courses. Design. A suite of 148 e-tools (interactive online teaching materials encompassing the basic mechanisms of action for different drug classes) were designed and implemented across 2 semesters for third-year pharmacy students. Assessment. Student engagement and use of this new teaching strategy were assessed using a survey instrument and usage statistics for the material. Use of e-tools during semester 1 was low, a finding attributable to a majority (75%) of students either being unaware of or forgetting about the embedded e-tools and a few (20%) lacking interest in accessing additional learning materials. In contrast to semester 1, e-tool use significantly increased in semester 2 with the use of frequent reminders and announcements (pstudent engagement after the implementation of a “marketing strategy” that included e-mail reminders and motivation. PMID:23966728

LinkedIn as a Learning Tool in Business Education

Science.gov (United States)

Cooper, Brett; Naatus, Mary Kate

2014-01-01

This article summarizes the existing research on social media as a learning tool in higher education and adds to the literature on incorporating social media tools into collegiate business education by suggesting specific course content areas of business where LinkedIn exercises and training can be incorporated. LinkedIn as a classroom tool cannot…

Open Educational Resources in Support of Science Learning: Tools for Inquiry and Observation

Science.gov (United States)

Scanlon, Eileen

2012-01-01

This article focuses on the potential of free tools, particularly inquiry tools for influencing participation in twenty-first-century learning in science, as well as influencing the development of communities around tools. Two examples are presented: one on the development of an open source tool for structured inquiry learning that can bridge the…

Comparison of technology-based cooperative learning with technology-based individual learning in enhancing fundamental nursing proficiency.

Science.gov (United States)

Lin, Zu-Chun

2013-05-01

The aim of nursing education is to prepare students with critical thinking, high interests in profession and high proficiency in patient care. Cooperative learning promotes team work and encourages knowledge building upon discussion. It has been viewed as one of the most powerful learning methods. Technology has been considered an influential tool in teaching and learning. It assists students in gathering more information to solve the problems and master skills better. The purpose of this study was to compare the effect of technology-based cooperative learning with technology-based individual learning in nursing students' critical thinking in catheterization knowledge gaining, error discovering, skill acquisitions, and overall scores. This study used a pretest-posttest experimental design. Ninety-eight students were assigned randomly to one of two groups. Questionnaires and tests were collected at baseline and after completion of intervention. The results of this study showed that there was no significant difference in related catheterization skill performance. However, the remaining variables differed greatly between the two groups. CONCLUSIONS AND APPLICATIONS: This study's findings guide the researchers and instructors to use technology-based cooperative learning more appropriately. Future research should address the design of the course module and the availability of mobile devices to reach student-centered and learn on the move goals. Copyright © 2011 Elsevier Ltd. All rights reserved.

Estimating Students’ Satisfaction with Web Based Learning System in Blended Learning Environment

Directory of Open Access Journals (Sweden)

Sanja Bauk

2014-01-01

Full Text Available Blended learning became the most popular educational model that universities apply for teaching and learning. This model combines online and face-to-face learning environments, in order to enhance learning with implementation of new web technologies and tools in learning process. In this paper principles of DeLone and Mclean success model for information system are applied to Kano two-dimensional model, for categorizing quality attributes related to satisfaction of students with web based learning system used in blended learning model. Survey results are obtained among the students at “Mediterranean” University in Montenegro. The (dysfunctional dimensions of Kano model, including Kano basic matrix for assessment of the degree of students’ satisfaction level, have been considered in some more detail through corresponding numerical, graphical, and statistical analysis.

Effects of Educational Blogging on Perceptions of Science and Technology Education Students toward Web as a Learning Tool

Directory of Open Access Journals (Sweden)

Erkan Tekinarslan

2012-06-01

Full Text Available The purpose of this study is to investigate effects of educational blogging on perceptions (e.g., attitude, self-efficacy of undergraduate students in Science and Technology Education program toward Web as a learning tool. In addition, this study examines opinions of the Science and Technology Education students about contribution of educational blogging to the students’ perceptions toward Web as a learning tool, knowledge in the field, and advantages and disadvantages of educational blogging. The methodological frame of this study is based on both one group pre-test and post-test design, and qualitative approaches including observations, interviews and document analyses. A total of 32 undergraduate students voluntarily participated in the pre-test and post-test sections, and 25 students participated in the interviews. The findings indicate that educational blogging have positive effects over the students’ attitudes on the usability, selfefficacy, affective and Web-based learning subscales. In addition, the qualitative findings reveal positive contributions of educational blogging to the students’ knowledge in the field, and to the perceptions and thoughts of the students toward Web as a learning tool

GIS learning tool for world's largest earthquakes and their causes

Science.gov (United States)

Chatterjee, Moumita

The objective of this thesis is to increase awareness about earthquakes among people, especially young students by showing the five largest and two most predictable earthquake locations in the world and their plate tectonic settings. This is a geographic based interactive tool which could be used for learning about the cause of great earthquakes in the past and the safest places on the earth in order to avoid direct effect of earthquakes. This approach provides an effective way of learning for the students as it is very user friendly and more aligned to the interests of the younger generation. In this tool the user can click on the various points located on the world map which will open a picture and link to the webpage for that point, showing detailed information of the earthquake history of that place including magnitude of quake, year of past quakes and the plate tectonic settings that made this place earthquake prone. Apart from knowing the earthquake related information students will also be able to customize the tool to suit their needs or interests. Students will be able to add/remove layers, measure distance between any two points on the map, select any place on the map and know more information for that place, create a layer from this set to do a detail analysis, run a query, change display settings, etc. At the end of this tool the user has to go through the earthquake safely guidelines in order to be safe during an earthquake. This tool uses Java as programming language and uses Map Objects Java Edition (MOJO) provided by ESRI. This tool is developed for educational purpose and hence its interface has been kept simple and easy to use so that students can gain maximum knowledge through it instead of having a hard time to install it. There are lots of details to explore which can help more about what a GIS based tool is capable of. Only thing needed to run this tool is latest JAVA edition installed in their machine. This approach makes study more fun and

Case study: to investigate blogging as an e-learning tool in post-primary schools

OpenAIRE

Conroy, Patty

2011-01-01

non-peer-reviewed The purpose of this case study is to investigate blogging as an e-learning tool. The era of e-learning has truly arrived. Educators have at their hands many free e-learning tools. It can be no longer the case of how information technology can be incorporated into the classroom but how effective each e-learning tool is to us as educators. Educators need to embrace e-learning combined with traditional teaching methods in order to engage and motivate our students most of who...

Web-based learning: pros, cons and controversies.

Science.gov (United States)

Cook, David A

2007-01-01

Advantages of web-based learning (WBL) in medical education include overcoming barriers of distance and time, economies of scale, and novel instructional methods, while disadvantages include social isolation, up-front costs, and technical problems. Web-based learning is purported to facilitate individualised instruction, but this is currently more vision than reality. More importantly, many WBL instructional designs fail to incorporate principles of effective learning, and WBL is often used for the wrong reasons (e.g., for the sake of technology). Rather than trying to decide whether WBL is superior to or equivalent to other instructional media (research addressing this question will always be confounded), we should accept it as a potentially powerful instructional tool, and focus on learning when and how to use it. Educators should recognise that high fidelity, multimedia, simulations, and even WBL itself will not always be necessary to effectively facilitate learning.

[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.

WebQuests as Language-Learning Tools

Science.gov (United States)

Aydin, Selami

2016-01-01

This study presents a review of the literature that examines WebQuests as tools for second-language acquisition and foreign language-learning processes to guide teachers in their teaching activities and researchers in further research on the issue. The study first introduces the theoretical background behind WebQuest use in the mentioned…

Reinforcement Learning Based on the Bayesian Theorem for Electricity Markets Decision Support

DEFF Research Database (Denmark)

Sousa, Tiago; Pinto, Tiago; Praca, Isabel

2014-01-01

This paper presents the applicability of a reinforcement learning algorithm based on the application of the Bayesian theorem of probability. The proposed reinforcement learning algorithm is an advantageous and indispensable tool for ALBidS (Adaptive Learning strategic Bidding System), a multi...

Web-Based Learning Information System for Web 3.0

Science.gov (United States)

Rego, Hugo; Moreira, Tiago; García-Peñalvo, Francisco Jose

With the emergence of Web/eLearning 3.0 we have been developing/adjusting AHKME in order to face this great challenge. One of our goals is to allow the instructional designer and teacher to access standardized resources and evaluate the possibility of integration and reuse in eLearning systems, not only content but also the learning strategy. We have also integrated some collaborative tools for the adaptation of resources, as well as the collection of feedback from users to provide feedback to the system. We also provide tools for the instructional designer to create/customize specifications/ontologies to give structure and meaning to resources, manual and automatic search with recommendation of resources and instructional design based on the context, as well as recommendation of adaptations in learning resources. We also consider the concept of mobility and mobile technology applied to eLearning, allowing access by teachers and students to learning resources, regardless of time and space.

Applications of learning based systems at AREVA group

International Nuclear Information System (INIS)

Jeanmart, F.; Leclerc, C.

2006-01-01

As part of its work on advanced information systems, AREVA is exploring the use of computerized tools based on 'machine learning' techniques. Some of these studies are being carried out by EURIWARE - continuing on from previous work done by AREVA NC - focused on the supervision of complex systems. Systems based on machine learning techniques are one of the possible solutions being investigated by AREVA: knowing that the stakes are high and involve better anticipation and control and high financial considerations. (authors)

Integration of Problem-Based Learning and Web-Based Multimedia to Enhance Soil Management Course

Science.gov (United States)

Strivelli, R.; Krzic, M.; Crowley, C.; Dyanatkar, S.; Bomke, A.; Simard, S.; Grand, S.

2012-04-01

In an attempt to address declining enrolment in soil science programs and the changing learning needs of 21st century students, several universities in North America and around the world have re-organized their soil science curriculum and adopted innovative educational approaches and web-based teaching resources. At the University of British Columbia, Canada, an interdisciplinary team set out to integrate teaching approaches to address this trend. The objective of this project was to develop an interactive web-based teaching resource, which combined a face-to-face problem-based learning (PBL) case study with multimedia to illustrate the impacts of three land-uses on soil transformation and quality. The Land Use Impacts (LUI) tool (http://soilweb.landfood.ubc.ca/luitool/) was a collaborative and concentrated effort to maximize the advantages of two educational approaches: (1) the web's interactivity, flexibility, adaptability and accessibility, and (2) PBL's ability to foster an authentic learning environment, encourage group work and promote the application of core concepts. The design of the LUI case study was guided by Herrington's development principles for web-based authentic learning. The LUI tool presented students with rich multimedia (streaming videos, text, data, photographs, maps, and weblinks) and real world tasks (site assessment and soil analysis) to encourage students to utilize knowledge of soil science in collaborative problem-solving. Preliminary student feedback indicated that the LUI tool effectively conveyed case study objectives and was appealing to students. The resource is intended primarily for students enrolled in an upper level undergraduate/graduate university course titled Sustainable Soil Management but it is flexible enough to be adapted to other natural resource courses. Project planning and an interactive overview of the tool will be given during the presentation.

Ask-the-expert: Active Learning Based Knowledge Discovery Using the Expert

Science.gov (United States)

Das, Kamalika; Avrekh, Ilya; Matthews, Bryan; Sharma, Manali; Oza, Nikunj

2017-01-01

Often the manual review of large data sets, either for purposes of labeling unlabeled instances or for classifying meaningful results from uninteresting (but statistically significant) ones is extremely resource intensive, especially in terms of subject matter expert (SME) time. Use of active learning has been shown to diminish this review time significantly. However, since active learning is an iterative process of learning a classifier based on a small number of SME-provided labels at each iteration, the lack of an enabling tool can hinder the process of adoption of these technologies in real-life, in spite of their labor-saving potential. In this demo we present ASK-the-Expert, an interactive tool that allows SMEs to review instances from a data set and provide labels within a single framework. ASK-the-Expert is powered by an active learning algorithm for training a classifier in the backend. We demonstrate this system in the context of an aviation safety application, but the tool can be adopted to work as a simple review and labeling tool as well, without the use of active learning.

Automated cell analysis tool for a genome-wide RNAi screen with support vector machine based supervised learning

Science.gov (United States)

Remmele, Steffen; Ritzerfeld, Julia; Nickel, Walter; Hesser, Jürgen

2011-03-01

RNAi-based high-throughput microscopy screens have become an important tool in biological sciences in order to decrypt mostly unknown biological functions of human genes. However, manual analysis is impossible for such screens since the amount of image data sets can often be in the hundred thousands. Reliable automated tools are thus required to analyse the fluorescence microscopy image data sets usually containing two or more reaction channels. The herein presented image analysis tool is designed to analyse an RNAi screen investigating the intracellular trafficking and targeting of acylated Src kinases. In this specific screen, a data set consists of three reaction channels and the investigated cells can appear in different phenotypes. The main issue of the image processing task is an automatic cell segmentation which has to be robust and accurate for all different phenotypes and a successive phenotype classification. The cell segmentation is done in two steps by segmenting the cell nuclei first and then using a classifier-enhanced region growing on basis of the cell nuclei to segment the cells. The classification of the cells is realized by a support vector machine which has to be trained manually using supervised learning. Furthermore, the tool is brightness invariant allowing different staining quality and it provides a quality control that copes with typical defects during preparation and acquisition. A first version of the tool has already been successfully applied for an RNAi-screen containing three hundred thousand image data sets and the SVM extended version is designed for additional screens.

Incorporation of project-based learning into an occupational health course.

Science.gov (United States)

Dehdashti, Alireza; Mehralizadeh, Semira; Kashani, Masoud Motalebi

2013-01-01

Use of an appropriate teaching approach is a major concern for faculty members who are involved in occupational health and safety academic education. The challenge is to explore teaching tools to equip students with knowledge and skills to prepare them for their practices, in which they will encounter occupational health and safety issues in various occupational settings. The current study presents the design and implementation of a team project-based learning approach for undergraduate occupational health students to examine the appropriateness and perceptions of students and educators with regard to such a learning experience. Steps were taken to guide the educators and students through the learning process based on projects completed in teams. The research tools for collecting data were a questionnaire and semi-structured interviews with participants. The results illustrated that use of the proposed teaching approach as part of occupational health education may have the potential to motivate and enhance the active roles of educators and students in the learning process, and improve students' technical and social skills that are crucial for practice in the occupational health field. The study findings showed that project-based learning may provide a promising teaching strategy in the education and training of occupational health students. In addition, academic institutions should encourage educators to plan, introduce and evaluate the effectiveness of project-based learning.

"In Our Own Words": Creating Videos as Teaching and Learning Tools

Directory of Open Access Journals (Sweden)

Norda Majekodunmi

2012-11-01

Full Text Available Online videos, particularly those on YouTube, have proliferated on the internet; watching them has become part of our everyday activity. While libraries have often harnessed the power of videos to create their own promotional and informational videos, few have created their own teaching and learning tools beyond screencasting videos. In the summer of 2010, the authors, two librarians at York University, decided to work on a video project which culminated in a series of instructional videos entitled “Learning: In Our Own Words.” The purpose of the video project was twofold: to trace the “real” experience of incoming students and their development of academic literacies skills (research, writing and learning throughout their first year, and to create videos that librarians and other instructors could use as instructional tools to engage students in critical thinking and discussion. This paper outlines the authors’ experience filming the videos, creating a teaching guide, and screening the videos in the classroom. Lessons learned during this initiative are discussed in the hope that more libraries will develop videos as teaching and learning tools.

Student notes as a mediating tool for learning in school subjects

DEFF Research Database (Denmark)

Christensen, Torben Spanget

2016-01-01

-writing function as a tool for a shift in identity from school child to student?. Perceptions of note-writing by two male students and students notes from the school subject bussines economics are analysed. It is concluded that note-writing can function as a tool for learning. Writing notes often allow students...... discource language which must be considered learning subjects. It is concluded that.note writing can mediate between subject discourse language and everyday language, and thereby also function as a tool to identity shift....

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.

STUDENT OPINION TOWARDS USING AN OPEN SOURCE LEARNING MANAGEMENT SYSTEM TOGETHER WITH A COLLABORATIVE TOOL

Directory of Open Access Journals (Sweden)

Nadire Cavus

2008-12-01

Full Text Available This paper is about a pilot study which has been carried out at the Near East University during the 2004/5 FallSemester using the Moodle LMS together with GREWPtool collaborative editor. The system has been tested with 36students taking the Java and the Pascal programming courses. The results of the pilot study showed that a LearningManagement System can be made more efficient if it is enhanced by a collaborative learning tool. Our results have alsoshown that programming languages such as Pascal and Java can be thought successfully in a web-based environment usingan LMS system together with a collaborative tool

The Theory of Planned Behaviour Applied to Search Engines as a Learning Tool

Science.gov (United States)

Liaw, Shu-Sheng

2004-01-01

Search engines have been developed for helping learners to seek online information. Based on theory of planned behaviour approach, this research intends to investigate the behaviour of using search engines as a learning tool. After factor analysis, the results suggest that perceived satisfaction of search engine, search engines as an information…

Tools, courses, and learning pathways offered by the National Interagency Fuels, Fire, and Vegetation Technology Transfer

Science.gov (United States)

Eva K. Strand; Kathy H. Schon; Jeff Jones

2010-01-01

Technological advances in the area of fuel and wildland fire management have created a need for effective decision support tools and technology training. The National Interagency Fuels Committee and LANDFIRE have chartered a team to develop science-based learning tools for assessment of fire and fuels and to provide online training and technology transfer to help...

Learning Words through Computer-Adaptive Tool

DEFF Research Database (Denmark)

Zhang, Chun

2005-01-01

construction, I stress the design of a test theory, namely, a learning algorithm. The learning algorithm is designed under such principles that users experience both 'elaborative rehearsal’ (aspects in receptive and productive learning) and 'expanding rehearsal, (memory-based learning and repetitive act...

Concept Mapping as an Innovative Tool for the Assessment of Learning: An Experimental Experience among Business Management Degree Students

Science.gov (United States)

Ruiz-Palomino, Pablo; Martinez-Canas, Ricardo

2013-01-01

In the search to improve the quality of education at the university level, the use of concept mapping is becoming an important instructional technique for enhancing the teaching-learning process. This educational tool is based on cognitive theories by making a distinction between learning by rote (memorizing) and learning by meaning, where…

Computer-based learning in neuroanatomy: A longitudinal study of learning, transfer, and retention

Science.gov (United States)

Chariker, Julia H.

A longitudinal experiment was conducted to explore computer-based learning of neuroanatomy. Using a realistic 3D graphical model of neuroanatomy, and sections derived from the model, exploratory graphical tools were integrated into interactive computer programs so as to allow adaptive exploration. 72 participants learned either sectional anatomy alone or learned whole anatomy followed by sectional anatomy. Sectional anatomy was explored either in perceptually continuous animation or discretely, as in the use of an anatomical atlas. Learning was measured longitudinally to a high performance criterion. After learning, transfer to biomedical images and long-term retention was tested. Learning whole anatomy prior to learning sectional anatomy led to a more efficient learning experience. Learners demonstrated high levels of transfer from whole anatomy to sectional anatomy and from sectional anatomy to complex biomedical images. All learning groups demonstrated high levels of retention at 2--3 weeks.

Development of a virtual tool for learning basic organisation and planning in rural engineering projects

Science.gov (United States)

Redel-Macías, María Dolores; Castillo, Carlos; Aguilar Porro, Cristina; Polo, María; Taguas, Encarnación V.

2014-09-01

This paper presents a virtual lab for the contents of an Engineering project, for designing an agro-industrial building, which is also useful for a range of different transversal courses in Engineering sciences. The aims of this tool are to analyse the most important contents of a project-document (calculation, regulations, drawings and budgets), as well as their relationship with the activities which make up the work and the schedule. The design criteria we considered were: its online applications and their compatibility with Moodle; the inclusion of different learning approaches, such as exploratory learning and inquiry-based learning; its interactivity, and the use of multimedia elements for visualisation and direct analysis on material common to Engineering subjects. The students' perceptions of the improvements brought by the virtual lab were analysed statistically through a series of questions over two academic years. The results of the questionnaires suggested that most of those who had used the e-learning tool valued positively its overall suitability for reaching the objectives in their subject as well as the way it improved the working methodology. The practical knowledge acquired by the students was also highly valued. In addition, the lack of constraints commonly related to field trips (expenses, time and complexity) illustrates the utility of self-access learning tools in key transversal disciplines such as Engineering projects.

Interactive, technology-enhanced self-regulated learning tools in healthcare education: a literature review.

Science.gov (United States)

Petty, Julia

2013-01-01

Learning technology is increasingly being implemented for programmes of blended learning within nurse education. With a growing emphasis on self-directed study particularly in post-basic education, there is a need for learners to be guided in their learning away from practice and limited classroom time. Technology-enabled (TE) tools which engage learners actively can play a part in this. The effectiveness and value of interactive TE learning strategies within healthcare is the focus of this paper. To identify literature that explores the effectiveness of interactive, TE tools on knowledge acquisition and learner satisfaction within healthcare with a view to evaluating their use for post-basic nurse education. A Literature Review was performed focusing on papers exploring the comparative value and perceived benefit of TE tools compared to traditional modes of learning within healthcare. The Databases identified as most suitable due to their relevance to healthcare were accessed through EBSCOhost. Primary, Boolean and advanced searches on key terms were undertaken. Inclusion and exclusion criteria were applied which resulted in a final selection of 11 studies for critique. Analysis of the literature found that knowledge acquisition in most cases was enhanced and measured learner satisfaction was generally positive for interactive, self-regulated TE tools. However, TE education may not suit all learners and this is critiqued in the light of the identified limitations. Interactive self regulation and/or testing can be a valuable learning strategy that can be incorporated into self-directed programmes of study for post-registration learners. Whilst acknowledging the learning styles not suited to such tools, the concurrent use of self-directed TE tools with those learning strategies necessitating a more social presence can work together to support enhancement of knowledge required to deliver rationale for nursing practice. Copyright © 2012 Elsevier Ltd. All rights

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

NARCIS (Netherlands)

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

2004-01-01

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

Learning Potential in Narrative Writing: Measuring the Psychometric Properties of an Assessment Tool.

