WorldWideScience

Sample records for learning tools include

  1. 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.

  2. 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....

  3. 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....

  4. Community Assessment Tool for Public Health Emergencies Including Pandemic Influenza

    Energy Technology Data Exchange (ETDEWEB)

    ORAU' s Oak Ridge Institute for Science Education (HCTT-CHE)

    2011-04-14

    The Community Assessment Tool (CAT) for Public Health Emergencies Including Pandemic Influenza (hereafter referred to as the CAT) was developed as a result of feedback received from several communities. These communities participated in workshops focused on influenza pandemic planning and response. The 2008 through 2011 workshops were sponsored by the Centers for Disease Control and Prevention (CDC). Feedback during those workshops indicated the need for a tool that a community can use to assess its readiness for a disaster - readiness from a total healthcare perspective, not just hospitals, but the whole healthcare system. The CAT intends to do just that - help strengthen existing preparedness plans by allowing the healthcare system and other agencies to work together during an influenza pandemic. It helps reveal each core agency partners (sectors) capabilities and resources, and highlights cases of the same vendors being used for resource supplies (e.g., personal protective equipment [PPE] and oxygen) by the partners (e.g., public health departments, clinics, or hospitals). The CAT also addresses gaps in the community's capabilities or potential shortages in resources. This tool has been reviewed by a variety of key subject matter experts from federal, state, and local agencies and organizations. It also has been piloted with various communities that consist of different population sizes, to include large urban to small rural communities.

  5. 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

  6. Community Assessment Tool for Public Health Emergencies Including Pandemic Influenza

    Energy Technology Data Exchange (ETDEWEB)

    HCTT-CHE

    2011-04-14

    The Community Assessment Tool (CAT) for Public Health Emergencies Including Pandemic Influenza (hereafter referred to as the CAT) was developed as a result of feedback received from several communities. These communities participated in workshops focused on influenza pandemic planning and response. The 2008 through 2011 workshops were sponsored by the Centers for Disease Control and Prevention (CDC). Feedback during those workshops indicated the need for a tool that a community can use to assess its readiness for a disaster—readiness from a total healthcare perspective, not just hospitals, but the whole healthcare system. The CAT intends to do just that—help strengthen existing preparedness plans by allowing the healthcare system and other agencies to work together during an influenza pandemic. It helps reveal each core agency partners' (sectors) capabilities and resources, and highlights cases of the same vendors being used for resource supplies (e.g., personal protective equipment [PPE] and oxygen) by the partners (e.g., public health departments, clinics, or hospitals). The CAT also addresses gaps in the community's capabilities or potential shortages in resources. While the purpose of the CAT is to further prepare the community for an influenza pandemic, its framework is an extension of the traditional all-hazards approach to planning and preparedness. As such, the information gathered by the tool is useful in preparation for most widespread public health emergencies. This tool is primarily intended for use by those involved in healthcare emergency preparedness (e.g., community planners, community disaster preparedness coordinators, 9-1-1 directors, hospital emergency preparedness coordinators). It is divided into sections based on the core agency partners, which may be involved in the community's influenza pandemic influenza response.

  7. Learning to Learn Together with CSCL Tools

    Science.gov (United States)

    Schwarz, Baruch B.; de Groot, Reuma; Mavrikis, Manolis; Dragon, Toby

    2015-01-01

    In this paper, we identify "Learning to Learn Together" (L2L2) as a new and important educational goal. Our view of L2L2 is a substantial extension of "Learning to Learn" (L2L): L2L2 consists of learning to collaborate to successfully face L2L challenges. It is inseparable from L2L, as it emerges when individuals face problems…

  8. Tool-Based Curricula and Visual Learning

    Directory of Open Access Journals (Sweden)