Science.gov (United States)

Gurgel, Léia G; de Oliveira, Mônica M C; Joly, Maria C R A; Reppold, Caroline T

2017-01-01

Objective: The Computerized and Dynamic Writing Test (TIDE) is designed to examine the learning potential of adolescents in narrative writing. This was a validation study of the TIDE based on its internal structure. Learning potential is responsible for cognitive modifiabilty according to the Theory of Cognitive Structural Modifiability (CSM) developed by Feüerstein. Method: Included 304 participants between 10 and 17 years of age from schools in the South of Brazil. The data collection involved student groups that were divided according to age and school grade. Each participant reponded to the TIDE for an average of 50 min in the school's computer lab. The participants' selection criteria were: being regularly enrolled in the fifth to eighth grade and providing an informed consent form signed by a responsible caregiver. The exclusion criteria included: neurological problems, having been held back in school for two or more years, not cooperating, not completing the test for any reason and physical conditions impeding the assessment. Results: The Kendall test indicated agreement between two evaluators, who corrected the participants' first and second texts that resulted from applying the TIDE. The TIDE is divided into three modules. Factor analysis was applied to the first module (pre-test), which revealed a division in two factors, and to the second module (instructional module), which was divided in three factors. The reliability of the TIDE items was verified using Cronbach's Alpha with coefficients >0.7. The analysis of the third module (post-test) was based on McNemar's Test and showed statistically significant results that demonstrated an evolution in the participants' learning potential. Conclusion: The TIDE proved to be valid and is considered a relevant tool for speech, language, hearing, psychological and educational assessment. The original nature of the tool presented here is highlighted, based on the dynamic assessment method, offering data on a

Learning Potential in Narrative Writing: Measuring the Psychometric Properties of an Assessment Tool

Directory of Open Access Journals (Sweden)

Léia G. Gurgel

2017-05-01

Full Text Available Objective: The Computerized and Dynamic Writing Test (TIDE is designed to examine the learning potential of adolescents in narrative writing. This was a validation study of the TIDE based on its internal structure. Learning potential is responsible for cognitive modifiabilty according to the Theory of Cognitive Structural Modifiability (CSM developed by Feüerstein.Method: Included 304 participants between 10 and 17 years of age from schools in the South of Brazil. The data collection involved student groups that were divided according to age and school grade. Each participant reponded to the TIDE for an average of 50 min in the school's computer lab. The participants' selection criteria were: being regularly enrolled in the fifth to eighth grade and providing an informed consent form signed by a responsible caregiver.The exclusion criteria included: neurological problems, having been held back in school for two or more years, not cooperating, not completing the test for any reason and physical conditions impeding the assessment.Results: The Kendall test indicated agreement between two evaluators, who corrected the participants' first and second texts that resulted from applying the TIDE. The TIDE is divided into three modules. Factor analysis was applied to the first module (pre-test, which revealed a division in two factors, and to the second module (instructional module, which was divided in three factors. The reliability of the TIDE items was verified using Cronbach's Alpha with coefficients >0.7. The analysis of the third module (post-test was based on McNemar's Test and showed statistically significant results that demonstrated an evolution in the participants' learning potential.Conclusion: The TIDE proved to be valid and is considered a relevant tool for speech, language, hearing, psychological and educational assessment. The original nature of the tool presented here is highlighted, based on the dynamic assessment method, offering data

User Perspectives of Reference Management Software in a Context-Based Learning Situation

Directory of Open Access Journals (Sweden)

Sara Akramy

2013-12-01

Full Text Available Scientific writing is an important aspect of the student's education. Writing requires the student to give reference sources in a proper manner in accordance with a certain style. Experience has found that the process to deal with different styles requires time. Critical thinking is a fundamental requirement in scientific work and as such requires no detailed knowledge about different styles structure. Today's technology makes it possible to facilitate scientific writing using reference management software. The current reference management tools available are license-based and others are available free through the Internet. In recent years, social media, such as Facebook, Blogs and Wikipedia have received increasing attention. The discussion, in educational settings, has touched on the pros and cons, but also on the potential opportunities using social media in educational settings. Social media creates opportunities for communication, which in turn affects learning. This learning can be described as collaborative. Illeris (2007 points out that such learning refers to activities where a group of people strive to learn and develop something together. Thus, it is the technical possibilities that facilitate communication and learning. From an educational point of view Vygotsky appears to be central in terms of pedagogy and technology. His theoretical argument is based on a sociocultural perspective where people learn from each other and are believed to be active in its social context using technology as a helpful instrument. Individual knowledge thus grows between individuals (Vygotsky, 1978. The teacher's role, based on Vygotsky's sociocultural perspective, is to encourage good learning environments, and thus use existing technology in the educational setting. With this background, the purpose of this study was to examine two different reference management software tools, Zotero (a social media free downloaded from Internet and EndNote (license

Collaborative Communication in Work Based Learning Programs

Science.gov (United States)

Wagner, Stephen Allen

2017-01-01

This basic qualitative study, using interviews and document analysis, examined reflections from a Work Based Learning (WBL) program to understand how utilizing digital collaborative communication tools influence the educational experience. The Community of Inquiry (CoI) framework was used as a theoretical frame promoting the examination of the…

Instructional Designers' Media Selection Practices for Distributed Problem-Based Learning Environments

Science.gov (United States)

Fells, Stephanie

2012-01-01

The design of online or distributed problem-based learning (dPBL) is a nascent, complex design problem. Instructional designers are challenged to effectively unite the constructivist principles of problem-based learning (PBL) with appropriate media in order to create quality dPBL environments. While computer-mediated communication (CMC) tools and…

Effects of Computer-Based Visual Representation on Mathematics Learning and Cognitive Load

Science.gov (United States)

Yung, Hsin I.; Paas, Fred

2015-01-01

Visual representation has been recognized as a powerful learning tool in many learning domains. Based on the assumption that visual representations can support deeper understanding, we examined the effects of visual representations on learning performance and cognitive load in the domain of mathematics. An experimental condition with visual…

Computer-aided tool for the teaching of relational algebra in data base courses

Directory of Open Access Journals (Sweden)

Johnny Villalobos Murillo

2016-03-01

Full Text Available This article describes the design and implementation of computer-aided tool called Relational Algebra Translator (RAT in data base courses, for the teaching of relational algebra. There was a problem when introducing the relational algebra topic in the course EIF 211 Design and Implementation of Databases, which belongs to the career of Engineering in Information Systems of the National University of Costa Rica, because students attending this course were lacking profound mathematical knowledge, which led to a learning problem, being this an important subject to understand what the data bases search and request do RAT comes along to enhance the teaching-learning process. It introduces the architectural and design principles required for its implementation, such as: the language symbol table, the gramatical rules and the basic algorithms that RAT uses to translate from relational algebra to SQL language. This tool has been used for one periods and has demonstrated to be effective in the learning-teaching process.  This urged investigators to publish it in the web site: www.slinfo.una.ac.cr in order for this tool to be used in other university courses.

Design based action research in the world of robot technology and learning

DEFF Research Database (Denmark)

Majgaard, Gunver

2010-01-01

Why is design based action research method important in the world of robot technology and learning? The article explores how action research and interaction-driven design can be used in development of educational robot technological tools. The actual case is the development of “Fraction Battle......” which is about learning fractions in primary school. The technology is based on robot technology. An outdoor digital playground is taken into to the classroom and then redesigned. The article argues for interaction design takes precedence to technology or goal driven design for development...... of educational tools....

Knowledge Representation and Reasoning in Personalized Web-Based e-Learning Applications

DEFF Research Database (Denmark)

Dolog, Peter

2006-01-01

a user inferred from user interactions with the eLeanrning systems is used to adapt o®ered learning resources and guide a learner through them. This keynote gives an overview about knowledge and rules taken into account in current adaptive eLearning prototypes when adapting learning instructions....... Adaptation is usually based on knowledge about learning esources and users. Rules are used for heuristics to match the learning resources with learners and infer adaptation decisions.......Adaptation that is so natural for teaching by humans is a challenging issue for electronic learning tools. Adaptation in classic teaching is based on observations made about students during teaching. Similar idea was employed in user-adapted (personalized) eLearning applications. Knowledge about...

Facilitating Problem-Based Learning in Teams with Scrum

DEFF Research Database (Denmark)

Ovesen, Nis

2013-01-01

Project-organised and problem-based learning (POPBL) is becoming increasingly popular across universities all over the world, and hence this, it is also gaining currency in some university-based design educations. At Aalborg University, the curriculum in Industrial Design engineering is no except......Project-organised and problem-based learning (POPBL) is becoming increasingly popular across universities all over the world, and hence this, it is also gaining currency in some university-based design educations. At Aalborg University, the curriculum in Industrial Design engineering...... is no exception: Each semester, students are divided into groups and work with various problems or issues partly defined by themselves within the frame of the semester theme. During the first year at Aalborg University, students are taught how to manage and plan projects independently with the use of common...... planning tools like Gantt charts, schedules and simple resource management practices – tools, which are used throughout the education. However, this paper argues that these common project planning and management practices – typically representing rigid “plan-your-work, then work-your-plan” approaches – do...

Evaluation of a web-based asynchronous pediatric emergency medicine learning tool for residents and medical students.

Science.gov (United States)

Burnette, Kreg; Ramundo, Maria; Stevenson, Michelle; Beeson, Michael S

2009-12-01

To examine the effectiveness of an asynchronous learning tool consisting of web-based lectures for trainees covering major topics pertinent to pediatric emergency medicine (PEM) and to assess resident and student evaluation of this mode of education. PEM faculty and fellows created a 21-lecture, web-based curriculum. These 20-minute online lectures used Microsoft PowerPoint with the voice-over feature. A 75-question test was created to assess the effectiveness of the web-based learning model, administered online before and after the rotation in the pediatric emergency department (PED). All fourth-year medical students and residents (across all specialties) rotating through the PED were required to complete 10 of the 21 lectures during their 1-month rotation. The main outcome variable was difference in score between pre- and post-rotation tests of participants who viewed no lectures and those who viewed at least one lecture. Evaluation of the program was assessed by anonymous survey using 5-point discrete visual analog scales. Responses of 4 or 5 were considered positive for analysis. One hundred eleven residents and fourth-year medical students participated in the program. An initial 32 completed testing before implementation of the on-line lectures (March 2007-August 2007), and another five did not complete the on-line lectures after implementation (September 2007-February 2008). Seventy-one completed testing and on-line lectures, and all but three completed at least 10 on-line lectures during their rotation. Fourteen of 111 trainees did not complete the pre- or post-test (including two who viewed the lectures). The mean change in score was a 1% improvement from pre-test to post-test for trainees who viewed no lectures and a 6.2% improvement for those who viewed the lectures (mean difference = 5.2%, 95% confidence interval = 2.5% to 7.9%). In the linear regression model, the estimate of the coefficient was 0.43 (p lecture viewed, post-test score rose by 0

CircleBoard-Pro: Concrete manipulative-based learning cycle unit for learning geometry

Science.gov (United States)

Jamhari, Wongkia, Wararat

2018-01-01

Currently, a manipulative is commonly used in mathematics education as a supported tool for teaching and learning. With engaging natural interaction of a concrete manipulative and advantages of a learning cycle approach, we proposed the concrete manipulative-based learning cycle unit to promote mathematics learning. Our main objectives are to observe possibilities on the use of a concrete manipulative in learning geometry, and to assess students' understanding of a specific topic, angle properties in a circle, of secondary level students. To meet the first objective, the concrete manipulative, called CricleBoard-Pro, was designed. CircleBoard-Pro is built for easy to writing on or deleting from, accurate angle measurement, and flexible movement. Besides, learning activities and worksheets were created for helping students to learn angle properties in a circle. Twenty eighth graders on a lower secondary school in Indonesia were voluntarily involved to learn mathematics using CircleBoard-Pro with the designed learning activities and worksheets. We informally observed students' performance by focusing on criteria of using manipulative tools in learning mathematics while the learning activities were also observed in terms of whether they work and which step of activities need to be improved. The results of this part showed that CircleBoard-Pro complied the criteria of the use of the manipulative in learning mathematics. Nevertheless, parts of learning activities and worksheets need to be improved. Based on the results of the observation, CircleBoard-Pro, learning activities, and worksheets were merged together and became the CircleBoardPro embedded on 5E (Engage - Explore - Explain - Elaborate - Evaluate) learning cycle unit. Then, students understanding were assessed to reach the second objective. Six ninth graders from an Indonesian school in Thailand were recruited to participate in this study. Conceptual tests for both pre-and post-test, and semi

Touch the Page and Mimic Me: Evaluation of a Talking-Pen Learning Tool

Science.gov (United States)

Odakura, Abigail

2013-01-01

The purpose of this paper is to evaluate the talking-pen device called the Mimic Me, an educational technology product of a large English conversation school in Japan, as an educational learning tool. The product will be reviewed in terms of its developmental appropriateness for the target audience based on current research. Although the Mimic Me…

Predicting Knowledge Workers' Participation in Voluntary Learning with Employee Characteristics and Online Learning Tools

Science.gov (United States)

Hicks, Catherine

2018-01-01

Purpose: This paper aims to explore predicting employee learning activity via employee characteristics and usage for two online learning tools. Design/methodology/approach: Statistical analysis focused on observational data collected from user logs. Data are analyzed via regression models. Findings: Findings are presented for over 40,000…

Quiz Lounge Game-Based Learning on Mobile Devices

Directory of Open Access Journals (Sweden)

Bettina Harriehausen-Mühlbauer

2013-08-01

Full Text Available The Quiz Lounge project is a collaboration between Hochschule Darmstadt and Lufthansa AG. The goal of the project was the development of a mobile learning application. With the application, the Lufthansa managers should be able to learn about data privacy topics playfully and interactively. The application is based on a quiz concept and asks the user for answers to a series of ten questions which increase in difficulty level. While playing the game the user can use two "lifeline" helpers, the audience- and the 50-50-helper. Furthermore, the user has the ability to browse a glossary of related terms if he or she has the need of more detailed knowledge. New questions and also new games can be added with a web-based authoring tool. The authoring tool was uniquely developed for the Quiz Lounge application and conforms to the specific needs of its architecture.

Computer-Based Learning of Neuroanatomy: A Longitudinal Study of Learning, Transfer, and Retention

Science.gov (United States)

Chariker, Julia H.; Naaz, Farah; Pani, John R.

2011-01-01

A longitudinal experiment was conducted to evaluate the effectiveness of new methods for learning neuroanatomy with computer-based instruction. Using a three-dimensional graphical model of the human brain and sections derived from the model, tools for exploring neuroanatomy were developed to encourage "adaptive exploration". This is an…

Lending, Learning, Leading: Developing Results-Based Leaders in Opportunity Finance

Science.gov (United States)

Annie E. Casey Foundation, 2015

2015-01-01

This report tells the story of the CDFI Leadership Learning Network, a Casey Foundation initiative to equip leaders of community development finance institutions with the tools of results-based leadership (RBL). The Foundation shares lessons learned from the network, core RBL concepts and profiles of CDFI leaders as they apply RBL skills and tools…

Social Networking Sites as a Learning Tool

Science.gov (United States)

Sanchez-Casado, Noelia; Cegarra Navarro, Juan Gabriel; Wensley, Anthony; Tomaseti-Solano, Eva

2016-01-01

Purpose: Over the past few years, social networking sites (SNSs) have become very useful for firms, allowing companies to manage the customer-brand relationships. In this context, SNSs can be considered as a learning tool because of the brand knowledge that customers develop from these relationships. Because of the fact that knowledge in…

Concept mapping and text writing as learning tools in problem-oriented learning

NARCIS (Netherlands)

Fürstenau, B.; Kneppers, L.; Dekker, R.; Cañas, A.J.; Novak, J.D.; Vanhaer, J.

2012-01-01

In two studies we investigated whether concept mapping or summary writing better support students while learning from authentic problems in the field of business. We interpret concept mapping and summary writing as elaboration tools aiming at helping students to understand new information, and to

Design of Smart Educational Robot as a Tool For Teaching Media Based on Contextual Teaching and Learning to Improve the Skill of Electrical Engineering Student

Science.gov (United States)

Zuhrie, M. S.; Basuki, I.; Asto, B. I. G. P.; Anifah, L.

2018-04-01

The development of robotics in Indonesia has been very encouraging. The barometer is the success of the Indonesian Robot Contest. The focus of research is a teaching module manufacturing, planning mechanical design, control system through microprocessor technology and maneuverability of the robot. Contextual Teaching and Learning (CTL) strategy is the concept of learning where the teacher brings the real world into the classroom and encourage students to make connections between knowledge possessed by its application in everyday life. This research the development model used is the 4-D model. This Model consists of four stages: Define Stage, Design Stage, Develop Stage, and Disseminate Stage. This research was conducted by applying the research design development with the aim to produce a tool of learning in the form of smart educational robot modules and kit based on Contextual Teaching and Learning at the Department of Electrical Engineering to improve the skills of the Electrical Engineering student. Socialization questionnaires showed that levels of the student majoring in electrical engineering competencies image currently only limited to conventional machines. The average assessment is 3.34 validator included in either category. Modules developed can give hope to the future are able to produce Intelligent Robot Tool for Teaching.

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

Science.gov (United States)

Walker, Richard; Arnold, Ivo

2004-01-01

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

Comparative analysis of machine learning methods in ligand-based virtual screening of large compound libraries.

Science.gov (United States)

Ma, Xiao H; Jia, Jia; Zhu, Feng; Xue, Ying; Li, Ze R; Chen, Yu Z

2009-05-01

Machine learning methods have been explored as ligand-based virtual screening tools for facilitating drug lead discovery. These methods predict compounds of specific pharmacodynamic, pharmacokinetic or toxicological properties based on their structure-derived structural and physicochemical properties. Increasing attention has been directed at these methods because of their capability in predicting compounds of diverse structures and complex structure-activity relationships without requiring the knowledge of target 3D structure. This article reviews current progresses in using machine learning methods for virtual screening of pharmacodynamically active compounds from large compound libraries, and analyzes and compares the reported performances of machine learning tools with those of structure-based and other ligand-based (such as pharmacophore and clustering) virtual screening methods. The feasibility to improve the performance of machine learning methods in screening large libraries is discussed.

The Use of Open-Ended Problem-Based Learning Scenarios in an Interdisciplinary Biotechnology Class: Evaluation of a Problem-Based Learning Course Across Three Years

Directory of Open Access Journals (Sweden)

Todd R. Steck

2012-02-01

Full Text Available Use of open-ended Problem-Based Learning (PBL in biology classrooms has been limited by the difficulty in designing problem scenarios such that the content learned in a course can be predicted and controlled, the lack of familiarity of this method of instruction by faculty, and the difficulty in assessment. Here we present the results of a study in which we developed a team-based interdisciplinary course that combined the fields of biology and civil engineering across three years. We used PBL scenarios as the only learning tool, wrote the problem scenarios, and developed the means to assess these courses and the results of that assessment. Our data indicates that PBL changed students’ perception of their learning in content knowledge and promoted a change in students’ learning styles. Although no  statistically significant improvement in problem-solving skills and critical thinking skills was observed, students reported substantial changes in their problem-based learning strategies and critical thinking skills.

Can Interactive Web-Based CAD Tools Improve the Learning of Engineering Drawing? A Case Study

Science.gov (United States)

Pando Cerra, Pablo; Suárez González, Jesús M.; Busto Parra, Bernardo; Rodríguez Ortiz, Diana; Álvarez Peñín, Pedro I.

2014-01-01

Many current Web-based learning environments facilitate the theoretical teaching of a subject but this may not be sufficient for those disciplines that require a significant use of graphic mechanisms to resolve problems. This research study looks at the use of an environment that can help students learn engineering drawing with Web-based CAD…

Learning theories and tools for the assessment of core nursing competencies in simulation: A theoretical review.

Science.gov (United States)

Lavoie, Patrick; Michaud, Cécile; Bélisle, Marilou; Boyer, Louise; Gosselin, Émilie; Grondin, Myrian; Larue, Caroline; Lavoie, Stéphan; Pepin, Jacinthe

2018-02-01

To identify the theories used to explain learning in simulation and to examine how these theories guided the assessment of learning outcomes related to core competencies in undergraduate nursing students. Nurse educators face the challenge of making explicit the outcomes of competency-based education, especially when competencies are conceptualized as holistic and context dependent. Theoretical review. Research papers (N = 182) published between 1999-2015 describing simulation in nursing education. Two members of the research team extracted data from the papers, including theories used to explain how simulation could engender learning and tools used to assess simulation outcomes. Contingency tables were created to examine the associations between theories, outcomes and tools. Some papers (N = 79) did not provide an explicit theory. The 103 remaining papers identified one or more learning or teaching theories; the most frequent were the National League for Nursing/Jeffries Simulation Framework, Kolb's theory of experiential learning and Bandura's social cognitive theory and concept of self-efficacy. Students' perceptions of simulation, knowledge and self-confidence were the most frequently assessed, mainly via scales designed for the study where they were used. Core competencies were mostly assessed with an observational approach. This review highlighted the fact that few studies examined the use of simulation in nursing education through learning theories and via assessment of core competencies. It also identified observational tools used to assess competencies in action, as holistic and context-dependent constructs. © 2017 John Wiley & Sons Ltd.

ProofJudge: Automated Proof Judging Tool for Learning Mathematical Logic

DEFF Research Database (Denmark)

Villadsen, Jørgen

2015-01-01

Today we have software in many artefacts, from medical devices to cars and airplanes, and the software must not only be efficient and intelligent but also reliable and secure. Tests can show the presence of bugs but cannot guarantee their absence. A machine-checked proof using mathematical logic...... pen and paper because no adequate tool was available. The learning problem is how to make abstract concepts of logic as concrete as possible. ProofJudge is a computer system and teaching approach for teaching mathematical logic and automated reasoning which augments the e-learning tool NaDeA (Natural...

ProofJudge: Automated Proof Judging Tool for Learning Mathematical Logic

DEFF Research Database (Denmark)

Villadsen, Jørgen

2016-01-01

Today we have software in many artefacts, from medical devices to cars and airplanes, and the software must not only be efficient and intelligent but also reliable and secure. Tests can show the presence of bugs but cannot guarantee their absence. A machine-checked proof using mathematical logic...... using pen and paper because no adequate tool was available. The learning problem is how to make abstract concepts of logic as concrete as possible. ProofJudge is a computer system and teaching approach for teaching mathematical logic and automated reasoning which augments the e-learning tool Na...

A Real-Time Plagiarism Detection Tool for Computer-Based Assessments

Science.gov (United States)

Jeske, Heimo J.; Lall, Manoj; Kogeda, Okuthe P.

2018-01-01

Aim/Purpose: The aim of this article is to develop a tool to detect plagiarism in real time amongst students being evaluated for learning in a computer-based assessment setting. Background: Cheating or copying all or part of source code of a program is a serious concern to academic institutions. Many academic institutions apply a combination of…

Users’ perception of visual aesthetics and usefulness of a web-based educational tool

OpenAIRE

Sánchez Franco, Manuel Jesús; Villarejo Ramos, Ángel Francisco; Peral Peral, Begoña; Buitrago Esquinas, Eva María; Roldán Salgueiro, José Luis

2013-01-01

As a result of our research we have become increasingly aware of the relevance of visual design in understanding learners’ attitudes towards the use of virtual tools. Likewise, perceived usefulness is an essential antecedent of the cumulative impressions of, and preferences for, such tools. Therefore, the aim of this study is to investigate the main effects of visual design and usefulness on learning and productivity in the domain of web-based educational tools. Structural Equation M...

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…

Challenges of Blended E-Learning Tools in Mathematics: Students' Perspectives University of Uyo

Science.gov (United States)

Umoh, Joseph B.; Akpan, Ekemini T.

2014-01-01

An in-depth knowledge of pedagogical approaches can help improve the formulation of effective and efficient pedagogy, tools and technology to support and enhance the teaching and learning of Mathematics in higher institutions. This study investigated students' perceptions of the challenges of blended e-learning tools in the teaching and learning…

The Effect of Using a Visual Representation Tool in a Teaching-Learning Sequence for Teaching Newton's Third Law

Science.gov (United States)

Savinainen, Antti; Mäkynen, Asko; Nieminen, Pasi; Viiri, Jouni

2017-01-01

This paper presents a research-based teaching-learning sequence (TLS) that focuses on the notion of interaction in teaching Newton's third law (N3 law) which is, as earlier studies have shown, a challenging topic for students to learn. The TLS made systematic use of a visual representation tool--an interaction diagram (ID)--highlighting…

A Probability-based Evolutionary Algorithm with Mutations to Learn Bayesian Networks

Directory of Open Access Journals (Sweden)

Sho Fukuda

2014-12-01

Full Text Available Bayesian networks are regarded as one of the essential tools to analyze causal relationship between events from data. To learn the structure of highly-reliable Bayesian networks from data as quickly as possible is one of the important problems that several studies have been tried to achieve. In recent years, probability-based evolutionary algorithms have been proposed as a new efficient approach to learn Bayesian networks. In this paper, we target on one of the probability-based evolutionary algorithms called PBIL (Probability-Based Incremental Learning, and propose a new mutation operator. Through performance evaluation, we found that the proposed mutation operator has a good performance in learning Bayesian networks

The experiment editor: supporting inquiry-based learning with virtual labs

Science.gov (United States)

Galan, D.; Heradio, R.; de la Torre, L.; Dormido, S.; Esquembre, F.

2017-05-01

Inquiry-based learning is a pedagogical approach where students are motivated to pose their own questions when facing problems or scenarios. In physics learning, students are turned into scientists who carry out experiments, collect and analyze data, formulate and evaluate hypotheses, and so on. Lab experimentation is essential for inquiry-based learning, yet there is a drawback with traditional hands-on labs in the high costs associated with equipment, space, and maintenance staff. Virtual laboratories are helpful to reduce these costs. This paper enriches the virtual lab ecosystem by providing an integrated environment to automate experimentation tasks. In particular, our environment supports: (i) scripting and running experiments on virtual labs, and (ii) collecting and analyzing data from the experiments. The current implementation of our environment supports virtual labs created with the authoring tool Easy Java/Javascript Simulations. Since there are public repositories with hundreds of freely available labs created with this tool, the potential applicability to our environment is considerable.

Social Networking Tools and Teacher Education Learning Communities: A Case Study

Science.gov (United States)

Poulin, Michael T.

2014-01-01

Social networking tools have become an integral part of a pre-service teacher's educational experience. As a result, the educational value of social networking tools in teacher preparation programs must be examined. The specific problem addressed in this study is that the role of social networking tools in teacher education learning communities…

Autonomous Learning through Task-Based Instruction in Fully Online Language Courses

Science.gov (United States)

Lee, Lina

2016-01-01

This study investigated the affordances for autonomous learning in a fully online learning environment involving the implementation of task-based instruction in conjunction with Web 2.0 technologies. To that end, four-skill-integrated tasks and digital tools were incorporated into the coursework. Data were collected using midterm reflections,…

Information Activities and Appropriation in Teacher Trainees' Digital, Group-Based Learning

Science.gov (United States)

Hanell, Fredrik

2016-01-01

Introduction: This paper reports results from an ethnographic study of teacher trainees' information activities in digital, group-based learning and their relation to the interplay between use and appropriation of digital tools and the learning environment. Method: The participants in the present study are 249 pre-school teacher trainees in…

Discovering the Motivations of Students when Using an Online Learning Tool

Directory of Open Access Journals (Sweden)

Raafat George Saadé

2015-07-01

Full Text Available In an educational setting, the use of online learning tools impacts student performance. Motivation and beliefs play an important role in predicting student decisions to use these learning tools. However, IT-personality entailing playfulness on the web, perceived personal innovativeness, and enjoyment may have an impact on motivations. In this study, we investigate the influence of IT-personality traits on motivation and beliefs. The study includes 95 participants. A survey was conducted after using the learning tool for one semester. Assessment of the psychometric properties of the scales proved acceptable and confirmatory factor analysis supported the proposed hypotheses. With the exception of the impact of enjoyment on motivation, all other hypotheses demonstrate behavior different from other contexts: playfulness on the web and perceived personal innovativeness have little to no impact on motivation; motivation in turn has the opposite strong and significant effect on beliefs. Specifically, we found that motivation has a strong impact on students’ attitudes and consequently attitudes were found to determine intentions where the variance explained is 50% (attitude and 28% (intentions. These results give way to interesting interpretations as they relate to learning.

Incorporating ICT Tools in an Active Engagement Strategy-Based Classroom to Promote Learning Awareness and Self-Monitoring

Science.gov (United States)

Kean, Ang Chooi; Embi, Mohamed Amin; Yunus, Melor Md

2012-01-01

The paper examines the influence of incorporating information and communication technology (ICT) tools to help learners to promote learning awareness and self-monitoring skills. An open-ended online questionnaire survey was administered to 15 course participants at the conclusion of the course. The data were analysed on the basis of the percentage…

The DPSIR approach applied to marine eutrophication in LCIA as a learning tool

DEFF Research Database (Denmark)

Cosme, Nuno Miguel Dias; Olsen, Stig Irving

assessment and response design ultimately benefit from spatial differentiation in the results. DPSIR based on LCIA seems a useful tool to improve communication and learning, as it bridges science and management while promoting the basic elements of sustainable development in a practical educational...... eutrophication. The goal is to promote an educational example of environmental impacts assessment through science-based tools to predict the impacts, communicate knowledge and support decisions. The example builds on the (D) high demand for fixation of reactive nitrogen that supports several socio......: environmentally sustainable, technologically feasible, economically viable, socially desirable, legally permissible, and administratively achievable. Specific LCIA indicators may provide preliminary information to support a precautionary approach to act earlier on D-P and contribute to sustainability. Impacts...

E-Learning Personalization Using Triple-Factor Approach in Standard-Based Education

Science.gov (United States)

Laksitowening, K. A.; Santoso, H. B.; Hasibuan, Z. A.

2017-01-01

E-Learning can be a tool in monitoring learning process and progress towards the targeted competency. Process and progress on every learner can be different one to another, since every learner may have different learning type. Learning type itself can be identified by taking into account learning style, motivation, and knowledge ability. This study explores personalization for learning type based on Triple-Factor Approach. Considering that factors in Triple-Factor Approach are dynamic, the personalization system needs to accommodate the changes that may occurs. Originated from the issue, this study proposed personalization that guides learner progression dynamically towards stages of their learning process. The personalization is implemented in the form of interventions that trigger learner to access learning contents and discussion forums more often as well as improve their level of knowledge ability based on their state of learning type.

Web-based teaching tool incorporating peer assessment and self-assessment

DEFF Research Database (Denmark)

McEvoy, Fintan; McEvoy, Peter M.; Svalastoga, Eiliv L.

2010-01-01

OBJECTIVE. Our objective was to create an electronic learning tool that incorporates the pedagogic advantages of peer assessment and self-assessment into report-generating skills. CONCLUSION. The tool was created using Web programming software. It was tested with 12 veterinary students and provided...... peer-peer and tutor-student interactions that supported learning. The tool is suited for training any professional concerned with the interpretation of images, particularly resident radiologists....

International Exchanges as a Learning Tool

DEFF Research Database (Denmark)

Austring, Bennye Düranc; Schlüntz, Ditte Annette

The project focused on the learning outcome of three one-week camps in Latvia, Denmark and Poland, where about 40 8th grade students each place were working with art based activities like dance, song writing, DJ'ing and circus. Especially these six objectives were measured on: Foreign language sp...... speaking, Knowledge about other countries, Understanding od democracy and human rights, Personal development, Art-based learning benefits and Inclusion and motivation of young people. The positive development of 'knowledge of other countries' was the most eye-catching learning outcome....

Effects of Locus of Control on Behavioral Intention and Learning Performance of Energy Knowledge in Game-Based Learning

Science.gov (United States)

Yang, Jie Chi; Lin, Yi Lung; Liu, Yi-Chun

2017-01-01

Game-based learning has been gradually adopted in energy education as an effective learning tool because digital games have the potential to increase energy literacy and encourage behavior change. However, not every learner can benefit from this support. There is a need to examine how human factors affect learners' reactions to digital games for…

The use of machine learning and nonlinear statistical tools for ADME prediction.

Science.gov (United States)

Sakiyama, Yojiro

2009-02-01

Absorption, distribution, metabolism and excretion (ADME)-related failure of drug candidates is a major issue for the pharmaceutical industry today. Prediction of ADME by in silico tools has now become an inevitable paradigm to reduce cost and enhance efficiency in pharmaceutical research. Recently, machine learning as well as nonlinear statistical tools has been widely applied to predict routine ADME end points. To achieve accurate and reliable predictions, it would be a prerequisite to understand the concepts, mechanisms and limitations of these tools. Here, we have devised a small synthetic nonlinear data set to help understand the mechanism of machine learning by 2D-visualisation. We applied six new machine learning methods to four different data sets. The methods include Naive Bayes classifier, classification and regression tree, random forest, Gaussian process, support vector machine and k nearest neighbour. The results demonstrated that ensemble learning and kernel machine displayed greater accuracy of prediction than classical methods irrespective of the data set size. The importance of interaction with the engineering field is also addressed. The results described here provide insights into the mechanism of machine learning, which will enable appropriate usage in the future.

Portfolio as a learning strategy and a tool for assessment - a Danish experience

DEFF Research Database (Denmark)

Mogensen, Arne

A short presentation of some Danish expereriences using portfolio in maths teaching in primary and lower secondary schools as a learning strategy AND a tool for assessment.......A short presentation of some Danish expereriences using portfolio in maths teaching in primary and lower secondary schools as a learning strategy AND a tool for assessment....

Student Perceptions of Asynchronous and Synchronous Web Based Tools and Perceived Attainment of Academic Outcomes

Science.gov (United States)

Parenti, Melissa A.

2013-01-01

With an increasing presence and continual adaptations related to distance learning, there is a recognized need for up-to-date research in the area of effectiveness of online education programs. More specifically, assessing the capacity to attain academic goals by use of asynchronous and synchronous web based tools within Learning Management…

Learning second language vocabulary: neural dissociation of situation-based learning and text-based learning.

Science.gov (United States)

Jeong, Hyeonjeong; Sugiura, Motoaki; Sassa, Yuko; Wakusawa, Keisuke; Horie, Kaoru; Sato, Shigeru; Kawashima, Ryuta

2010-04-01

Second language (L2) acquisition necessitates learning and retrieving new words in different modes. In this study, we attempted to investigate the cortical representation of an L2 vocabulary acquired in different learning modes and in cross-modal transfer between learning and retrieval. Healthy participants learned new L2 words either by written translations (text-based learning) or in real-life situations (situation-based learning). Brain activity was then measured during subsequent retrieval of these words. The right supramarginal gyrus and left middle frontal gyrus were involved in situation-based learning and text-based learning, respectively, whereas the left inferior frontal gyrus was activated when learners used L2 knowledge in a mode different from the learning mode. Our findings indicate that the brain regions that mediate L2 memory differ according to how L2 words are learned and used. Copyright 2009 Elsevier Inc. All rights reserved.

Simulation-based medical teaching and learning

Directory of Open Access Journals (Sweden)

Abdulmohsen H Al-Elq

2010-01-01

Full Text Available One of the most important steps in curriculum development is the introduction of simulation- based medical teaching and learning. Simulation is a generic term that refers to an artificial representation of a real world process to achieve educational goals through experiential learning. Simulation based medical education is defined as any educational activity that utilizes simulation aides to replicate clinical scenarios. Although medical simulation is relatively new, simulation has been used for a long time in other high risk professions such as aviation. Medical simulation allows the acquisition of clinical skills through deliberate practice rather than an apprentice style of learning. Simulation tools serve as an alternative to real patients. A trainee can make mistakes and learn from them without the fear of harming the patient. There are different types and classification of simulators and their cost vary according to the degree of their resemblance to the reality, or ′fidelity′. Simulation- based learning is expensive. However, it is cost-effective if utilized properly. Medical simulation has been found to enhance clinical competence at the undergraduate and postgraduate levels. It has also been found to have many advantages that can improve patient safety and reduce health care costs through the improvement of the medical provider′s competencies. The objective of this narrative review article is to highlight the importance of simulation as a new teaching method in undergraduate and postgraduate education.

UBIQUITOUS, FREE, AND EFFICIENT ONLINE COLLABORATION TOOLS FOR TEACHING AND LEARNING

Directory of Open Access Journals (Sweden)

Jace HARGIS

2008-10-01

Full Text Available This article provides an overview of free, online tools that make collaboration effective, efficient, and engaging. Each tool is available world-wide wherever there is access to the internet. These tools help create a more collaborative environment because they allow for voice, video, text, simultaneous editing, and immediate feedback. The tools presented are easy to use, user friendly, and have online support available if needed. Methods for using the tools are suggested, and examples of how they have been used by the authors are discussed. Professional presentations, instructional activities, meetings, and preparing manuscripts or other collaborative documents can all be developed in collaborative online meetings using Skype, Google tools including Talk, Chat, Calendar, Docs, and Notebooks, and Second Life. These may also be used to enhance education in distance learning or on campus classes. The features, functionality, and intuitive ease of use promote collaborative efforts, increasing the effective and efficient use of time while decreasing costs. Hyperlinks are provided for tools so users can determine technology specifications, download necessary files, learn more about their capabilities, and locate help or support information.

Does individual learning styles influence the choice to use a web-based ECG learning programme in a blended learning setting?

Science.gov (United States)

Nilsson, Mikael; Östergren, Jan; Fors, Uno; Rickenlund, Anette; Jorfeldt, Lennart; Caidahl, Kenneth; Bolinder, Gunilla

2012-01-16

The compressed curriculum in modern knowledge-intensive medicine demands useful tools to achieve approved learning aims in a limited space of time. Web-based learning can be used in different ways to enhance learning. Little is however known regarding its optimal utilisation. Our aim was to investigate if the individual learning styles of medical students influence the choice to use a web-based ECG learning programme in a blended learning setting. The programme, with three types of modules (learning content, self-assessment questions and interactive ECG interpretation training), was offered on a voluntary basis during a face to face ECG learning course for undergraduate medical students. The Index of Learning Styles (ILS) and a general questionnaire including questions about computer and Internet usage, preferred future speciality and prior experience of E-learning were used to explore different factors related to the choice of using the programme or not. 93 (76%) out of 123 students answered the ILS instrument and 91 the general questionnaire. 55 students (59%) were defined as users of the web-based ECG-interpretation programme. Cronbach's alpha was analysed with coefficients above 0.7 in all of the four dimensions of ILS. There were no significant differences with regard to learning styles, as assessed by ILS, between the user and non-user groups; Active/Reflective; Visual/Verbal; Sensing/Intuitive; and Sequential/Global (p = 0.56-0.96). Neither did gender, prior experience of E-learning or preference for future speciality differ between groups. Among medical students, neither learning styles according to ILS, nor a number of other characteristics seem to influence the choice to use a web-based ECG programme. This finding was consistent also when the usage of the different modules in the programme were considered. Thus, the findings suggest that web-based learning may attract a broad variety of medical students.

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

Science.gov (United States)

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

2017-08-01

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

The MCH navigator: tools for MCH workforce development and lifelong learning.

Science.gov (United States)

Grason, Holly; Huebner, Colleen; Crawford, Alyssa Kim; Ruderman, Marjory; Taylor, Cathy R; Kavanagh, Laura; Farel, Anita; Wightkin, Joan; Long-White, Deneen; Ramirez, Shokufeh M; Preskitt, Julie; Morrissette, Meredith; Handler, Arden

2015-02-01

Maternal and child health (MCH) leadership requires an understanding of MCH populations and systems as well as continuous pursuit of new knowledge and skills. This paper describes the development, structure, and implementation of the MCH Navigator, a web-based portal for ongoing education and training for a diverse MCH workforce. Early development of the portal focused on organizing high quality, free, web-based learning opportunities that support established learning competencies without duplicating existing resources. An academic-practice workgroup developed a conceptual model based on the MCH Leadership Competencies, the Core Competencies for Public Health Professionals, and a structured review of MCH job responsibilities. The workgroup used a multi-step process to cull the hundreds of relevant, but widely scattered, trainings and select those most valuable for the primary target audiences of state and local MCH professionals and programs. The MCH Navigator now features 248 learning opportunities, with additional tools to support their use. Formative assessment findings indicate that the portal is widely used and valued by its primary audiences, and promotes both an individual's professional development and an organizational culture of continuous learning. Professionals in practice and academic settings are using the MCH Navigator for orientation of new staff and advisors, "just in time" training for specific job functions, creating individualized professional development plans, and supplementing course content. To achieve its intended impact and ensure the timeliness and quality of the Navigator's content and functions, the MCH Navigator will need to be sustained through ongoing partnership with state and local MCH professionals and the MCH academic community.

Developing a Learning Outcome-Based Question Examination Paper Tool for Universiti Putra Malaysia

Science.gov (United States)

Hassan, Sa'adah; Admodisastro, Novia Indriaty; Kamaruddin, Azrina; Baharom, Salmi; Pa, Noraini Che

2016-01-01

Much attention is now given on producing quality graduates. Therefore, outcome-based education (OBE) in teaching and learning is now being implemented in Malaysia at all levels of education especially at higher education institutions. For implementing OBE, the design of curriculum and courses should be based on specified outcomes. Thus, the…

Machine learning-based methods for prediction of linear B-cell epitopes.

Science.gov (United States)

Wang, Hsin-Wei; Pai, Tun-Wen

2014-01-01

B-cell epitope prediction facilitates immunologists in designing peptide-based vaccine, diagnostic test, disease prevention, treatment, and antibody production. In comparison with T-cell epitope prediction, the performance of variable length B-cell epitope prediction is still yet to be satisfied. Fortunately, due to increasingly available verified epitope databases, bioinformaticians could adopt machine learning-based algorithms on all curated data to design an improved prediction tool for biomedical researchers. Here, we have reviewed related epitope prediction papers, especially those for linear B-cell epitope prediction. It should be noticed that a combination of selected propensity scales and statistics of epitope residues with machine learning-based tools formulated a general way for constructing linear B-cell epitope prediction systems. It is also observed from most of the comparison results that the kernel method of support vector machine (SVM) classifier outperformed other machine learning-based approaches. Hence, in this chapter, except reviewing recently published papers, we have introduced the fundamentals of B-cell epitope and SVM techniques. In addition, an example of linear B-cell prediction system based on physicochemical features and amino acid combinations is illustrated in details.

Key characteristics for tool choice in indicator-based sustainability assessment at farm level

Directory of Open Access Journals (Sweden)

Fleur Marchand

2014-09-01

Full Text Available Although the literature on sustainability assessment tools to support decision making in agriculture is rapidly growing, little attention has been paid to the actual tool choice. We focused on the choice of more complex integrated indicator-based tools at the farm level. The objective was to determine key characteristics as criteria for tool choice. This was done with an in-depth comparison of 2 cases: the Monitoring Tool for Integrated Farm Sustainability and the Public Goods Tool. They differ in characteristics that may influence tool choice: data, time, and budgetary requirements. With an enhanced framework, we derived 11 key characteristics to describe differences between the case tools. Based on the key characteristics, we defined 2 types of indicator-based tools: full sustainability assessment (FSA and rapid sustainability assessment (RSA. RSA tools are more oriented toward communicating and learning. They are therefore more suitable for use by a larger group of farmers, can help to raise awareness, trigger farmers to become interested in sustainable farming, and highlight areas of good or bad performance. If and when farmers increase their commitment to on-farm sustainability, they can gain additional insight by using an FSA tool. Based on complementary and modular use of the tools, practical recommendations for the different end users, i.e., researchers, farmers, advisers, and so forth, have been suggested.

The Use of Economic Impact Studies as a Service Learning Tool in Undergraduate Business Programs

Science.gov (United States)

Misner, John M.