    Dragica Vasileska

    2013-12-01

    Full Text Available In the last twenty years nanotechnology hasrevolutionized the world of information theory, computers andother important disciplines, such as medicine, where it hascontributed significantly in the creation of more sophisticateddiagnostic tools. Therefore, it is important for people working innanotechnology to better understand basic concepts to be morecreative and productive. To further foster the progress onNanotechnology in the USA, the National Science Foundation hascreated the Network for Computational Nanotechnology (NCNand the dissemination of all the information from member andnon-member participants of the NCN is enabled by thecommunity website www.nanoHUB.org. nanoHUB’s signatureservices online simulation that enables the operation ofsophisticated research and educational simulation engines with acommon browser. No software installation or local computingpower is needed. The simulation tools as well as nano-conceptsare augmented by educational materials, assignments, and toolbasedcurricula, which are assemblies of tools that help studentsexcel in a particular area.As elaborated later in the text, it is the visual mode of learningthat we are exploiting in achieving faster and better results withstudents that go through simulation tool-based curricula. Thereare several tool based curricula already developed on thenanoHUB and undergoing further development, out of which fiveare directly related to nanoelectronics. They are: ABACUS –device simulation module; ACUTE – Computational Electronicsmodule; ANTSY – bending toolkit; and AQME – quantummechanics module. The methodology behind tool-based curriculais discussed in details. Then, the current status of each module ispresented, including user statistics and student learningindicatives. Particular simulation tool is explored further todemonstrate the ease by which students can grasp information.Representative of Abacus is PN-Junction Lab; representative ofAQME is PCPBT tool; and

  9. A tool for standardized collector performance calculations including PVT

    DEFF Research Database (Denmark)

    Perers, Bengt; Kovacs, Peter; Olsson, Marcus

    2012-01-01

    A tool for standardized calculation of solar collector performance has been developed in cooperation between SP Technical Research Institute of Sweden, DTU Denmark and SERC Dalarna University. The tool is designed to calculate the annual performance of solar collectors at representative locations...... can be tested and modeled as a thermal collector, when the PV electric part is active with an MPP tracker in operation. The thermal collector parameters from this operation mode are used for the PVT calculations....

  10. Tools for voltage stability analysis, including a probabilistic approach

    Energy Technology Data Exchange (ETDEWEB)

    Vieira Filho, X; Martins, N; Bianco, A; Pinto, H J.C.P. [Centro de Pesquisas de Energia Eletrica (CEPEL), Rio de Janeiro, RJ (Brazil); Pereira, M V.F. [Power System Research (PSR), Inc., Rio de Janeiro, RJ (Brazil); Gomes, P; Santos, M.G. dos [ELETROBRAS, Rio de Janeiro, RJ (Brazil)

    1994-12-31

    This paper reviews some voltage stability analysis tools that are being used or envisioned for expansion and operational planning studies in the Brazilian system, as well as, their applications. The paper also shows that deterministic tools can be linked together in a probabilistic framework, so as to provide complementary help to the analyst in choosing the most adequate operation strategies, or the best planning solutions for a given system. (author) 43 refs., 8 figs., 8 tabs.

  11. FACET CLASSIFICATIONS OF E-LEARNING TOOLS

    Directory of Open Access Journals (Sweden)

    Olena Yu. Balalaieva

    2013-12-01

    Full Text Available The article deals with the classification of e-learning tools based on the facet method, which suggests the separation of the parallel set of objects into independent classification groups; at the same time it is not assumed rigid classification structure and pre-built finite groups classification groups are formed by a combination of values taken from the relevant facets. An attempt to systematize the existing classification of e-learning tools from the standpoint of classification theory is made for the first time. Modern Ukrainian and foreign facet classifications of e-learning tools are described; their positive and negative features compared to classifications based on a hierarchical method are analyzed. The original author's facet classification of e-learning tools is proposed.

  12. Gradually including potential users: A tool to counter design exclusions.

    Science.gov (United States)

    Zitkus, Emilene; Langdon, Patrick; Clarkson, P John

    2018-01-01

    The paper describes an iterative development process used to understand the suitability of different inclusive design evaluation tools applied into design practices. At the end of this process, a tool named Inclusive Design Advisor was developed, combining data related to design features of small appliances with ergonomic task demands, anthropometric data and exclusion data. When auditing a new design the tool examines the exclusion that each design feature can cause, followed by objective recommendations directly related to its features. Interactively, it allows designers or clients to balance design changes with the exclusion caused. It presents the type of information that enables designers and clients to discuss user needs and make more inclusive design decisions. Copyright © 2017. Published by Elsevier Ltd.

  13. Academy Distance Learning Tools (IRIS) -

    Data.gov (United States)

    Department of Transportation — IRIS is a suite of front-end web applications utilizing a centralized back-end Oracle database. The system fully supports the FAA Academy's Distance Learning Program...

  14. 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…

  15. 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...

  16. 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.