2004-01-01

This paper examines the use of community based economic impact studies as service learning tools for undergraduate business programs. Economic impact studies are used to measure the economic benefits of a variety of activities such as community redevelopment, tourism, and expansions of existing facilities for both private and public producers.…

Turkish University Students’ Perceptions of the World Wide Web as a Learning Tool: An Investigation Based on Gender, Socio-Economic Background, and Web Experience

Directory of Open Access Journals (Sweden)

Erkan Tekinarslan

2009-04-01

Full Text Available The main purpose of the study is to investigate Turkish undergraduate students’ perceptions of the Web as a learning tool and to analyze whether their perceptions differ significantly based on gender, socio-economic background, and Web experience. Data obtained from 722 undergraduate students (331 males and 391 females were used in the analyses. The findings indicated significant differences based on gender, socio-economic background, and Web experience. The students from higher socio-economic backgrounds indicated significantly higher attitude scores on the self-efficacy subscale of the Web attitude scale. Similarly, the male students indicated significantly higher scores on the self-efficacy subscale than the females. Also, the students with higher Web experience in terms of usage frequency indicated higher scores on all subscales (i.e., self-efficacy, affective, usefulness, Web-based learning. Moreover, the two-way ANOVA results indicated that the student’s PC ownership has significant main effects on their Web attitudes and on the usefulness, self-efficacy, and affective subscales.

An Interactive Tool for Creating Multi-Agent Systems and Interactive Agent-based Games

DEFF Research Database (Denmark)

Lund, Henrik Hautop; Pagliarini, Luigi

2011-01-01

Utilizing principles from parallel and distributed processing combined with inspiration from modular robotics, we developed the modular interactive tiles. As an educational tool, the modular interactive tiles facilitate the learning of multi-agent systems and interactive agent-based games...

Pengembangan problem based learning dengan assessment for learning berbantuan smartphone dalam pembelajaran matematika

Directory of Open Access Journals (Sweden)

Muhammad Ridlo Yuwono

2017-11-01

Full Text Available [Bahasa]: Penelitian ini bertujuan untuk menghasilkan model Problem Based Learning (PBL menggunakan penilaian Assessment for Learning (AfL berbantuan smartphone, disingkat PBL-AfL-S yang valid, praktis dan efektif untuk mendukung implementasi kurikulum 2013 di SMA. Tahap-tahap pengembangan model PBL-AfL-S terdiri dari penelitian pendahuluan, pengembangan/prototiping, dan evaluasi. Kualitas model PBL-AfL-S mengacu pada kriteria kualitas menurut Nieveen (1999 yaitu valid, praktis, dan efektif. Model PBL-AfL-S diujicobakan di SMA Negeri 3 Klaten dalam dua tahap uji coba. Uji coba tahap I dilaksanakan di kelas XI-IPA 6 dan uji coba tahap II dilaksanakan di kelas XI-IPA 7. Instrumen penelitian terdiri dari: 1 Instrumen penilaian kevalidan komponen model dan perangkat pendukung pembelajaran, 2 Instrumen kepraktisan aktivitas guru dan siswa, dan 3 Instrumen keefektifan yang meliputi angket penilaian diri, lembar penilaian proyek, tes prestasi belajar, dan lembar respon siswa. Hasil penelitian menunjukkan bahwa model PBL-AfL-S dan perangkat pembelajarannya telah memenuhi kriteria valid, praktis dan efektif. Kata kunci: Pembelajaran; Masalah; Asesmen; Smartphone [English]: This study aims to develop a Problem Based Learning (PBL model using Assessment for Learning (AFL with smartphone, abbreviated as PBL-AfL-S as valid, practical and effective to support the implementation of the 2013 curriculum in High School. The stages of developing the PBL-AfL-S model consist of preliminary research, development or prototyping, and evaluation. The quality criteria of PBL-AfL-S refer to Nieveen (1999, i.e. valid, practical, and effective. The PBL-AfL-S model was piloted in SMA Negeri 3 Klaten in two phases. Tryout 1 was conducted in class XI-IPA 6 and tryout 2 was in class XI-IPA 7. The research instruments consist of: 1 The validity instrument of the model and its learning support tools, 2 the practicality of the teacher’s and students’ activity, and 3 The

Web-Based Tools in Education

Directory of Open Access Journals (Sweden)

Lupasc Adrian

2016-07-01

Full Text Available Technology is advancing at a rapid pace, and what we knew a year ago is likely to no longer apply today. With it, the technology brings new ways of transmitting information, machining and processing, storage and socializing. The continuous development of information technologies contributes more than ever to the increase of access to information for any field of activity, including education. For this reason, education must help young people (pupils and students to collect and select from the sheer volume of information available, to access them and learn how to use them. Therefore, education must constantly adapt to social change; it must pass on the achievements and richness of human experience. At the same time, technology supports didactic activity because it leads learning beyond the classroom, involving all actors in the school community and prepares young people for their profession. Moreover, web tools available for education can yield added benefits, which is why, especially at higher levels of the education system, their integration starts being more obvious and the results are soon to be seen. Moreover, information technologies produce changes in the classic way of learning, thus suffering rapid and profound transformations. In addition, current information technologies offer many types of applications, representing the argument for a new system of providing education and for building knowledge. In this regard, the paper aims to highlight the impact and benefits of current information technologies, particularly web-based, on the educational process.

Improving the learning of clinical reasoning through computer-based cognitive representation.

Science.gov (United States)

Wu, Bian; Wang, Minhong; Johnson, Janice M; Grotzer, Tina A

2014-01-01

Clinical reasoning is usually taught using a problem-solving approach, which is widely adopted in medical education. However, learning through problem solving is difficult as a result of the contextualization and dynamic aspects of actual problems. Moreover, knowledge acquired from problem-solving practice tends to be inert and fragmented. This study proposed a computer-based cognitive representation approach that externalizes and facilitates the complex processes in learning clinical reasoning. The approach is operationalized in a computer-based cognitive representation tool that involves argument mapping to externalize the problem-solving process and concept mapping to reveal the knowledge constructed from the problems. Twenty-nine Year 3 or higher students from a medical school in east China participated in the study. Participants used the proposed approach implemented in an e-learning system to complete four learning cases in 4 weeks on an individual basis. For each case, students interacted with the problem to capture critical data, generate and justify hypotheses, make a diagnosis, recall relevant knowledge, and update their conceptual understanding of the problem domain. Meanwhile, students used the computer-based cognitive representation tool to articulate and represent the key elements and their interactions in the learning process. A significant improvement was found in students' learning products from the beginning to the end of the study, consistent with students' report of close-to-moderate progress in developing problem-solving and knowledge-construction abilities. No significant differences were found between the pretest and posttest scores with the 4-week period. The cognitive representation approach was found to provide more formative assessment. The computer-based cognitive representation approach improved the learning of clinical reasoning in both problem solving and knowledge construction.

Classroom Preschool Science Learning: The Learner, Instructional Tools, and Peer-Learning Assignments

Science.gov (United States)

Reuter, Jamie M.

The recent decades have seen an increased focus on improving early science education. Goals include helping young children learn about pertinent concepts in science, and fostering early scientific reasoning and inquiry skills (e.g., NRC 2007, 2012, 2015). However, there is still much to learn about what constitutes appropriate frameworks that blend science education with developmentally appropriate learning environments. An important goal for the construction of early science is a better understanding of appropriate learning experiences and expectations for preschool children. This dissertation examines some of these concerns by focusing on three dimensions of science learning in the preschool classroom: (1) the learner; (2) instructional tools and pedagogy; and (3) the social context of learning with peers. In terms of the learner, the dissertation examines some dimensions of preschool children's scientific reasoning skills in the context of potentially relevant, developing general reasoning abilities. As young children undergo rapid cognitive changes during the preschool years, it is important to explore how these may influence scientific thinking. Two features of cognitive functioning have been carefully studied: (1) the demonstration of an epistemic awareness through an emerging theory of mind, and (2) the rapid improvement in executive functioning capacity. Both continue to develop through childhood and adolescence, but changes in early childhood are especially striking and have been neglected as regards their potential role in scientific thinking. The question is whether such skills relate to young children's capacity for scientific thinking. Another goal was to determine whether simple physics diagrams serve as effective instructional tools in supporting preschool children's scientific thinking. Specifically, in activities involving predicting and checking in scientific contexts, the question is whether such diagrams facilitate children's ability to

Usability Evaluation of a Web-Based Learning System

Science.gov (United States)

Nguyen, Thao

2012-01-01

The paper proposes a contingent, learner-centred usability evaluation method and a prototype tool of such systems. This is a new usability evaluation method for web-based learning systems using a set of empirically-supported usability factors and can be done effectively with limited resources. During the evaluation process, the method allows for…

What's Stalling Learning? Using a Formative Assessment Tool to Address Critical Incidents in Class

Science.gov (United States)

Hessler, H. Brooke; Taggart, Amy Rupiper

2011-01-01

We report on the use of Brookfield's (1995) formative assessment tool, the "Critical Incident Questionnaire" (CIQ) to help students and teachers identify and discuss key factors affecting learning. We offer insight into two major areas: (1) testing and adapting the existing tool to improve teaching and learning; and (2) identifying…

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

Science.gov (United States)

O'Connell, Timothy; Dyment, Janet

2011-01-01

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

Effectiveness of Cooperative Learning Instructional Tools With Predict-Observe-Explain Strategy on the Topic of Cuboid and Cube Volume

Science.gov (United States)

Nurhuda; Lukito, A.; Masriyah

2018-01-01

This study aims to develop instructional tools and implement it to see the effectiveness. The method used in this research referred to Designing Effective Instruction. Experimental research with two-group pretest-posttest design method was conducted. The instructional tools have been developed is cooperative learning model with predict-observe-explain strategy on the topic of cuboid and cube volume which consist of lesson plans, POE tasks, and Tests. Instructional tools were of good quality by criteria of validity, practicality, and effectiveness. These instructional tools was very effective for teaching the volume of cuboid and cube. Cooperative instructional tool with predict-observe-explain (POE) strategy was good of quality because the teacher was easy to implement the steps of learning, students easy to understand the material and students’ learning outcomes completed classically. Learning by using this instructional tool was effective because learning activities were appropriate and students were very active. Students’ learning outcomes were completed classically and better than conventional learning. This study produced a good instructional tool and effectively used in learning. Therefore, these instructional tools can be used as an alternative to teach volume of cuboid and cube topics.

Use of online interactive tools in an open distance learning context ...

African Journals Online (AJOL)

Background: Open distance learning (ODL) institutions provide educational challenges with specific reference to the training of nurses. They have adopted online technologies to facilitate teaching and learning. However it is observed that most nurses do not use or minimally use tools such as a discussion forum for online ...

Examining the Influence of Seductive Details in Case-Based Instruction on Pre-Service Teachers' Learning and Learning Perceptions

Science.gov (United States)

Abercrombie, Sara

2011-01-01

The case-based instructional method uses fictionalized or actual narratives as instructional tools to support learning, decision-making, and improved transfer to practical settings. Educational theorists and researchers specializing in case-based instruction have suggested that cases can be made more realistic, engaging, and challenging, thus…

Bat detective—Deep learning tools for bat acoustic signal detection

Science.gov (United States)

Barlow, Kate E.; Firman, Michael; Freeman, Robin; Harder, Briana; Kinsey, Libby; Mead, Gary R.; Newson, Stuart E.; Pandourski, Ivan; Russ, Jon; Szodoray-Paradi, Abigel; Tilova, Elena; Girolami, Mark; Jones, Kate E.

2018-01-01

Passive acoustic sensing has emerged as a powerful tool for quantifying anthropogenic impacts on biodiversity, especially for echolocating bat species. To better assess bat population trends there is a critical need for accurate, reliable, and open source tools that allow the detection and classification of bat calls in large collections of audio recordings. The majority of existing tools are commercial or have focused on the species classification task, neglecting the important problem of first localizing echolocation calls in audio which is particularly problematic in noisy recordings. We developed a convolutional neural network based open-source pipeline for detecting ultrasonic, full-spectrum, search-phase calls produced by echolocating bats. Our deep learning algorithms were trained on full-spectrum ultrasonic audio collected along road-transects across Europe and labelled by citizen scientists from www.batdetective.org. When compared to other existing algorithms and commercial systems, we show significantly higher detection performance of search-phase echolocation calls with our test sets. As an example application, we ran our detection pipeline on bat monitoring data collected over five years from Jersey (UK), and compared results to a widely-used commercial system. Our detection pipeline can be used for the automatic detection and monitoring of bat populations, and further facilitates their use as indicator species on a large scale. Our proposed pipeline makes only a small number of bat specific design decisions, and with appropriate training data it could be applied to detecting other species in audio. A crucial novelty of our work is showing that with careful, non-trivial, design and implementation considerations, state-of-the-art deep learning methods can be used for accurate and efficient monitoring in audio. PMID:29518076

Bat detective-Deep learning tools for bat acoustic signal detection.

Science.gov (United States)

Mac Aodha, Oisin; Gibb, Rory; Barlow, Kate E; Browning, Ella; Firman, Michael; Freeman, Robin; Harder, Briana; Kinsey, Libby; Mead, Gary R; Newson, Stuart E; Pandourski, Ivan; Parsons, Stuart; Russ, Jon; Szodoray-Paradi, Abigel; Szodoray-Paradi, Farkas; Tilova, Elena; Girolami, Mark; Brostow, Gabriel; Jones, Kate E

2018-03-01

Passive acoustic sensing has emerged as a powerful tool for quantifying anthropogenic impacts on biodiversity, especially for echolocating bat species. To better assess bat population trends there is a critical need for accurate, reliable, and open source tools that allow the detection and classification of bat calls in large collections of audio recordings. The majority of existing tools are commercial or have focused on the species classification task, neglecting the important problem of first localizing echolocation calls in audio which is particularly problematic in noisy recordings. We developed a convolutional neural network based open-source pipeline for detecting ultrasonic, full-spectrum, search-phase calls produced by echolocating bats. Our deep learning algorithms were trained on full-spectrum ultrasonic audio collected along road-transects across Europe and labelled by citizen scientists from www.batdetective.org. When compared to other existing algorithms and commercial systems, we show significantly higher detection performance of search-phase echolocation calls with our test sets. As an example application, we ran our detection pipeline on bat monitoring data collected over five years from Jersey (UK), and compared results to a widely-used commercial system. Our detection pipeline can be used for the automatic detection and monitoring of bat populations, and further facilitates their use as indicator species on a large scale. Our proposed pipeline makes only a small number of bat specific design decisions, and with appropriate training data it could be applied to detecting other species in audio. A crucial novelty of our work is showing that with careful, non-trivial, design and implementation considerations, state-of-the-art deep learning methods can be used for accurate and efficient monitoring in audio.

Providing Formative Feedback: Language Technologies for Lifelong Learning CONSPECT tool

NARCIS (Netherlands)

Berlanga, Adriana

2011-01-01

Berlanga, A. J. (2011). Providing Formative Feedback: Language Technologies for Lifelong Learning CONSPECT tool. Presentation given at the Onderwijslunch, University of Maastricht. January, 18, 2011, Maastricht, The Netherlands.

Individual and social learning processes involved in the acquisition and generalization of tool use in macaques

Science.gov (United States)

Macellini, S.; Maranesi, M.; Bonini, L.; Simone, L.; Rozzi, S.; Ferrari, P. F.; Fogassi, L.

2012-01-01

Macaques can efficiently use several tools, but their capacity to discriminate the relevant physical features of a tool and the social factors contributing to their acquisition are still poorly explored. In a series of studies, we investigated macaques' ability to generalize the use of a stick as a tool to new objects having different physical features (study 1), or to new contexts, requiring them to adapt the previously learned motor strategy (study 2). We then assessed whether the observation of a skilled model might facilitate tool-use learning by naive observer monkeys (study 3). Results of study 1 and study 2 showed that monkeys trained to use a tool generalize this ability to tools of different shape and length, and learn to adapt their motor strategy to a new task. Study 3 demonstrated that observing a skilled model increases the observers' manipulations of a stick, thus facilitating the individual discovery of the relevant properties of this object as a tool. These findings support the view that in macaques, the motor system can be modified through tool use and that it has a limited capacity to adjust the learnt motor skills to a new context. Social factors, although important to facilitate the interaction with tools, are not crucial for tool-use learning. PMID:22106424

Virtual Labs in proteomics: new E-learning tools.

Science.gov (United States)

Ray, Sandipan; Koshy, Nicole Rachel; Reddy, Panga Jaipal; Srivastava, Sanjeeva

2012-05-17

Web-based educational resources have gained enormous popularity recently and are increasingly becoming a part of modern educational systems. Virtual Labs are E-learning platforms where learners can gain the experience of practical experimentation without any direct physical involvement on real bench work. They use computerized simulations, models, videos, animations and other instructional technologies to create interactive content. Proteomics being one of the most rapidly growing fields of the biological sciences is now an important part of college and university curriculums. Consequently, many E-learning programs have started incorporating the theoretical and practical aspects of different proteomic techniques as an element of their course work in the form of Video Lectures and Virtual Labs. To this end, recently we have developed a Virtual Proteomics Lab at the Indian Institute of Technology Bombay, which demonstrates different proteomics techniques, including basic and advanced gel and MS-based protein separation and identification techniques, bioinformatics tools and molecular docking methods, and their applications in different biological samples. This Tutorial will discuss the prominent Virtual Labs featuring proteomics content, including the Virtual Proteomics Lab of IIT-Bombay, and E-resources available for proteomics study that are striving to make proteomic techniques and concepts available and accessible to the student and research community. This Tutorial is part of the International Proteomics Tutorial Programme (IPTP 14). Details can be found at: http://www.proteomicstutorials.org/. Copyright © 2012 Elsevier B.V. All rights reserved.

PROBLEMS OF ICT-BASED TOOLS ESTIMATION IN THE CONTEXT OF INFORMATION SOCIETY FORMATION

Directory of Open Access Journals (Sweden)

M. Shyshkina

2012-03-01

Full Text Available The article describes the problems of improvement of quality of implementation and use of e-learning tools which arise in terms of increasing quality and accessibility of education. It is determined that those issues are closely linked to specific scientific and methodological approaches to evaluation of quality, selection and use of ICT-based tools in view of emergence of promising information technological platforms of these resources implementation and delivery.

Users’ perception of visual design and usefulness of a web-based educational tool

OpenAIRE

Sánchez Franco, Manuel Jesús; Villarejo Ramos, Ángel Francisco; Peral Peral, Begoña; Buitrago Esquinas, Eva María; Roldán Salgueiro, José Luis

2012-01-01

Our research has become increasingly aware of the relevance of visual design in understanding learners’ attitudes towards the use of virtual tools. Likewise, perceived usefulness is an essential antecedent of the cumulative impressions of and preferences for them. Therefore, the aim of this study is to investigate the main effects of visual design and usefulness on learning and productivity in the domain of web-based educational tools. A Structural Equation Modelling, specifically Partial Lea...

Mixed Reality Environment for Web-Based Laboratory Interactive Learning

Directory of Open Access Journals (Sweden)

A. I. Saleem

2008-02-01

Full Text Available This paper presents a web-based laboratory fordistance learners by incorporating simulation andhardware implementation into web-based e-learningsystems. It presents a development consisting of laboratorycourse through internet based on mixed reality technique tosetup, run and manipulateset of experiments. Eachexperiment has been designed in a way that allows thelearner to manipulate the components and check if it worksproperly in order to achieve the experiment objective. Theproposed laboratory e-learning tool has web-basedcomponents accessed by authorized users. Learners canacquire the necessary skills they need, while learning thetheory of the experiment and the basic characteristics ofeach component used in the experiment. Finally, a casestudy was conducted to show the feasibility and efficiencyof the proposed method.

The Right Tools for the Job--Technology Options for Adult Online Learning and Collaboration

Science.gov (United States)

Regional Educational Laboratory, 2014

2014-01-01

Many options exist for using technology as a tool for adult learning, and each day, it becomes easier to share information online than it ever has been. Online learning technology has grown from one-sided communications to numerous options for audience engagement and interactivity. This guide introduces a variety of tools, online platforms, and…

The Design of Tools for Sketching Sensor-Based Interaction

DEFF Research Database (Denmark)

Brynskov, Martin; Lunding, Rasmus; Vestergaard, Lasse Steenbock

2012-01-01

In this paper we motivate, present, and give an initial evaluation of DUL Radio, a small wireless toolkit for sketching sensor-based interaction. In the motivation, we discuss the purpose of this specific platform, which aims to balance ease-of-use (learning, setup, initialization), size, speed......, flexibility and cost, aimed at wearable and ultra-mobile prototyping where fast reaction is needed (e.g. in controlling sound), and we discuss the general issues facing this category of embodied interaction design tools. We then present the platform in more detail, both regarding hard- ware and software....... In the brief evaluation, we present our initial experiences with the platform both in design projects and in teaching. We conclude that DUL Radio does seem to be a relatively easy-to-use tool for sketching sensor-based interaction compared to other solutions, but that there are many ways to improve it. Target...

Towards a personalised learning mesh: the implementation of a low overhead, multipath learning tool

Directory of Open Access Journals (Sweden)

Kevin Porteous

2011-02-01

Full Text Available Many studies have shown that students today live in an environment of multiple, simultaneous, short-lived stimuli which they access from wherever they may be. However institutional teaching is still based on traditional, long, sequential, attended presentations. In order to bridge that gap, there have been a number of moves over the past few years to develop and integrate lecture capture into the learning environment. Often these systems are large and require a major commitment from the institution in terms of licences and infrastructure. Given the constrained financial environment for many academic institutions, these systems are not a viable option for many. The authors have extended their normal lecture capture activity in their teaching to form an integrated learning resource. The captured media is mounted into a content management system which allows the media to be repurposed along with other content to provide an integrated support tool for student enquiry and self study which better matches their unstructured social experience. This paper describes the development of the pilot system based on a minimal hardware requirement and limited post processing. The evolution of the system pilot is described and the development of the specification which then led to the live prototype is discussed. Issues that impact on the effectiveness of the prototype are covered and the strategy (based on classroom feedback for developing the prototype into a full system for deployment across a range of desktop and mobile platforms is introduced.

Affordances of Telecollaboration tools for English for Specific Purposes online learning

OpenAIRE

Sevilla Pavón, Ana

2016-01-01

This paper explores students’ perceptions of the affordances of different telecollaboration tools used in an innovation project for English for Specific Purposes online learning carried out between the University of Valencia (Spain) and Wofford College (South Carolina, United States) during the school year 2015-2016. Different tools for synchronous and asynchronous communication were used. The asynchronous tools included a discussion forum, a wiki, social networking websites and Google forms;...

Recommender System and Web 2.0 Tools to Enhance a Blended Learning Model

Science.gov (United States)

Hoic-Bozic, Natasa; Dlab, Martina Holenko; Mornar, Vedran

2016-01-01

Blended learning models that combine face-to-face and online learning are of great importance in modern higher education. However, their development should be in line with the recent changes in e-learning that emphasize a student-centered approach and use tools available on the Web to support the learning process. This paper presents research on…

Ichthyoplankton Classification Tool using Generative Adversarial Networks and Transfer Learning

KAUST Repository

Aljaafari, Nura

2018-04-15

The study and the analysis of marine ecosystems is a significant part of the marine science research. These systems are valuable resources for fisheries, improving water quality and can even be used in drugs production. The investigation of ichthyoplankton inhabiting these ecosystems is also an important research field. Ichthyoplankton are fish in their early stages of life. In this stage, the fish have relatively similar shape and are small in size. The currently used way of identifying them is not optimal. Marine scientists typically study such organisms by sending a team that collects samples from the sea which is then taken to the lab for further investigation. These samples need to be studied by an expert and usually end needing a DNA sequencing. This method is time-consuming and requires a high level of experience. The recent advances in AI have helped to solve and automate several difficult tasks which motivated us to develop a classification tool for ichthyoplankton. We show that using machine learning techniques, such as generative adversarial networks combined with transfer learning solves such a problem with high accuracy. We show that using traditional machine learning algorithms fails to solve it. We also give a general framework for creating a classification tool when the dataset used for training is a limited dataset. We aim to build a user-friendly tool that can be used by any user for the classification task and we aim to give a guide to the researchers so that they can follow in creating a classification tool.

Beneficial Web 2.0 Tools to Engage Learners and Maximize Learning

Science.gov (United States)

DiBella, Karen S.; Williams, Kimberly G.

2015-01-01

Technology has certainly altered the landscape in which students learn today. The use of technology in today's classrooms is continually increasing as educators seek ways to engage learners and maximize learning potential. Incorporating Web 2.0 tools into the classroom can not only encourage collaboration among learners, but also provide a way for…

The Film as Visual Aided Learning Tool in Classroom Management Course

Science.gov (United States)

Altinay Gazi, Zehra; Altinay Aksal, Fahriye

2011-01-01

This research aims to investigate the impact of the visual aided learning on pre-service teachers' co-construction of subject matter knowledge in teaching practice. The study revealed the examination of film as an active cognizing and learning tool in classroom management course within teacher education programme. Within the framework of action…

Does individual learning styles influence the choice to use a web-based ECG learning programme in a blended learning setting?

Directory of Open Access Journals (Sweden)

Nilsson Mikael

2012-01-01

Full Text Available Abstract Background The compressed curriculum in modern knowledge-intensive medicine demands useful tools to achieve approved learning aims in a limited space of time. Web-based learning can be used in different ways to enhance learning. Little is however known regarding its optimal utilisation. Our aim was to investigate if the individual learning styles of medical students influence the choice to use a web-based ECG learning programme in a blended learning setting. Methods The programme, with three types of modules (learning content, self-assessment questions and interactive ECG interpretation training, was offered on a voluntary basis during a face to face ECG learning course for undergraduate medical students. The Index of Learning Styles (ILS and a general questionnaire including questions about computer and Internet usage, preferred future speciality and prior experience of E-learning were used to explore different factors related to the choice of using the programme or not. Results 93 (76% out of 123 students answered the ILS instrument and 91 the general questionnaire. 55 students (59% were defined as users of the web-based ECG-interpretation programme. Cronbach's alpha was analysed with coefficients above 0.7 in all of the four dimensions of ILS. There were no significant differences with regard to learning styles, as assessed by ILS, between the user and non-user groups; Active/Reflective; Visual/Verbal; Sensing/Intuitive; and Sequential/Global (p = 0.56-0.96. Neither did gender, prior experience of E-learning or preference for future speciality differ between groups. Conclusion Among medical students, neither learning styles according to ILS, nor a number of other characteristics seem to influence the choice to use a web-based ECG programme. This finding was consistent also when the usage of the different modules in the programme were considered. Thus, the findings suggest that web-based learning may attract a broad variety of medical

Problem Based Learning

DEFF Research Database (Denmark)

de Graaff, Erik; Guerra, Aida

, the key principles remain the same everywhere. Graaff & Kolmos (2003) identify the main PBL principles as follows: 1. Problem orientation 2. Project organization through teams or group work 3. Participant-directed 4. Experiental learning 5. Activity-based learning 6. Interdisciplinary learning and 7...... model and in general problem based and project based learning. We apply the principle of teach as you preach. The poster aims to outline the visitors’ workshop programme showing the results of some recent evaluations.......Problem-Based Learning (PBL) is an innovative method to organize the learning process in such a way that the students actively engage in finding answers by themselves. During the past 40 years PBL has evolved and diversified resulting in a multitude in variations in models and practices. However...

Improving the learning of clinical reasoning through computer-based cognitive representation

Directory of Open Access Journals (Sweden)

Bian Wu

2014-12-01

Full Text Available Objective: Clinical reasoning is usually taught using a problem-solving approach, which is widely adopted in medical education. However, learning through problem solving is difficult as a result of the contextualization and dynamic aspects of actual problems. Moreover, knowledge acquired from problem-solving practice tends to be inert and fragmented. This study proposed a computer-based cognitive representation approach that externalizes and facilitates the complex processes in learning clinical reasoning. The approach is operationalized in a computer-based cognitive representation tool that involves argument mapping to externalize the problem-solving process and concept mapping to reveal the knowledge constructed from the problems. Methods: Twenty-nine Year 3 or higher students from a medical school in east China participated in the study. Participants used the proposed approach implemented in an e-learning system to complete four learning cases in 4 weeks on an individual basis. For each case, students interacted with the problem to capture critical data, generate and justify hypotheses, make a diagnosis, recall relevant knowledge, and update their conceptual understanding of the problem domain. Meanwhile, students used the computer-based cognitive representation tool to articulate and represent the key elements and their interactions in the learning process. Results: A significant improvement was found in students’ learning products from the beginning to the end of the study, consistent with students’ report of close-to-moderate progress in developing problem-solving and knowledge-construction abilities. No significant differences were found between the pretest and posttest scores with the 4-week period. The cognitive representation approach was found to provide more formative assessment. Conclusions: The computer-based cognitive representation approach improved the learning of clinical reasoning in both problem solving and knowledge

Humor: a pedagogical tool to promote learning.

Science.gov (United States)

Chabeli, M

2008-09-01

It has become critical that learners are exposed to varied methods of teaching and assessment that will promote critical thinking of learners. Humor creates a relaxed atmosphere where learning can be enhanced and appreciated. When learners are relaxed, thinking becomes eminent. Authoritative and tense environment hinders thinking. This paper seeks to explore the perceptions of nurse teacher learners regarding the use of humor as a pedagogical tool to promote learning. A qualitative, exploratory, descriptive and contextual research design was employed (Burns & Grove, 2001:61; Mouton, 1996:103). 130 naive sketches were collected from nurse teacher learners who volunteered to take part in the study (Giorgi in_Omery, 1983:52) Follow up interviews were conducted to verify the findings. A qualitative, open-coding method of content analysis was done Tesch (in Creswell, 1994:155). Measures to ensure trustworthiness of the study were taken in accordance with the protocol of (Lincoln & Guba, 1985:290-326). The findings of the study will assist the nurse educators to create a positive, affective, psychological and social learning environment through the use of humor in a positive manner. Nurse educators will appreciate the fact that integration of humor to the learning content will promote the learners' critical thinking and emotional intelligence. Negative humor has a negative impact on learning. Learner nurses who become critical thinkers will be able to be analytical and solve problems amicably in practice.

Example-based learning: Comparing the effects of additionally providing three different integrative learning activities on physiotherapy intervention knowledge Approaches to teaching and learning

NARCIS (Netherlands)

J.-O. Dyer (Joseph-Omer); A. Hudon (Anne); K. Montpetit-Tourangeau (Katherine); B. Charlin (Bernard); S. Mamede (Silvia); T.A.J.M. van Gog (Tamara)

2015-01-01

textabstractBackground: Example-based learning using worked examples can foster clinical reasoning. Worked examples are instructional tools that learners can use to study the steps needed to solve a problem. Studying worked examples paired with completion examples promotes acquisition of

Learn Xcode Tools for Mac OS X and iPhone Development

CERN Document Server

Piper, I

2010-01-01

This book will give you a thorough grounding in the principal and supporting tools and technologies that make up the Xcode Developer Tools suite. Apple has provided a comprehensive collection of developer tools, and this is the first book to examine the complete Apple programming environment for both Mac OS X and iPhone. * Comprehensive coverage of all the Xcode developer tools * Additional coverage of useful third-party development tools* Not just a survey of features, but a serious examination of the complete development process for Mac OS X and iPhone applications What you'll learn* The boo

Project management support tool implementation. DynaLearn, EC FP7 STREP project 231526, Deliverable D1.1

NARCIS (Netherlands)

Bredeweg, B.; Liem, J.

2009-01-01

Different project management tools have been evaluated. We have chosen several well-known, flexible and mature tools to support management activities and communication between the DynaLearn project participants. We have created a DynaLearn website for stakeholders outside the DynaLearn website. An

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

Science.gov (United States)

Gaviola Feck, Dolores

2016-01-01

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

Artificial Intelligence-Based Student Learning Evaluation: A Concept Map-Based Approach for Analyzing a Student's Understanding of a Topic

Science.gov (United States)

Jain, G. Panka; Gurupur, Varadraj P.; Schroeder, Jennifer L.; Faulkenberry, Eileen D.

2014-01-01

In this paper, we describe a tool coined as artificial intelligence-based student learning evaluation tool (AISLE). The main purpose of this tool is to improve the use of artificial intelligence techniques in evaluating a student's understanding of a particular topic of study using concept maps. Here, we calculate the probability distribution of…

Developing Learning Tool of Control System Engineering Using Matrix Laboratory Software Oriented on Industrial Needs

Science.gov (United States)

Isnur Haryudo, Subuh; Imam Agung, Achmad; Firmansyah, Rifqi

2018-04-01

The purpose of this research is to develop learning media of control technique using Matrix Laboratory software with industry requirement approach. Learning media serves as a tool for creating a better and effective teaching and learning situation because it can accelerate the learning process in order to enhance the quality of learning. Control Techniques using Matrix Laboratory software can enlarge the interest and attention of students, with real experience and can grow independent attitude. This research design refers to the use of research and development (R & D) methods that have been modified by multi-disciplinary team-based researchers. This research used Computer based learning method consisting of computer and Matrix Laboratory software which was integrated with props. Matrix Laboratory has the ability to visualize the theory and analysis of the Control System which is an integration of computing, visualization and programming which is easy to use. The result of this instructional media development is to use mathematical equations using Matrix Laboratory software on control system application with DC motor plant and PID (Proportional-Integral-Derivative). Considering that manufacturing in the field of Distributed Control systems (DCSs), Programmable Controllers (PLCs), and Microcontrollers (MCUs) use PID systems in production processes are widely used in industry.

Effects of Attitudes and Behaviours on Learning Mathematics with Computer Tools

Science.gov (United States)

Reed, Helen C.; Drijvers, Paul; Kirschner, Paul A.

2010-01-01

This mixed-methods study investigates the effects of student attitudes and behaviours on the outcomes of learning mathematics with computer tools. A computer tool was used to help students develop the mathematical concept of function. In the whole sample (N = 521), student attitudes could account for a 3.4 point difference in test scores between…

An efficient flow-based botnet detection using supervised machine learning

DEFF Research Database (Denmark)

Stevanovic, Matija; Pedersen, Jens Myrup

2014-01-01

Botnet detection represents one of the most crucial prerequisites of successful botnet neutralization. This paper explores how accurate and timely detection can be achieved by using supervised machine learning as the tool of inferring about malicious botnet traffic. In order to do so, the paper...... introduces a novel flow-based detection system that relies on supervised machine learning for identifying botnet network traffic. For use in the system we consider eight highly regarded machine learning algorithms, indicating the best performing one. Furthermore, the paper evaluates how much traffic needs...... to accurately and timely detect botnet traffic using purely flow-based traffic analysis and supervised machine learning. Additionally, the results show that in order to achieve accurate detection traffic flows need to be monitored for only a limited time period and number of packets per flow. This indicates...

Effects of competitive learning tools on medical students: A case study.

Science.gov (United States)

Corell, Alfredo; Regueras, Luisa M; Verdú, Elena; Verdú, María J; de Castro, Juan P

2018-01-01

Competitive learning techniques are being successfully used in courses of different disciplines. However, there is still a significant gap in analyzing their effects in medical students competing individually. The authors conducted this study to assess the effectiveness of the use of a competitive learning tool on the academic achievement and satisfaction of medical students. The authors collected data from a Human Immunology course in medical students (n = 285) and conducted a nonrandomized (quasi-experimental) control group pretest-posttest design. They used the Mann-Whitney U-test to measure the strength of the association between two variables and to compare the two student groups. The improvement and academic outcomes of the experimental group students were significantly higher than those of the control group students. The students using the competitive learning tool had better academic performance, and they were satisfied with this type of learning. The study, however, had some limitations. The authors did not make a random assignment to the control and experimental groups and the groups were not completely homogenous. The use of competitive learning techniques motivates medical students, improves their academic outcomes and may foster the cooperation among students and provide a pleasant classroom environment. The authors are planning further studies with a more complete evaluation of cognitive learning styles or incorporating chronometry as well as team-competition.

A Usability Study of Users' Perceptions toward a Multimedia Computer-Assisted Learning Tool for Neuroanatomy

Science.gov (United States)

Gould, Douglas J.; Terrell, Mark A.; Fleming, Jo

2008-01-01

This usability study evaluated users' perceptions of a multimedia prototype for a new e-learning tool: Anatomy of the Central Nervous System: A Multimedia Course. Usability testing is a collection of formative evaluation methods that inform the developmental design of e-learning tools to maximize user acceptance, satisfaction, and adoption.…

Effectiveness of interactive, online games in learning neuroscience and students' perception of the games as learning tools. A pre-experimental study.

Science.gov (United States)

Thompson, Marilyn E; Ford, Ruth; Webster, Andrew

2011-01-01

Neurological concepts applicable to a doctorate in occupational therapy are often challenging to comprehend, and students are required to demonstrate critical reasoning skills beyond simply recalling the information. To achieve this, various learning and teaching strategies are used, including the use of technology in the classroom. The availability of technology in academic settings has allowed for diverse and active teaching approaches. This includes videos, web-based instruction, and interactive online games. In this quantitative pre-experimental analysis, the learning and retention of neuroscience concepts by 30 occupational therapy doctoral students, who participated in an interactive online learning experience, were assessed. The results suggest that student use of these tools may enhance their learning of neuroscience. Furthermore, the students felt that the sites were appropriate, beneficial to them, and easy to use. Thus, the use of online, interactive neuroscience games may be effective in reinforcing lecture materials. This needs to be further assessed in a larger sample size.

Building Eclectic Personal Learning Landscapes with Open Source Tools

NARCIS (Netherlands)

Kalz, Marco

2008-01-01

Kalz, M. (2005). Building Eclectic Personal Learning Landscapes with Open Source Tools. In F. de Vries, G. Attwell, R. Elferink & A. Tödt (Eds.), Open Source for Education in Europe. Research & Practice (= Proceedings of the Open Source for Education in Europe Conference) (pp. 163-168). 2005,

A convolutional neural network-based screening tool for X-ray serial crystallography.

Science.gov (United States)

Ke, Tsung Wei; Brewster, Aaron S; Yu, Stella X; Ushizima, Daniela; Yang, Chao; Sauter, Nicholas K

2018-05-01

A new tool is introduced for screening macromolecular X-ray crystallography diffraction images produced at an X-ray free-electron laser light source. Based on a data-driven deep learning approach, the proposed tool executes a convolutional neural network to detect Bragg spots. Automatic image processing algorithms described can enable the classification of large data sets, acquired under realistic conditions consisting of noisy data with experimental artifacts. Outcomes are compared for different data regimes, including samples from multiple instruments and differing amounts of training data for neural network optimization. open access.

Innovative teaching: Using multimedia in a problem-based learning environment

Directory of Open Access Journals (Sweden)

Mai Neo

2001-10-01

Full Text Available Presently, traditional educational approaches have resulted in a mismatch between what is taught to the students and what the industry needs. As such, many institutions are moving towards problem-based learning as a solution to producing graduates who are creative, can think critically and analytically, and are able to solve problems. In this paper, we focus on using multimedia technology as an innovative teaching and learning strategy in a problem-based learning environment by giving the students a multimedia project to train them in this skill set. The purpose of this project was to access the students’ skills in framing and solving problems using multimedia technologies. The students worked in groups and each group had to pick a topic for their project, develop, design and present it in a CD-ROM. They were then surveyed on their attitudes toward the project and their skills as a team. Results showed that the students were very positive toward the project, enjoyed teamwork, able to think critically and became active participants in their learning process. Therefore, multimedia-oriented projects, like many other problem-based learning solutions, can be used alternatively as an innovative and effective tool in a problem-based learning environment for the acquisition of problem-solving skills.

Medical Community of Inquiry: A Diagnostic Tool for Learning, Assessment, and Research

Directory of Open Access Journals (Sweden)

Rakefet Ackerman

2017-01-01

Full Text Available Aim/Purpose: These days educators are expected to integrate technological tools into classes. Although they acquire relevant skills, they are often reluctant to use these tools. Background:\tWe incorporated online forums for generating a Community of Inquiry (CoI in a faculty development program. Extending the Technology, Pedagogy, and Content Knowledge (TPACK model with Assessment Knowledge and content analysis of forum discourse and reflection after each CoI, we offer the Diagnostic Tool for Learning, Assessment, and Research (DTLAR. Methodology: This study spanned over two cycles of a development program for medical faculty. Contribution: This study demonstrates how the DTLAR supports in-depth examination of the benefits and challenges of using CoIs for learning and teaching. Findings: Before the program, participants had little experience with, and were reluctant to use, CoIs in classes. At the program completion, many were willing to adopt CoIs and appreciated this method’s contribution. Both CoIs discourse and reflections included positive attitudes regarding cognitive and teacher awareness categories. However, negative attitudes regarding affective aspects and time-consuming aspects of CoIs were exposed. Participants who experienced facilitating a CoI gained additional insights into its usefulness. Recommendations for Practitioners\t: The DTLAR allows analyzing adaption of online forums for learning and teaching. Recommendation for Researchers: The DTLAR allows analyzing factors that affect the acceptance of online fo-rums for learning and teaching. Impact on Society\t: While the tool was implemented in the context of medical education, it can be readily applied in other adult learning programs. Future Research: The study includes several design aspects that probably affected the improve-ment and challenges we found. Future research is called for providing guidelines for identifying boundary conditions and potential for further

Effective collaborative learning in biomedical education using a web-based infrastructure.

Science.gov (United States)

Wu, Yunfeng; Zheng, Fang; Cai, Suxian; Xiang, Ning; Zhong, Zhangting; He, Jia; Xu, Fang

2012-01-01

This paper presents a feature-rich web-based system used for biomedical education at the undergraduate level. With the powerful groupware features provided by the wiki system, the instructors are able to establish a community-centered mentoring environment that capitalizes on local expertise to create a sense of online collaborative learning among students. The web-based infrastructure can help the instructors effectively organize and coordinate student research projects, and the groupware features may support the interactive activities, such as interpersonal communications and data sharing. The groupware features also provide the web-based system with a wide range of additional ways of organizing collaboratively developed materials, which makes it become an effective tool for online active learning. Students are able to learn the ability to work effectively in teams, with an improvement of project management, design collaboration, and technical writing skills. With the fruitful outcomes in recent years, it is positively thought that the web-based collaborative learning environment can perform an excellent shift away from the conventional instructor-centered teaching to community- centered collaborative learning in the undergraduate education.

Example-based learning: comparing the effects of additionally providing three different integrative learning activities on physiotherapy intervention knowledge

NARCIS (Netherlands)

J.-O. Dyer (Joseph-Omer); A. Hudon (Anne); K. Montpetit-Tourangeau (Katherine); B. Charlin (Bernard); S. Mamede (Silvia); T.A.J.M. van Gog (Tamara)

2015-01-01

textabstractBACKGROUND: Example-based learning using worked examples can foster clinical reasoning. Worked examples are instructional tools that learners can use to study the steps needed to solve a problem. Studying worked examples paired with completion examples promotes acquisition of

Wiki Laboratory Notebooks: Supporting Student Learning in Collaborative Inquiry-Based Laboratory Experiments

Science.gov (United States)

Lawrie, Gwendolyn Angela; Grøndahl, Lisbeth; Boman, Simon; Andrews, Trish

2016-01-01

Recent examples of high-impact teaching practices in the undergraduate chemistry laboratory that include course-based undergraduate research experiences and inquiry-based experiments require new approaches to assessing individual student learning outcomes. Instructors require tools and strategies that can provide them with insight into individual…

Correcting Misconceptions on Electronics: Effects of a Simulation-Based Learning Environment Backed by a Conceptual Change Model

Science.gov (United States)

Chen, Yu-Lung; Pan, Pei-Rong; Sung, Yao-Ting; Chang, Kuo-En

2013-01-01

Computer simulation has significant potential as a supplementary tool for effective conceptual-change learning based on the integration of technology and appropriate instructional strategies. This study elucidates misconceptions in learning on diodes and constructs a conceptual-change learning system that incorporates…

THE ROLE OF SELF-EFFICACY IN PREDICTING USE OF DISTANCE EDUCATION TOOLS AND LEARNING MANAGEMENT SYSTEMS

Directory of Open Access Journals (Sweden)

Ibrahim ARPACI

2017-01-01

Full Text Available This study aims to investigate the role of self-efficacy in predicting students’ use of distance education tools and learning management systems (LMSs. A total of 124 undergraduate students who enrolled in a course on Distance Education and selected using convenience sampling willingly participated in the study. The participants had little prior knowledge about distance education tools and LMSs. Therefore, they received instructions from the researcher over the course of a semester. The study proposed a research model based on the Technology Acceptance Model that has been widely used to predict user acceptance and use. Structural equation modelling was used to test the research model against the data collected through questionnaire surveys. Pretest-posttest results suggested that the students had significant learning by participating in the instruction. The results of the main analysis also suggested that self-efficacy positively affects perceived ease of use, while usefulness and ease of use perceptions positively affect attitudes toward using distance education tools and systems. Implications are provided along with limitations of the study discussed.

Building Eclectic Personal Learning Landscapes with Open Source Tools

OpenAIRE

Kalz, Marco

2008-01-01

Kalz, M. (2005). Building Eclectic Personal Learning Landscapes with Open Source Tools. In F. de Vries, G. Attwell, R. Elferink & A. Tödt (Eds.), Open Source for Education in Europe. Research & Practice (= Proceedings of the Open Source for Education in Europe Conference) (pp. 163-168). 2005, Heerlen, The Netherlands.

Using Social Media as a Tool for Learning: A Multi-Disciplinary Study

Science.gov (United States)

Delello, Julie A.; McWhorter, Rochell R.; Camp, Kerri M.

2015-01-01

In order to explore the rich dynamics of using social media as a tool for learning within higher education classrooms, researchers across three disciplines: education, human resource development (HRD), and marketing, joined forces seeking ways to focus on learning through a retrospective analysis. Three concepts--engagement, community building,…

Original science-based music and student learning

Science.gov (United States)

Smolinski, Keith

American middle school student science scores have been stagnating for several years, demonstrating a need for better learning strategies to aid teachers in instruction and students in content learning. It has also been suggested by researchers that music can be used to aid students in their learning and memory. Employing the theoretical framework of brain-based learning, the purpose of this study was to examine the impact of original, science-based music on student content learning and student perceptions of the music and its impact on learning. Students in the treatment group at a public middle school learned songs with lyrics related to the content of a 4-week cells unit in science; whereas an equally sized control group was taught the same material using existing methods. The content retention and learning experiences of the students in this study were examined using a concurrent triangulation, mixed-methods study. Independent sample t test and ANOVA analyses were employed to determine that the science posttest scores of students in the treatment group (N = 93) were significantly higher than the posttest scores of students in the control group (N = 93), and that the relative gains of the boys in the treatment group exceeded those of the girls. The qualitative analysis of 10 individual interviews and 3 focus group interviews followed Patton's method of a priori coding, cross checking, and thematic analysis to examine the perceptions of the treatment group. These results confirmed that the majority of the students thought the music served as an effective learning tool and enhanced recall. This study promoted social change because students and teachers gained insight into how music can be used in science classrooms to aid in the learning of science content. Researchers could also utilize the findings for continued investigation of the interdisciplinary use of music in educational settings.

Working environment with social and personal open tools for inquiry based learning: Pedagogic and diagnostic frameworks

NARCIS (Netherlands)

Protopsaltis, Aristos; Seitlinger, Paul; Chaimala, Foteini; Firssova, Olga; Hetzner, Sonja; Kikis-Papadakis, Kitty; Boytchev, Pavel

2014-01-01

The weSPOT project aims at propagating scientific inquiry as the approach for science learning and teaching in combination with today’s curricula and teaching practices The project focuses on inquiry-based learning with a theoretically sound and technology supported personal inquiry approach and it

Enhanced STEM Learning with the GeoMapApp Data Exploration Tool

Science.gov (United States)

Goodwillie, A. M.

2014-12-01

GeoMapApp (http://www.geomapapp.org), is a free, map-based data discovery and visualisation tool developed with NSF funding at Lamont-Doherty Earth Observatory. GeoMapApp provides casual and specialist users alike with access to hundreds of built-in geoscience data sets covering geology, geophysics, geochemistry, oceanography, climatology, cryospherics, and the environment. Users can also import their own data tables, spreadsheets, shapefiles, grids and images. Simple manipulation and analysis tools combined with layering capabilities and engaging visualisations provide a powerful platform with which to explore and interrogate geoscience data in its proper geospatial context thus helping users to more easily gain insight into the meaning of the data. A global elevation base map covering the oceans as well as continents forms the backbone of GeoMapApp. The multi-resolution base map is updated regularly and includes data sources ranging from Space Shuttle elevation data for land areas to ultra-high-resolution surveys of coral reefs and seafloor hydrothermal vent fields. Examples of built-in data sets that can be layered over the elevation model include interactive earthquake and volcano data, plate tectonic velocities, hurricane tracks, land and ocean temperature, water column properties, age of the ocean floor, and deep submersible bottom photos. A versatile profiling tool provides instant access to data cross-sections. Contouring and 3-D views are also offered - the attached image shows a 3-D view of East Africa's Ngorongoro Crater as an example. Tabular data - both imported and built-in - can be displayed in a variety of ways and a lasso tool enables users to quickly select data points directly from the map. A range of STEM-based education material based upon GeoMapApp is already available, including a number of self-contained modules for school- and college-level students (http://www.geomapapp.org/education/contributed_material.html). More learning modules are

Overcoming Barriers between Volunteer Professionals Advising Project-Based Learning Teams with Regulation Tools

Science.gov (United States)

Rees Lewis, Daniel G.; Easterday, Matthew W.; Harburg, Emily; Gerber, Elizabeth M.; Riesbeck, Christopher K.

2018-01-01

To provide the substantial support required for project-based learning (PBL), educators can incorporate professional experts as "design coaches." However, previous work shows barriers incorporating design coaches who can rarely meet face-to-face: (1) communication online is time-consuming, (2) updating coaches online is not perceived as…

Educational resources and tools for robotic learning

Directory of Open Access Journals (Sweden)

Pablo Gil Vazquez

2012-07-01

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

Case-based learning and simulation: useful tools to enhance nurses' education? Nonrandomized controlled trial.

Science.gov (United States)

Raurell-Torredà, Marta; Olivet-Pujol, Josep; Romero-Collado, Àngel; Malagon-Aguilera, Maria Carmen; Patiño-Masó, Josefina; Baltasar-Bagué, Alícia

2015-01-01

To compare skills acquired by undergraduate nursing students enrolled in a medical-surgical course. To compare skills demonstrated by students with no previous clinical practice (undergraduates) and nurses with clinical experience enrolled in continuing professional education (CPE). In a nonrandomized clinical trial, 101 undergraduates enrolled in the "Adult Patients 1" course were assigned to the traditional lecture and discussion (n = 66) or lecture and discussion plus case-based learning (n = 35) arm of the study; 59 CPE nurses constituted a comparison group to assess the effects of previous clinical experience on learning outcomes. Scores on an objective structured clinical examination (OSCE), using a human patient simulator and cases validated by the National League for Nursing, were compared for the undergraduate control and intervention groups, and for CPE nurses (Student's t test). Controls scored lower than the intervention group on patient assessment (6.3 ± 2.3 vs 7.5 ± 1.4, p = .04, mean difference, -1.2 [95% confidence interval (CI) -2.4 to -0.03]) but the intervention group did not differ from CPE nurses (7.5 ± 1.4 vs 8.8 ± 1.5, p = .06, mean difference, -1.3 [95% CI -2.6 to 0.04]). The CPE nurses committed more "rules-based errors" than did undergraduates, specifically patient identifications (77.2% vs 55%, p = .7) and checking allergies before administering medication (68.2% vs 60%, p = .1). The intervention group developed better patient assessment skills than the control group. Case-based learning helps to standardize the process, which can contribute to quality and consistency in practice: It is essential to correctly identify a problem in order to treat it. Clinical experience of CPE nurses was not associated with better adherence to safety protocols. Case-based learning improves the patient assessment skills of undergraduate nursing students, thereby preparing them for clinical practice. © 2014 Sigma Theta Tau International.

Narrative as a learning tool in science centers : potentials, possibilities and merits

NARCIS (Netherlands)

Murmann, Mai; Avraamidou, Lucy

2014-01-01

In this theoretical paper we explore the use of narrative as a learning tool in informal science settings. Specifically, the purpose of this paper is to ex-plore how narrative can be applied to exhibits in the context of science centers to scaffold visitors science learning. In exploring this idea,

weSPOT: Working Environment with Social and Personal Open Tools for inquiry based learning

NARCIS (Netherlands)

Rusman, Ellen; Firssova, Olga; Prinsen, Fleur; Specht, Marcus; Ternier, Stefaan

2014-01-01

Presentation of the weSPOT model for Inquiry based learning developed by a EC-funded Research weSPOT project, held at a potential testbed - Sint-Jans College in Hoensbroek, Netherlands on May 20, 2014

GIS-based interactive tool to map the advent of world conquerors

Science.gov (United States)

Lakkaraju, Mahesh

The objective of this thesis is to show the scale and extent of some of the greatest empires the world has ever seen. This is a hybrid project between the GIS based interactive tool and the web-based JavaScript tool. This approach lets the students learn effectively about the emperors themselves while understanding how long and far their empires spread. In the GIS based tool, a map is displayed with various points on it, and when a user clicks on one point, the relevant information of what happened at that particular place is displayed. Apart from this information, users can also select the interactive animation button and can walk through a set of battles in chronological order. As mentioned, this uses Java as the main programming language, and MOJO (Map Objects Java Objects) provided by ESRI. MOJO is very effective as its GIS related features can be included in the application itself. This app. is a simple tool and has been developed for university or high school level students. D3.js is an interactive animation and visualization platform built on the Javascript framework. Though HTML5, CSS3, Javascript and SVG animations can be used to derive custom animations, this tool can help bring out results with less effort and more ease of use. Hence, it has become the most sought after visualization tool for multiple applications. D3.js has provided a map-based visualization feature so that we can easily display text-based data in a map-based interface. To draw the map and the points on it, D3.js uses data rendered in TOPO JSON format. The latitudes and longitudes can be provided, which are interpolated into the Map svg. One of the main advantages of doing it this way is that more information is retained when we use a visual medium.

YouTube as Engagement and Learning Tool in Higher Education ...

African Journals Online (AJOL)

pc

2018-03-05

Mar 5, 2018 ... of YouTube as a tool for education and participation in higher education institutions. ... teachers to apply in the teaching methods and encourage students to use in the learning ..... information profiles. • Increasing the virtual ...

IRISS '98: The Intranet as a Learning Tool: A Preliminary Study

Directory of Open Access Journals (Sweden)

K. J. Garland

1998-01-01

Full Text Available Using the World Wide Web (WWW as an interactive educative tool is still a relatively new concept, and little is known of its impact on learning when it is used as a dynamic learning tool. Despite this the use of educational internet sites, in the form of virtual classrooms and courses, appears to be increasing rapidly. Thus, it is important that their ability to facilitate learning is evaluated. We present the findings of a preliminary study which examined the amount, type and quality of leaning of an undergraduate indroductory history course when presented to three different groups of participants. All participants received four regularly spaced 30 minute study and repeated test sessions over an eight day period. A final test of new questions was also administered at the end of the study. Results showed that the amount of historical knowledge acquired by the end of the study was greatest for those paticpants who learnt using traditional methods, and that over the four test sessions this group consistently outperformed both computer groups. Moreover, the way in which knowledge was acquired was qualitatively different in the groups with the traditional group exhibiting more 'Know' responses while the Intranet group exhibited more 'Remember' responses. Finally, using useability questionnaires, we found that participants preferred learning via traditional methods to screen and Intranet presentations, and that participants who had learnt using computers felt that their learning experience had suffered. These findings have important implications for educators, and others who wish to use the Internet as a training tool, and we discuss our findings through the evaluation of the different presentational media used, specific Intranet design criteria and general usability factors, which, we suggest, are of paramount importance.

Gamification and Game-Based Learning

Science.gov (United States)

Karagiorgas, Dimitrios N.; Niemann, Shari

2017-01-01

In the last 10 years, gaming has evolved to the point that it is now being used as a learning medium to educate students in many different disciplines. The educational community has begun to explore the effectiveness of gaming as a learning tool and as a result two different ways of utilizing games for education have been created: Gamification and…

Assessing Digital Student Productions, a Design-Based Research Study on the Development of a Criteria-Based Assessment Tool for Students’ Digital Multimodal Productions

DEFF Research Database (Denmark)

Hoffmeyer, Mikkeline; Jensen, Jesper Juellund; Olsen, Marie Veisegaard

2017-01-01

Digital multimodal production is becoming increasingly important as a 21st century skill and as a learning condition in school (K-12). Moreover, there is a growing attention to the significance of criteria-based assessment for learning. Nevertheless, assessment of students’ digital multimodal...... productions is often vague or lacking. Therefore, the research project aims at developing a tool to support assessment of student’s digital multimodal productions through a design-based research method. This paper presents a proposal for issues to be considered through a prototyping phase, based on interviews...

The Effectiveness of Traditional and 21st Century Teaching Tools on Students' Science Learning

Science.gov (United States)

Bellflower, Julie V.

Any student seeking a high school diploma from the public school system in one U.S. state must pass the state's high school graduation test. In 2009, only 88% of students at one high school in the state met the basic proficiency requirements on the science portion of the test. Because improved science education has been identified as an explicit national goal, the purpose of this mixed methods study was to determine whether traditional teaching tools (notes, lecture, and textbook) or 21st century teaching tools (online tutorials, video games, YouTube, and virtual labs) lead to greater gains in students' science learning. Bruner's constructivist and Bandura's social cognitive theories served as the foundations for the study. Quantitative research questions were used to investigate the relationship between the type of teaching tools used and student learning gains. Quantitative data from students' pre and posttests were collected and analyzed using a dependent samples t-test. Qualitative data were collected through a focus group interview and participant journals. Analysis of the qualitative data included coding the data and writing a descriptive narrative to convey the findings. Results showed no statistically significant differences in students' science achievement: both types of teaching tools led to student learning gains. As a result, an action plan was developed to assist science educators in the implementation of traditional and 21st century teaching tools that can be used to improve students' science learning. Implications for positive social change included providing science educators with a specific plan of action that will enhance students' science learning, thereby increasing science scores on the state and other high stakes tests.

Designing self-monitoring warm-up strategy with blog-based learning system to support knowledge building

Directory of Open Access Journals (Sweden)

James Chan

2012-03-01

Full Text Available Preparing lessons before class is widely recognized as an effective means of increasing student motivation for classroom activities and learning outcome. However, the unclear status of lesson preparation generally discourages teachers and students from maintaining this effective learning strategy. This study applied the self-explanation theory and reading comprehension strategies to design a lesson warm-up mechanism that scaffolds knowledge building. A set of corresponding supporting tools were developed into a blog-based learning system (BBLS to implement the warm-up process. Results of a teaching experiment reveal positive effects of the tools on learning achievement, recall of old knowledge, connection between old and new knowledge, and understanding of new knowledge.

Learning Management Systems: Are They Knowledge Management Tools?

Directory of Open Access Journals (Sweden)

Bayan Aref Abu Shawar

2010-03-01

Full Text Available The new adventure of online world has helped to improve many domains and sectors. Knowledge management era which originally related to business sector is now required in industry, health, or any institute that needs to manage its knowledge. Education is no exception! The advancement in computers speed and memory, and the growth of Internet usage are behind the inspiration of e-learning approach. In which the computer is used as a medium to deliver and share educational materials and knowledge instead of face-to-face tutoring. This makes education available to any one, any place, and any time as learner need. This paper presents the relationship between knowledge management and learning management system (LMS that is used in e-learning paradigms. A detailed description of the LMS used at Arab Open University (AOU is included in this paper. We claim that the LMS used at AOU can be considered as a knowledge management tool.

E-learning tools for education: regulatory aspects, current applications in radiology and future prospects.

Science.gov (United States)

Pinto, A; Selvaggi, S; Sicignano, G; Vollono, E; Iervolino, L; Amato, F; Molinari, A; Grassi, R

2008-02-01

E-learning, an abbreviation of electronic learning, indicates the provision of education and training on the Internet or the World Wide Web. The impact of networks and the Internet on radiology is undoubtedly important, as it is for medicine as a whole. The Internet offers numerous advantages compared with other mass media: it provides access to a large amount of information previously known only to individual specialists; it is flexible, permitting the use of images or video; and it allows linking to Web sites on a specific subject, thus contributing to further expand knowledge. Our purpose is to illustrate the regulatory aspects (including Internet copyright laws), current radiological applications and future prospects of e-learning. Our experience with the installation of an e-learning platform is also presented. We performed a PubMed search on the published literature (without time limits) dealing with e-learning tools and applications in the health sector with specific reference to radiology. The search included all study types in the English language with the following key words: e-learning, education, teaching, online exam, radiology and radiologists. The Fiaso study was referred to for the regulatory aspects of e-learning. The application of e-learning to radiology requires the development of a model that involves selecting and creating e-learning platforms, creating and technologically adapting multimedia teaching modules, creating and managing a unified catalogue of teaching modules, planning training actions, defining training pathways and Continuing Education in Medicine (CME) credits, identifying levels of teaching and technological complexity of support tools, sharing an organisational and methodological model, training the trainers, operators' participation and relational devices, providing training, monitoring progress of the activities, and measuring the effectiveness of training. Since 2004, a platform--LiveLearning--has been used at our

Development of cyberblog-based intelligent tutorial system to improve students learning ability algorithm

Science.gov (United States)

Wahyudin; Riza, L. S.; Putro, B. L.

2018-05-01

E-learning as a learning activity conducted online by the students with the usual tools is favoured by students. The use of computer media in learning provides benefits that are not owned by other learning media that is the ability of computers to interact individually with students. But the weakness of many learning media is to assume that all students have a uniform ability, when in reality this is not the case. The concept of Intelligent Tutorial System (ITS) combined with cyberblog application can overcome the weaknesses in neglecting diversity. An Intelligent Tutorial System-based Cyberblog application (ITS) is a web-based interactive application program that implements artificial intelligence which can be used as a learning and evaluation media in the learning process. The use of ITS-based Cyberblog in learning is one of the alternative learning media that is interesting and able to help students in measuring ability in understanding the material. This research will be associated with the improvement of logical thinking ability (logical thinking) of students, especially in algorithm subjects.

Towards a Standard-based Domain-specific Platform to Solve Machine Learning-based Problems

Directory of Open Access Journals (Sweden)

Vicente García-Díaz

2015-12-01

Full Text Available Machine learning is one of the most important subfields of computer science and can be used to solve a variety of interesting artificial intelligence problems. There are different languages, framework and tools to define the data needed to solve machine learning-based problems. However, there is a great number of very diverse alternatives which makes it difficult the intercommunication, portability and re-usability of the definitions, designs or algorithms that any developer may create. In this paper, we take the first step towards a language and a development environment independent of the underlying technologies, allowing developers to design solutions to solve machine learning-based problems in a simple and fast way, automatically generating code for other technologies. That can be considered a transparent bridge among current technologies. We rely on Model-Driven Engineering approach, focusing on the creation of models to abstract the definition of artifacts from the underlying technologies.

A Debate and Decision-Making Tool for Enhanced Learning

Science.gov (United States)

López Garcia, Diego A.; Mateo Sanguino, Tomás de J.; Cortés Ancos, Estefania; Fernández de Viana González, Iñaki

2016-01-01

Debates have been used to develop critical thinking within teaching environments. Many learning activities are configured as working groups, which use debates to make decisions. Nevertheless, in a classroom debate, only a few students can participate; large work groups are similarly limited. Whilst the use of web tools would appear to offer a…

Enabling Problem Based Learning through Web 2.0 Technologies

DEFF Research Database (Denmark)

Tambouris, Efthimios; Panopoulou, Eleni; Tarabanis, Konstantinos

2012-01-01

of modern educational systems. Established pedagogical strategies, such as Problem Based Learning (PBL), are being adapted for online use in conjunction with modern Web 2.0 technologies and tools. However, even though Web 2.0 and progressive social-networking technologies are automatically associated......Advances in Information and Communications Technology (ICT), particularly the so-called Web 2.0, are affecting all aspects of our life: how we communicate, how we shop, how we socialise, and how we learn. Facilitating learning through the use of ICT, also known as eLearning, is a vital part...... with ideals such as collaboration, sharing, and active learning, it is also possible to use them in a very conservative, teacher-centred way limiting thus their impact. In this paper, we present a PBL 2.0 framework, i.e., a framework combining PBL practices with Web 2.0 technologies. More specifically, we (a...

Interacting orientations and instrumentalities to adapt a learning tool for health professionals

Directory of Open Access Journals (Sweden)

Kathrine L. Nygård

2015-09-01

Full Text Available Web-based instructional software offers new opportunities for collaborative, task-oriented in-service training. Planning and negotiation of content to adapt a web-based learning resource for nursing is the topic of this paper. We draw from Cultural Historical Activity Theory to elaborate the dialectical relationship of changing and stabilizing organizational practice. Local adaptation to create a domain-specific resource plays out as interactions of orientations and instrumentalities. Our analysis traces how orientations, i.e., in situ selection of knowledge and mobilization of experiences, and instrumentality, i.e., interpreted affordances of available cultural tools, interact. The adaptation processes are mediated by a set of new and current tools that interact with multiple orientations to ensure stability and promote change. Practice and project are introduced as intermediate, analytic concepts to assess tensions in the observed activity. Our analysis shows three central tensions, how they are introduced, addressed and subsequently resolved. Considering the opportunities help understand how engagement with technology can lead to new representations for introduction to a local knowledge domain.

Teaching and Learning on Enzymes: The Need for New didactic tools

OpenAIRE

Luiele, M.L.; Programa de Bioquímica e Biofísica Celular, Instituto de Bioquímica Médica, UFRJ, Rio de Janeiro, RJ; Leles, J.; Programa de Bioquímica e Biofísica Celular, Instituto de Bioquímica Médica, UFRJ, Rio de Janeiro, RJ; Bianconi, M. L.; Programa de Bioquímica e Biofísica Celular, Instituto de Bioquímica Médica, UFRJ, Rio de Janeiro, RJ

2005-01-01

Enzymes  are biological catalysts essential  for vital  chemical reactions  in the  cell.  The proper  under- standing  of enzyme  functioning  is an  important step  to  learn  more about life, the  subject  study  of biology. However, without  the opportunity to use a laboratory, it is difficult to the student to visualize the enzyme function.  Our project  is based in the production of a didactic  tool in a CD-rom media to teach enzymes.  In this way, we intend  to teach enzymology in a ea...

Student perceptions and effectiveness of an innovative learning tool: Anatomy Glove Learning System.

Science.gov (United States)

Lisk, Kristina; McKee, Pat; Baskwill, Amanda; Agur, Anne M R

2015-01-01

A trend in anatomical education is the development of alternative pedagogical approaches to replace or complement experiences in a cadaver laboratory; however, empirical evidence on their effectiveness is often not reported. This study aimed to evaluate the effectiveness of Anatomy Glove Learning System (AGLS), which enables students to learn the relationship between hand structure and function by drawing the structures onto a worn glove with imprinted bones. Massage therapy students (n = 73) were allocated into two groups and drew muscles onto either: (1) the glove using AGLS instructional videos (3D group); or (2) paper with palmar/dorsal views of hand bones during an instructor-guided activity (2D group). A self-confidence measure and knowledge test were completed before, immediately after, and one-week following the learning conditions. Self-confidence of hand anatomy in the 3D group gradually increased (3.2/10, 4.7/10, and 4.8/10), whereas self-confidence in the 2D group began to decline one-week later (3.2/10, 4.4/10, and 3.9/10). Knowledge of hand anatomy improved in both groups immediately after learning, (P learning tool (mean = 8.6 ± 2.2). This study provides evidence demonstrating that AGLS and the traditional 2D learning approach are equally effective in promoting students' self-confidence and knowledge of hand anatomy. © 2014 American Association of Anatomists.

Role of debriefing as a learning tool in simulation based learning for students of preclinical years at the end of two consecutive modules-initial experience

International Nuclear Information System (INIS)

Ali, L.; Nisar, S.; Ghassan, A.

2015-01-01

The topic of debriefing has been receiving some attention in the simulation literature. Because of the significance of debriefing on learning, evaluation of the de-briefer is done to ensure optimal performance. Structured debriefing as a learning tool was evaluated at the end of modular teaching of first year MBBS. This study is a descriptive cross sectional study to analyze the usefulness of debriefing as an instructional strategy during observed structured clinical examination conducted at the end of two consecutive modules of first year MBBS students. Methods: Performance of 150 students of first year MBBS was evaluated at the end of modules called Foundation module and skin and musculoskeletal module. Debriefing was structured and conducted after training of six staff members who conducted and supervised Objectively Structured Clinical Examination. Results: Apart from description of results of Objectively Structured Clinical Examination that were generally good, students praised the debriefing session. Ninety percent students thought the timing of debriefing to be perfect. Only 2% percent students complained about negative debriefing. Ten percent students wanted the debriefing session to be conducted in camera so that they could evaluate their own performance. Conclusion: Debriefing session at the end of modular teaching Objectively Structured Clinical Examination is a useful learning tool as not only it provides immediate feedback about the performance but gives students opportunity to discuss own performance with the instructor in order to develop habit of lifelong self-directed adult learner. (author)

Supporting Beginning Teacher Planning and Enactment of Investigation-based Science Discussions: The Design and Use of Tools within Practice-based Teacher Education

Science.gov (United States)

Kademian, Sylvie M.

Current reform efforts prioritize science instruction that provides opportunities for students to engage in productive talk about scientific phenomena. Given the challenges teachers face enacting instruction that integrates science practices and science content, beginning teachers need support to develop the knowledge and teaching practices required to teach reform-oriented science lessons. Practice-based teacher education shows potential for supporting beginning teachers while they are learning to teach in this way. However, little is known about how beginning elementary teachers draw upon the types of support and tools associated with practice-based teacher education to learn to successfully enact this type of instruction. This dissertation addresses this gap by investigating how a practice-based science methods course using a suite of teacher educator-provided tools can support beginning teachers' planning and enactment of investigation-based science lessons. Using qualitative case study methodologies, this study drew on video-records, lesson plans, class assignments, and surveys from one cohort of 22 pre-service teachers (called interns in this study) enrolled in a year-long elementary education master of the arts and teaching certification program. Six focal interns were also interviewed at multiple time-points during the methods course. Similarities existed across the types of tools and teaching practices interns used most frequently to plan and enact investigation-based discussions. For the focal interns, use of four synergistic teaching practices throughout the lesson enactments (including consideration of students' initial ideas; use of open-ended questions to elicit, extend, and challenge ideas; connecting across students' ideas and the disciplinary core ideas; and use of a representation to organize and highlight students' ideas) appeared to lead to increased opportunities for students to share their ideas and engage in data analysis, argumentation and

Wiki as a Corporate Learning Tool: Case Study for Software Development Company

Science.gov (United States)

Milovanovic, Milos; Minovic, Miroslav; Stavljanin, Velimir; Savkovic, Marko; Starcevic, Dusan

2012-01-01

In our study, we attempted to further investigate how Web 2.0 technologies influence workplace learning. Our particular interest was on using Wiki as a tool for corporate exchange of knowledge with the focus on informal learning. In this study, we collaborated with a multinational software development company that uses Wiki as a corporate tool…

Value Innovation in Learner-Centered Design. How to Develop Valuable Learning Tools

Science.gov (United States)

Breuer, Henning; Schwarz, Heinrich; Feller, Kristina; Matsumoto, Mitsuji

2014-01-01

This paper shows how to address technological, cultural and social transformations with empirically grounded innovation. Areas in transition such as higher education and learning techniques today bring about new needs and opportunities for innovative tools and services. But how do we find these tools? The paper argues for using a strategy of…

Enhancing Problem-Based Learning Designs with a Single E-Learning Scaffolding Tool: Two Case Studies Using Challenge FRAP

Science.gov (United States)

Stewart, Terry M.; MacIntyre, William R.; Galea, Victor J.; Steel, Caroline H.

2007-01-01

Problem-based learning (PBL) is a powerful instructional approach. By working through assessable complex problem-solving tasks learners can be encouraged to actively engage in investigation and inquiry and to use high level cognitive thought processes to solve real-life problems in professional contexts. A critical element of a successful PBL…

Teaching and Learning: Using Digital Tools for Progressive Assessment

DEFF Research Database (Denmark)

Kastbjerg, Rita B.; Petersson, Eva; Lewis Brooks, Anthony

2008-01-01

  Non-biased assessment becomes a reality when Information and Communication Technology (ICT) is implemented as a pedagogical tool to augment teacher practice and student learning. This paper details a study that was undertaken at a secondary school in Lithuania involving four educators and 200...... in education to address future augmented teacher - students' liaisons....

[The room of errors, a fun learning tool].

Science.gov (United States)

Estival, Émilie; Sinoquet, Justine; Cluzel, Franck

2017-03-01

Simulation in health care, a source of innovative pedagogical developments, is particularly well-suited to the training of nursing teams. It enables them to acquire or reinforce their knowledge, without any risk for the patients, in a calm and reassuring environment. In psychiatry in particular, the use of a room of errors constitutes a useful learning tool for professionals. Copyright © 2017 Elsevier Masson SAS. All rights reserved.

ACTIVE TEACHING-LEARNING METHODOLOGY TO APPROACH CARBOHYDRATE AND LIPID METABOLISM: An interdisciplinary strategy that involved the Moodle tool in the development of Problem Based Learning

Directory of Open Access Journals (Sweden)

J. M.P. Borges

2015-08-01

Full Text Available Highlight the relevance of topics studied for professional practice and associate approaches provided by different areas of knowledge are pointed as essential aspects for significant learning. Contextualize the study of metabolic pathways, linking the clinical use and expanding the vision with the approach of cellular and molecular biology discipline was the motivation for the development of the strategy described and evaluated here. In this work, starting from the concept of active methodology of teaching and learning was developed a methodological strategy to approach the carbohydrate and lipid metabolism. This strategy included: questioning the content through the clinical case study on diabetes mellitus and hypercholesterolemia, individual and collective study in the external space the classroom with the help of Moodle tool, classroom discussion accompanied by the teacher, preparation of seminar, evaluation of the content through individual written test and evaluation of the method. Analysis of student involvement with method indicates an average frequency of 98% in the practical class of Biochemistry discipline, effective participation in the preparation of seminars, an increase of 2 points in average of individual written evaluation. As for the fact that the cases were studied in two curricular components, the answers show that 92% of students feel more compression. Only 6% of students think  unnecessary to interdisciplinary approach. As for the different steps of the method, the answers show that 99% of students consider how relevant the initial self-study and discussions in class. However, only 50% of students appreciated the use of Moodle tool. Thus, student responses indicated the perception of the effectiveness of the method for their ability to: stimulate interest in learning, stimulate the search for answers through research and the building of learning.

Action learning: a tool for the development of strategic skills for Nurse Consultants?

Science.gov (United States)

Young, Sarah; Nixon, Eileen; Hinge, Denise; McFadyen, Jan; Wright, Vanessa; Lambert, Pauline; Pilkington, Carolyn; Newsome, Christine

2010-01-01

This paper will discuss the process of action learning and the outcomes of using action learning as a tool to achieve a more strategic function from Nurse Consultant posts. It is documented that one of the most challenging aspect of Nurse Consultant roles, in terms of leadership, is the strategic contribution they make at a senior corporate Trust level, often across organizations and local health economies. A facilitated action learning set was established in Brighton, England, to support the strategic leadership development of eight nurse consultant posts across two NHS Trusts. Benefits to patient care, with regard to patient pathways and cross-organizational working, have been evident outcomes associated with the nurse consultant posts involved in the action learning set. Commitment by organizational nurse leaders is essential to address the challenges facing nurse consultants to implement change at strategic levels. The use of facilitated action learning had been a successful tool in developing the strategic skills of Nurse Consultant posts within this setting. Action learning sets may be successfully applied to a range of senior nursing posts with a strategic remit and may assist post holders in achieving better outcomes pertinent to their roles.

Structuring and Regulating Collaborative Learning in Higher Education with Wireless Networks and Mobile Tools

Science.gov (United States)

Jarvela, Sanna; Naykki, Piia; Laru, Jari; Luokkanen, Tiina

2007-01-01

In our recent research we have explored possibilities to scaffold collaborative learning in higher education with wireless networks and mobile tools. The pedagogical ideas are grounded on concepts of collaborative learning, including the socially shared origin of cognition, as well as self-regulated learning theory. This paper presents our three…

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

Directory of Open Access Journals (Sweden)

Wharrad Heather

2011-05-01

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

Beyond blended learning! Undiscovered potentials for e-learning in organizational learning

DEFF Research Database (Denmark)

Bang, Jørgen; Dalsgaard, Christian; Kjær, Arne

2007-01-01

The basic question raised in this article is: Is pure e-learning able to support learning in organizations better today than 4-5 years ago? Based on two case studies on blended learning courses for company training, the article discusses whether use of new Web 2.0 and social software tools may help...... overcome previous limitations of e-learning....

Natural language processing tools for computer assisted language learning

Directory of Open Access Journals (Sweden)

Vandeventer Faltin, Anne

2003-01-01

Full Text Available This paper illustrates the usefulness of natural language processing (NLP tools for computer assisted language learning (CALL through the presentation of three NLP tools integrated within a CALL software for French. These tools are (i a sentence structure viewer; (ii an error diagnosis system; and (iii a conjugation tool. The sentence structure viewer helps language learners grasp the structure of a sentence, by providing lexical and grammatical information. This information is derived from a deep syntactic analysis. Two different outputs are presented. The error diagnosis system is composed of a spell checker, a grammar checker, and a coherence checker. The spell checker makes use of alpha-codes, phonological reinterpretation, and some ad hoc rules to provide correction proposals. The grammar checker employs constraint relaxation and phonological reinterpretation as diagnosis techniques. The coherence checker compares the underlying "semantic" structures of a stored answer and of the learners' input to detect semantic discrepancies. The conjugation tool is a resource with enhanced capabilities when put on an electronic format, enabling searches from inflected and ambiguous verb forms.

Developing health science students into integrated health professionals: a practical tool for learning

Directory of Open Access Journals (Sweden)

Duncan Madeleine

2007-11-01

Full Text Available Abstract Background An integrated sense of professionalism enables health professionals to draw on relevant knowledge in context and to apply a set of professional responsibilities and ethical principles in the midst of changing work environments 12. Inculcating professionalism is therefore a critical goal of health professional education. Two multi-professional courses for first year Health Science students at the University of Cape Town, South Africa aim to lay the foundation for becoming an integrated health professional 3. In these courses a diagram depicting the domains of the integrated health professional is used to focus the content of small group experiential exercises towards an appreciation of professionalism. The diagram serves as an organising framework for conceptualising an emerging professional identity and for directing learning towards the domains of 'self as professional' 45. Objective This paper describes how a diagrammatic representation of the core elements of an integrated health professional is used as a template for framing course content and for organising student learning. Based on the assumption that all health care professionals should be knowledgeable, empathic and reflective, the diagram provides students and educators with a visual tool for investigating the subjective and objective dimensions of professionalism. The use of the diagram as an integrating point of reference for individual and small group learning is described and substantiated with relevant literature. Conclusion The authors have applied the diagram with positive impact for the past six years with students and educators reporting that "it just makes sense". The article includes plans for formal evaluation. Evaluation to date is based on preliminary, informal feedback on the value of the diagram as a tool for capturing the domains of professionalism at an early stage in the undergraduate education of health professional students.

A survey-based analysis of life-long learning patterns of young entrepreneurs

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Rînciog Johana

2017-07-01

Full Text Available Our approach, in this paper, is focused on life-long learning tools that are available for young Romanian entrepreneurs, in their early career stages. Life-long learning in the case of entrepreneurs is not a topic widely covered in scientific literature up to this moment. Most of the scientific papers related to entrepreneurship focus on the idea of innovation and creativity that characterizes entrepreneurship. On the other side, the scientific literature that considers life-long learning, discusses the case of employees or managers, who are required to improve their knowledge and skills in order to perform at the work place. For the current paper, it was aimed to survey the lifelong learning tools available to young Romanian people and to evaluate their efficiency with the help of interviews with young entrepreneurs on their educational path. Otherwise stated, we intended to provide more insights on the learning methods and practices of entrepreneurs, and to establish whether the current formal education represents a strong basis for entrepreneurs’ life-long learning. The research that we performed revealed that young Romanian entrepreneurs practice indeed a lifelong learning based not as much on formal education, as on learning by practicing and networking. Starting from the observations obtained, it was conceived, based on current European best practices and projective discussions with the same young entrepreneurs, a set of life-long learning initiatives that may be promoted in the entrepreneurial community, and we identify the actual steps to be taken by life-long learning education providers in order to implement these initiatives. This paper’s conclusions serve as both a state of the art analysis, in a field which is vital for entrepreneurs surviving in competitive environments, and as a prospective guide for improving the present market of life-long learning programs.

Peer chart audits: A tool to meet Accreditation Council on Graduate Medical Education (ACGME competency in practice-based learning and improvement

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Patel Sangnya

2007-07-01

Full Text Available Abstract Background The Accreditation Council on Graduate Medical Education (ACGME supports chart audit as a method to track competency in Practice-Based Learning and Improvement. We examined whether peer chart audits performed by internal medicine residents were associated with improved documentation of foot care in patients with diabetes mellitus. Methods A retrospective electronic chart review was performed on 347 patients with diabetes mellitus cared for by internal medicine residents in a university-based continuity clinic from May 2003 to September 2004. Residents abstracted information pertaining to documentation of foot examinations (neurological, vascular, and skin from the charts of patients followed by their physician peers. No formal feedback or education was provided. Results Significant improvement in the documentation of foot exams was observed over the course of the study. The percentage of patients receiving neurological, vascular, and skin exams increased by 20% (from 13% to 33% (p = 0.001, 26% (from 45% to 71% (p Conclusion Peer chart audits performed by residents in the absence of formal feedback were associated with improved documentation of the foot exam in patients with diabetes mellitus. Although this study suggests that peer chart audits may be an effective tool to improve practice-based learning and documentation of foot care in diabetic patients, evaluating the actual performance of clinical care was beyond the scope of this study and would be better addressed by a randomized controlled trial.

Problem-based learning in an on-line biotechnology course

Science.gov (United States)

Cheaney, James Daniel

Problem-based learning (PBL) is a pedagogical tool that uses a "real world" problem or situation as a context for learning. PBL encourages student development of critical thinking skills, a high professional competency, problem-solving ability, knowledge acquisition, the ability to work productively as a team member and make decisions in unfamiliar situations, and the acquisition of skills that support self-directed life-long learning, metacognition, and adaptation to change. However, little research has focused on the use of PBL in on-line "virtual" classes. We conducted two studies exploring the use of PBL in an on-line biotechnology course. In the first study, ethical, legal, social, and human issues were used as a motivation for learning about DNA testing technologies, applications, and bioethical issues. In the second study, we combined PBL pedagogy with a rich multimedia environment of streaming video interviews, physical artifacts, and extensive links to articles and databases to create a multidimensional immersive PBL environment called "Robert's World". In "Robert's World", a man is determining whether to undergo a pre-symptomatic DNA test for an untreatable, incurable, fatal genetic disease for which he has a family history. In both studies, design and implementation issues of the on-line PBL environment are discussed, as are differences between on-line PBL and face-to-face PBL. Both studies provide evidence to suggest that PBL stimulates higher-order learning in students. However, in both studies, student performance on an exam testing acquisition of lower-order factual learning was lower for PBL students than for students who learned the same material through a traditional lecture-based approach. Possible reasons for this lower level of performance are explored. Student feedback expressed engagement with the issues and material covered, with reservations about some aspects of the PBL format, such as the lack of flexibility provided in cooperative

E-Learning Lifecycles:How Communities and Context can affect E-learning Specifications and Tool Design

Directory of Open Access Journals (Sweden)

Michael Magee

2004-10-01

Full Text Available The development of a large body of e-learning specifications, such as IMS and SCORM, has led to the proposal for a new way to facilitate content workflow. This involves the movement of educational digital content and the knowledge of pedagogical communities into an online space. Several projects have looked at the theoretical structure of these specifications. They implemented a series of tools in order to examine and research the issues around the actual usage of these specifications. The CAREO, ALOHA and ALOHA 2 projects were designed to expose both individual users and whole institutions to these ideas. Initial research into the result of those interactions indicates that there is some utility in the adoption of e-learning specifications. The future success of them will depend on their ability to adapt and meet the needs of the educational community as they begin to adopt, use and evolve the way they use the specifications and the tools created around them.

Advancing Research in Second Language Writing through Computational Tools and Machine Learning Techniques: A Research Agenda

Science.gov (United States)

Crossley, Scott A.

2013-01-01

This paper provides an agenda for replication studies focusing on second language (L2) writing and the use of natural language processing (NLP) tools and machine learning algorithms. Specifically, it introduces a range of the available NLP tools and machine learning algorithms and demonstrates how these could be used to replicate seminal studies…

A Tale of Two Communication Tools: Discussion-Forum and Mobile Instant-Messaging Apps in Collaborative Learning

Science.gov (United States)

Sun, Zhong; Lin, Chin-Hsi; Wu, Minhua; Zhou, Jianshe; Luo, Liming

2018-01-01

Computer-supported collaborative learning (CSCL) has shown considerable promise, but thus far the literature has tended to focus on individual technological tools, without due regard for how the choice of one such tool over another impacts CSCL, either in outline or in detail. The present study, therefore, directly compared the learning-related…

What can management theories offer evidence-based practice? A comparative analysis of measurement tools for organisational context.

Science.gov (United States)

French, Beverley; Thomas, Lois H; Baker, Paula; Burton, Christopher R; Pennington, Lindsay; Roddam, Hazel

2009-05-19

Given the current emphasis on networks as vehicles for innovation and change in health service delivery, the ability to conceptualize and measure organisational enablers for the social construction of knowledge merits attention. This study aimed to develop a composite tool to measure the organisational context for evidence-based practice (EBP) in healthcare. A structured search of the major healthcare and management databases for measurement tools from four domains: research utilisation (RU), research activity (RA), knowledge management (KM), and organisational learning (OL). Included studies were reports of the development or use of measurement tools that included organisational factors. Tools were appraised for face and content validity, plus development and testing methods. Measurement tool items were extracted, merged across the four domains, and categorised within a constructed framework describing the absorptive and receptive capacities of organisations. Thirty measurement tools were identified and appraised. Eighteen tools from the four domains were selected for item extraction and analysis. The constructed framework consists of seven categories relating to three core organisational attributes of vision, leadership, and a learning culture, and four stages of knowledge need, acquisition of new knowledge, knowledge sharing, and knowledge use. Measurement tools from RA or RU domains had more items relating to the categories of leadership, and acquisition of new knowledge; while tools from KM or learning organisation domains had more items relating to vision, learning culture, knowledge need, and knowledge sharing. There was equal emphasis on knowledge use in the different domains. If the translation of evidence into knowledge is viewed as socially mediated, tools to measure the organisational context of EBP in healthcare could be enhanced by consideration of related concepts from the organisational and management sciences. Comparison of measurement tools across

Student Responses Toward Student Worksheets Based on Discovery Learning for Students with Intrapersonal and Interpersonal Intelligence

Science.gov (United States)

Yerizon, Y.; Putra, A. A.; Subhan, M.

2018-04-01

Students have a low mathematical ability because they are used to learning to hear the teacher's explanation. For that students are given activities to sharpen his ability in math. One way to do that is to create discovery learning based work sheet. The development of this worksheet took into account specific student learning styles including in schools that have classified students based on multiple intelligences. The dominant learning styles in the classroom were intrapersonal and interpersonal. The purpose of this study was to discover students’ responses to the mathematics work sheets of the junior high school with a discovery learning approach suitable for students with Intrapersonal and Interpersonal Intelligence. This tool was developed using a development model adapted from the Plomp model. The development process of this tools consists of 3 phases: front-end analysis/preliminary research, development/prototype phase and assessment phase. From the results of the research, it is found that students have good response to the resulting work sheet. The worksheet was understood well by students and its helps student in understanding the concept learned.

Integrating collaborative concept mapping in case based learning

Directory of Open Access Journals (Sweden)

Alfredo Tifi

2013-03-01

Full Text Available Different significance of collaborative concept mapping and collaborative argumentation in Case Based Learning are discussed and compared in the different perspectives of answering focus questions, of fostering reflective thinking skills and in managing uncertainty in problem solving in a scaffolded environment. Marked differences are pointed out between the way concepts are used in constructing concept maps and the way meanings are adopted in case based learning through guided argumentation activities. Shared concept maps should be given different scopes, as for example a as an advance organizer in preparing a background system of concepts that will undergo transformation while accompanying the inquiry activities on case studies or problems; b together with narratives, to enhance awareness of the situated epistemologies that are being entailed in choosing certain concepts during more complex case studies, and c after-learning construction of a holistic vision of the whole domain by means of the most inclusive concepts, while scaffoldedcollaborative writing of narratives and arguments in describing-treating cases could better serve as a source of situated-inspired tools to create-refine meanings for particular concepts.

Mobile Inquiry Based Learning

NARCIS (Netherlands)

Specht, Marcus

2012-01-01

Specht, M. (2012, 8 November). Mobile Inquiry Based Learning. Presentation given at the Workshop "Mobile inquiry-based learning" at the Mobile Learning Day 2012 at the Fernuniversität Hagen, Hagen, Germany.

YouTube as engagement and learning tool in higher education society

African Journals Online (AJOL)

YouTube as engagement and learning tool in higher education society. ... of Web 2 has several, complementary advantages compared to traditional education. ... to the development of education by finding new ways consistent with modern ...

Structure Based Thermostability Prediction Models for Protein Single Point Mutations with Machine Learning Tools.

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Lei Jia

Full Text Available Thermostability issue of protein point mutations is a common occurrence in protein engineering. An application which predicts the thermostability of mutants can be helpful for guiding decision making process in protein design via mutagenesis. An in silico point mutation scanning method is frequently used to find "hot spots" in proteins for focused mutagenesis. ProTherm (http://gibk26.bio.kyutech.ac.jp/jouhou/Protherm/protherm.html is a public database that consists of thousands of protein mutants' experimentally measured thermostability. Two data sets based on two differently measured thermostability properties of protein single point mutations, namely the unfolding free energy change (ddG and melting temperature change (dTm were obtained from this database. Folding free energy change calculation from Rosetta, structural information of the point mutations as well as amino acid physical properties were obtained for building thermostability prediction models with informatics modeling tools. Five supervised machine learning methods (support vector machine, random forests, artificial neural network, naïve Bayes classifier, K nearest neighbor and partial least squares regression are used for building the prediction models. Binary and ternary classifications as well as regression models were built and evaluated. Data set redundancy and balancing, the reverse mutations technique, feature selection, and comparison to other published methods were discussed. Rosetta calculated folding free energy change ranked as the most influential features in all prediction models. Other descriptors also made significant contributions to increasing the accuracy of the prediction models.

Differentiating case-based learning from problem-based learning after a twoday introductory workshop on case-based learning

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Aqil Mohammad Daher

2017-12-01

Full Text Available Background Considerable overlap exists between case-based learning (CBL and problem-based learning (PBL and differentiating between the two can be difficult for a lot of the academicians. Aims This study gauged the ability of members of medical school, familiar with a problem-based learning (PBL curriculum, to differentiate between case-based learning (CBL and PBL after a two-day workshop on CBL. Methods A questionnaire was distributed to all participants, attending the introductory course on CBL. It was designed to document the basic characteristics of the respondents, their preference for either CBL or PBL, their ability to recognize differences between CBL and PBL, and their overall perception of the course. Results Of the total workshop participants, 80.5 per cent returned the completed questionnaire. The mean age of the respondents was 44.12±12.31 years and women made up a slight majority. Majority favoured CBL over PBL and felt it was more clinical, emphasizes on self-directed learning, provides more opportunities for learning, permits in-depth exploration of cases, has structured environment and encourages the use of all learning resources. On the respondents’ ability to discriminate CBL from PBL, a weighted score of 39.9 per cent indicated a failure on the part of the respondents to correctly identify differences between CBL and PBL. Less than half opined that CBL was a worthwhile progression from PBL and about third would recommend CBL over PBL. Conclusion It seems that majority of the respondents failed to adequately differentiate between CBL and PBL and didn’t favour CBL over PBL.

Hybrid e-learning tool TransLearning

NARCIS (Netherlands)

Meij, van der Marjoleine G.; Kupper, Frank; Beers, P.J.; Broerse, Jacqueline E.W.

2016-01-01

E-learning and storytelling approaches can support informal vicarious learning within geographically widely distributed multi-stakeholder collaboration networks. This case study evaluates hybrid e-learning and video-storytelling approach ‘TransLearning’ by investigation into how its storytelling

SU-E-E-02: An Excel-Based Study Tool for ABR-Style Exams

International Nuclear Information System (INIS)

Cline, K; Stanley, D; Defoor, D; Stathakis, S; Gutierrez, A; Papanikolaou, N; Kirby, N

2015-01-01

Purpose: As the landscape of learning and testing shifts toward a computer-based environment, a replacement for paper-based methods of studying is desirable. Using Microsoft Excel, a study tool was developed that allows the user to populate multiple-choice questions and then generate an interactive quiz session to answer them. Methods: The code for the tool was written using Microsoft Excel Visual Basic for Applications with the intent that this tool could be implemented by any institution with Excel. The base tool is a template with a setup macro, which builds out the structure based on user’s input. Once the framework is built, the user can input sets of multiple-choice questions, answer choices, and even add figures. The tool can be run in random-question or sequential-question mode for single or multiple courses of study. The interactive session allows the user to select answer choices and immediate feedback is provided. Once the user is finished studying, the tool records the day’s progress by reporting progress statistics useful for trending. Results: Six doctoral students at UTHSCSA have used this tool for the past two months to study for their qualifying exam, which is similar in format and content to the American Board of Radiology (ABR) Therapeutic Part II exam. The students collaborated to create a repository of questions, met weekly to go over these questions, and then used the tool to prepare for their exam. Conclusion: The study tool has provided an effective and efficient way for students to collaborate and be held accountable for exam preparation. The ease of use and familiarity of Excel are important factors for the tool’s use. There are software packages to create similar question banks, but this study tool has no additional cost for those that already have Excel. The study tool will be made openly available

SU-E-E-02: An Excel-Based Study Tool for ABR-Style Exams

Energy Technology Data Exchange (ETDEWEB)

Cline, K; Stanley, D; Defoor, D; Stathakis, S; Gutierrez, A; Papanikolaou, N; Kirby, N [University of Texas Health Science Center at San Antonio, Cancer Therapy and Research Center, San Antonio, TX (United States)

2015-06-15

Purpose: As the landscape of learning and testing shifts toward a computer-based environment, a replacement for paper-based methods of studying is desirable. Using Microsoft Excel, a study tool was developed that allows the user to populate multiple-choice questions and then generate an interactive quiz session to answer them. Methods: The code for the tool was written using Microsoft Excel Visual Basic for Applications with the intent that this tool could be implemented by any institution with Excel. The base tool is a template with a setup macro, which builds out the structure based on user’s input. Once the framework is built, the user can input sets of multiple-choice questions, answer choices, and even add figures. The tool can be run in random-question or sequential-question mode for single or multiple courses of study. The interactive session allows the user to select answer choices and immediate feedback is provided. Once the user is finished studying, the tool records the day’s progress by reporting progress statistics useful for trending. Results: Six doctoral students at UTHSCSA have used this tool for the past two months to study for their qualifying exam, which is similar in format and content to the American Board of Radiology (ABR) Therapeutic Part II exam. The students collaborated to create a repository of questions, met weekly to go over these questions, and then used the tool to prepare for their exam. Conclusion: The study tool has provided an effective and efficient way for students to collaborate and be held accountable for exam preparation. The ease of use and familiarity of Excel are important factors for the tool’s use. There are software packages to create similar question banks, but this study tool has no additional cost for those that already have Excel. The study tool will be made openly available.

[Developing team reflexivity as a learning and working tool for medical teams].

Science.gov (United States)

Riskin, Arieh; Bamberger, Peter

2014-01-01

Team reflexivity is a collective activity in which team members review their previous work, and develop ideas on how to modify their work behavior in order to achieve better future results. It is an important learning tool and a key factor in explaining the varying effectiveness of teams. Team reflexivity encompasses both self-awareness and agency, and includes three main activities: reflection, planning, and adaptation. The model of briefing-debriefing cycles promotes team reflexivity. Its key elements include: Pre-action briefing--setting objectives, roles, and strategies the mission, as well as proposing adaptations based on what was previously learnt from similar procedures; Post-action debriefing--reflecting on the procedure performed and reviewing the extent to which objectives were met, and what can be learnt for future tasks. Given the widespread attention to team-based work systems and organizational learning, efforts should be made toward ntroducing team reflexivity in health administration systems. Implementation could be difficult because most teams in hospitals are short-lived action teams formed for a particular event, with limited time and opportunity to consciously reflect upon their actions. But it is precisely in these contexts that reflexive processes have the most to offer instead of the natural impulsive collective logics. Team reflexivity suggests a potential solution to the major problems of iatorgenesis--avoidable medical errors, as it forces all team members to participate in a reflexive process together. Briefing-debriefing technology was studied mainly in surgical teams and was shown to enhance team-based learning and to improve quality-related outcomes and safety.

Deep assessment: an exploratory study of game-based, multimodal learning in Epidemic

Directory of Open Access Journals (Sweden)

Jennifer Jenson

2016-03-01

Full Text Available n this study, we examine what and how intermediate age students learned from playing in a health-focused game-based digital learning environment, Epidemic. Epidemic is a playful interactive environment designed to deliver factual knowledge, invite critical understanding, and encourage effective self-care practices in dealing with viral contagious diseases, using a social networking interface to integrate both serious games and game-like multimodal design projects. Epidemic invites a playful approach to its deadly serious core concern – communicable disease – in order to see what happens when students are encouraged to critically approach information from multiple or contradictory perspectives. To identify what participants learned while interacting within Epidemic, we deployed two instructional and assessment models, noting the differences each instructional approach could potentially make, and what approach to assessment might help us evaluate game-based learning. We found that each approach provided importantly different perspectives on what and how students learned, and on the very meaning of student success. Recognizing that traditional assessment tools based in print-cultural literacy may prove increasingly ill-suited for assessing emergent multimodal literacies in game-based learning environments, this study seeks to contribute to a growing body of work on the development of novel assessments for learning.

Using Case Study Videos as an Effective Active Learning Tool to Teach Software Development Best Practices (Invited Paper

Directory of Open Access Journals (Sweden)

Sushil Acharya

2017-06-01

Full Text Available The fundamental challenge to a solution to improve software quality is in the people and processes that develop software products. Imparting real world experiences in software development best practices to undergraduate students is often a challenge due to the lack of effective learning tools. This pedagogical requirement is important because graduates are expected to develop software that meets rigorous quality standards. Certain best practices are difficult to comprehend by course lectures alone and are enhanced with supplemental learning tools. Realizing the necessity of such teaching tools, we designed and developed six (6 delivery hours of case study videos for use in courses that impart knowledge on Software Verification & Validation (SV&V topics viz. requirements engineering, and software reviews. We see case study videos as an effective active learning tool in our flipped classroom approach. We present our design of the case study video in its generic components envisioning how it may be used in general. To evaluate our active learning tools we mapped the learning objectives of the case Study videos to the expected learning outcomes for ABET accreditation of an undergraduate engineering program. Our implementation has been disseminated to partner institutions. Results of delivery in a faculty workshop and in two different university courses are shared.

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

DEFF Research Database (Denmark)

Weitze, Charlotte Lærke

2015-01-01

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

Motivation, students' needs and learning outcomes: a hybrid game-based app for enhanced language learning.

Science.gov (United States)

Berns, Anke; Isla-Montes, José-Luis; Palomo-Duarte, Manuel; Dodero, Juan-Manuel

2016-01-01

In the context of European Higher Education students face an increasing focus on independent, individual learning-at the expense of face-to-face interaction. Hence learners are, all too often, not provided with enough opportunities to negotiate in the target language. The current case study aims to address this reality by going beyond conventional approaches to provide students with a hybrid game-based app, combining individual and collaborative learning opportunities. The 4-week study was carried out with 104 German language students (A1.2 CEFR) who had previously been enrolled in a first-semester A1.1 level course at a Spanish university. The VocabTrainerA1 app-designed specifically for this study-harnesses the synergy of combining individual learning tasks and a collaborative murder mystery game in a hybrid level-based architecture. By doing so, the app provides learners with opportunities to apply their language skills to real-life-like communication. The purpose of the study was twofold: on one hand we aimed to measure learner motivation, perceived usefulness and added value of hybrid game-based apps; on the other, we sought to determine their impact on language learning. To this end, we conducted focus group interviews and an anonymous Technology Acceptance Model survey (TAM). In addition, students took a pre-test and a post-test. Scores from both tests were compared with the results obtained in first-semester conventional writing tasks, with a view to measure learning outcomes. The study provides qualitative and quantitative data supporting our initial hypotheses. Our findings suggest that hybrid game-based apps like VocabTrainerA1-which seamlessly combine individual and collaborative learning tasks-motivate learners, stimulate perceived usefulness and added value, and better meet the language learning needs of today's digital natives. In terms of acceptance, outcomes and sustainability, the data indicate that hybrid game-based apps significantly improve

Social networking as a learning tool: nursing students' perception of efficacy.

Science.gov (United States)

Tower, Marion; Latimer, Sharon; Hewitt, Jayne

2014-06-01

The pedagogical use of social networking technology in education is of growing interest to academics as a potential teaching and learning tool. However, the educational use of social networking sites such as Facebook is still under explored. Nursing students often perceive bioscience subjects as difficult and lack self-efficacy in their ability to be successful. In this case, as the final assessment for a bioscience related subject approached, students became increasingly anxious about their ability to perform in the assessment item. To better support students, a Facebook group was formed. The aim of the study was to examine students' perceptions of the efficacy of using Facebook as a tool to support study. A convenience sample of BN students (n=533 across 3 campuses), enrolled in the subject Medications and Safe Administration, were invited to join. 373 BN students joined the group (70% of the student cohort). A solution-focussed orientation underpinned the management of the group. A descriptive, online survey was administered following release of students' results for the final assessment item to assess students' perceptions of how effective the group had been in helping them learn. The survey contained both quantitative and qualitative questions. Responses were received from 89 students (24%). Survey data were analysed descriptively and qualitative data were analysed thematically by the academic team. Students perceived the group to be an innovative method of study support that guided learning by enhancing self-efficacy in their learning. Students also described how it was useful in promoting peer learning and engaging with academics. Social media platforms such as Facebook have the potential to enhance students' self-efficacy in learning and can support students to develop their learning to a deeper level. Copyright © 2013 Elsevier Ltd. All rights reserved.

Learning Behaviours of Low-Achieving Children's Mathematics Learning in Using of Helping Tools in a Synchronous Peer-Tutoring System

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Tsuei, Mengping

2017-01-01

This study examined the effects of low-achieving children's use of helping tools in a synchronous mathematics peer-tutoring system on the children's mathematics learning and their learning behaviours. In a remedial class, 16 third-grade students in a remedial class engaged in peer tutoring in a face-to-face synchronous online environment during a…

Using Personal Portable Devices as Learning Tools in the English Class

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Luz Edith Herrera Díaz

2014-10-01

Full Text Available A group of university students used a variety of personal portable devices (cellphones, tablets, laptops, and netbooks which distracted them in English class. This qualitative action research aimed to implement activities entailing the use of such devices and to learn their impact on students’ learning and the use of English in class. Thus, a series of applications was used to promote the use of these devices for the benefit of the English as a Foreign Language class. These applications included a learning management system that resembled a social network, a live interaction application, and an online dictionary. It was found that students were able to productively use these devices as learning tools plus they expressed comfort and interest in using them.

Google classroom as a tool for active learning

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Shaharanee, Izwan Nizal Mohd; Jamil, Jastini Mohd; Rodzi, Sarah Syamimi Mohamad

2016-08-01

As the world is being developed with the new technologies, discovering and manipulating new ideas and concepts of online education are changing rapidly. In response to these changes, many states, institutions, and organizations have been working on strategic plans to implement online education. At the same time, misconceptions and myths related to the difficulty of teaching and learning online, technologies available to support online instruction, the support and compensation needed for high-quality instructors, and the needs of online students create challenges for such vision statements and planning documents. This paper provides analysis and evaluation of the effectiveness of Google Classroom's active learning activities for data mining subject under the Decision Sciences program. Technology Acceptance Model (TAM) has been employed to measure the effectiveness of the learning activities. A total of 100 valid unduplicated responses from students who enrolled data mining subject were used in this study. The results indicated that majority of the students satisfy with the Google Classroom's tool that were introduced in the class. Results of data analyzed showed that all ratios are above averages. In particular, comparative performance is good in the areas of ease of access, perceived usefulness, communication and interaction, instruction delivery and students' satisfaction towards the Google Classroom's active learning activities.

Early Clinical Exposure as a Learning Tool to Teach Neuroanatomy for First Year MBBS Students.

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Kar, Maitreyee; Kar, Chinmaya; Roy, Hironmoy; Goyal, Parmod

2017-12-01

Early clinical exposure (ECE) is one of the important tools to teach basic science to the MBBS students. It is one form of vertical integration between basic science and clinical subjects. This study is an effort at exploring the use of ECE as a motivational tool toward better learning in neuroanatomy for first year MBBS students. This study aims to make the students interested and motivated to study neuroanatomy by using ECE as learning tool in neuroanatomy and to make the students enable to retain the knowledge of neuroanatomy more efficiently and correlate the knowledge of neuroanatomy with neuromedicine. This study was conducted in collaboration with the Departments of Anatomy, General Medicine and Medical Education Unit in the year 2016. This was cross-sectional study. One hundred and fifty students of 1 st Professional MBBS were subdivided into two groups. After preliminary classes on brain, brainstem, and spinal cord for both groups, conventional lecture classes were taken for Group A only on upper motor neuron (UMN) and lower motor neuron (LMN) paralysis, and only Group B visited General Medicine ward where HOD, General Medicine showed and examined patients of UMN paralysis and LMN paralysis, elicited different symptoms, and discussed different investigation. It was followed by assessment of all by problem-based multiple choice questions (MCQ) and short answer questions. Then, Group B attended lecture class on different cranial nerve palsy whereas Group A visited medicine ward. It was followed by assessment of both groups by problem-based MCQ and short answer questions. The performance was compared. Then, the feedback of the students on ECE was collected by means of reflection writing followed by administration of questionnaire. Then, the perception of teachers regarding ECE was recorded by focused group discussion. Student's t -test was used to compare the performance of both batches. Reflection writing and focus group discussion were analyzed

Virk: An Active Learning-based System for Bootstrapping Knowledge Base Development in the Neurosciences

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Kyle H. Ambert

2013-12-01

Full Text Available The frequency and volume of newly-published scientific literature is quickly making manual maintenance of publicly-available databases of primary data unrealistic and costly. Although machine learning can be useful for developing automated approaches to identifying scientific publications containing relevant information for a database, developing such tools necessitates manually annotating an unrealistic number of documents. One approach to this problem, active learning, builds classification models by iteratively identifying documents that provide the most information to a classifier. Although this approach has been shown to be effective for related problems, in the context of scientific databases curation, it falls short. We present Virk, an active learning system that, while being trained, simultaneously learns a classification model and identifies documents having information of interest for a knowledge base. Our approach uses a support vector machine classifier with input features derived from neuroscience-related publications from the primary literature. Using our approach, we were able to increase the size of the Neuron Registry, a knowledge base of neuron-related information, by a factor of 90%, a knowledge base of neuron-related information, in 3 months. Using standard biocuration methods, it would have taken between 1-2 years to make the same number of contributions to the Neuron Registry. Here, we describe the system pipeline in detail, and evaluate its performance against other approaches to sampling in active learning.

SUPPORTING LEARNING THROUGH EPISTEMIC SCAFFOLDS EMBEDDED IN A HIGHLIGHTER TOOL

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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.

Collective learning modeling based on the kinetic theory of active particles

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Burini, D.; De Lillo, S.; Gibelli, L.

2016-03-01

This paper proposes a systems approach to the theory of perception and learning in populations composed of many living entities. Starting from a phenomenological description of these processes, a mathematical structure is derived which is deemed to incorporate their complexity features. The modeling is based on a generalization of kinetic theory methods where interactions are described by theoretical tools of game theory. As an application, the proposed approach is used to model the learning processes that take place in a classroom.

77 FR 70809 - Agency Information Collection Activities: Assessment Tools for Park-Based Youth Education and...

Science.gov (United States)

2012-11-27

....Y00000] Agency Information Collection Activities: Assessment Tools for Park-Based Youth Education and...) Usefulness of work experience. The SHRUB program provides education and in-depth involvement for students and their families in grade school. The EcoHelpers program provides one-day service learning programs to...

77 FR 70808 - Agency Information Collection Activities: Assessment Tools for Park-Based Youth Education and...

Science.gov (United States)

2012-11-27

....Y00000] Agency Information Collection Activities: Assessment Tools for Park-Based Youth Education and...) Usefulness of work experience. The SHRUB program provides education and in-depth involvement for students and their families in grade school. The EcoHelpers program provides one-day service learning programs to...

Prototype-based Models for the Supervised Learning of Classification Schemes

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Biehl, Michael; Hammer, Barbara; Villmann, Thomas

2017-06-01

An introduction is given to the use of prototype-based models in supervised machine learning. The main concept of the framework is to represent previously observed data in terms of so-called prototypes, which reflect typical properties of the data. Together with a suitable, discriminative distance or dissimilarity measure, prototypes can be used for the classification of complex, possibly high-dimensional data. We illustrate the framework in terms of the popular Learning Vector Quantization (LVQ). Most frequently, standard Euclidean distance is employed as a distance measure. We discuss how LVQ can be equipped with more general dissimilarites. Moreover, we introduce relevance learning as a tool for the data-driven optimization of parameterized distances.