  17. TOOLS TO INCLUDE BLIND STUDENTS IN SCHOOL BUILDING PERFORMANCE ASSESSMENTS

    Directory of Open Access Journals (Sweden)

    Tania Pietzschke Abate

    2016-05-01

    Full Text Available This article discusses the design of data collection instruments that include the opinions of blind students, in accordance with the principles of Universal Design (UD. The aim of this study is to understand the importance of adapting data collection instruments for the inclusion of disabled persons in field research in Architecture and Design, among other fields. The data collection instruments developed were a play interview with a tactile map and a 3D survey with the use of tactile models. These instruments sought to assess the school environment experienced by blind students. The study involved students from the early years of a school for the blind who had not yet mastered the Braille system. The participation of these students was evaluated. A multidisciplinary team consisting of architects, designers, educators, and psychologists lent support to the study. The results showed that the data collection instruments adapted to blind students were successful in making the group of authors examine questions regarding UD. An analysis of the participatory phase showed that the limitations resulting from blindness determine the specificities in the adaptation and implementation process of the instruments in schools. Practical recommendations for future studies related to instruments in the UD thematic are presented. This approach is in line with the global trend of including disabled persons in society based on these users’ opinions concerning what was designed by architects and designers.

  18. 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.

  19. 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…

  20. 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,…

  1. 75 FR 10319 - Cooper Tools-Sumter, Cooper Tools Divisions, a Subsidiary of Cooper Industries, Inc., Including...

    Science.gov (United States)

    2010-03-05

    ... DEPARTMENT OF LABOR Employment and Training Administration [TA-W-71,602] Cooper Tools--Sumter, Cooper Tools Divisions, a Subsidiary of Cooper Industries, Inc., Including On-Site Leased Workers From... January 26, 2010, applicable to workers of Cooper Tools--Sumter, Cooper Tools Division, a subsidiary of...

  2. 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.

  3. 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.

  4. EC6 safety enhancement - including impact of Fukushima lessons learned

    Energy Technology Data Exchange (ETDEWEB)

    Yu, S.; Zemdegs, R.; Boyle, S.; Soulard, M., E-mail: stephen.yu@candu.com [Candu Energy Inc., Mississauga, Ontario (Canada)

    2012-09-15

    The Enhanced CANDU 6 (EC6) is the new Generation III CANDU reactor design that meets the most up to date regulatory requirements and customer expectations. EC6 builds on the proven high performance design inch as the Qinshan CANDU 6 units and has made improvements to safety and operational performance, and has incorporated extensive operational feedback including Fukushima. The Fukushima Dai-ichi March 11, 2011 event has demonstrated the importance of defence-in-depth considerations for beyond-design basis events, including severe accidents. The EC6 design is based on the defence-in-depth principles and provides further design features that address the lessons learned from Fukushima. (author)

  5. 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

  6. 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…

  7. 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.

  8. 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

  9. 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 ...

  10. 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.

  11. 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.

  12. 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…

  13. 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.…

  14. 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.…

  15. Project Interface Requirements Process Including Shuttle Lessons Learned

    Science.gov (United States)

    Bauch, Garland T.

    2010-01-01

    Most failures occur at interfaces between organizations and hardware. Processing interface requirements at the start of a project life cycle will reduce the likelihood of costly interface changes/failures later. This can be done by adding Interface Control Documents (ICDs) to the Project top level drawing tree, providing technical direction to the Projects for interface requirements, and by funding the interface requirements function directly from the Project Manager's office. The interface requirements function within the Project Systems Engineering and Integration (SE&I) Office would work in-line with the project element design engineers early in the life cycle to enhance communications and negotiate technical issues between the elements. This function would work as the technical arm of the Project Manager to help ensure that the Project cost, schedule, and risk objectives can be met during the Life Cycle. Some ICD Lessons Learned during the Space Shuttle Program (SSP) Life Cycle will include the use of hardware interface photos in the ICD, progressive life cycle design certification by analysis, test, & operations experience, assigning interface design engineers to Element Interface (EI) and Project technical panels, and linking interface design drawings with project build drawings

  16. A Deep Learning tool for fast simulation

    CERN Multimedia

    CERN. Geneva

    2018-01-01

    Machine Learning techniques have been used in different applications by the HEP community: in this talk, we discuss the case of detector simulation. The need for simulated events, expected in the future for LHC experiments and their High Luminosity upgrades, is increasing dramatically and requires new fast simulation solutions. We will describe an R&D activity, aimed at providing a configurable tool capable of training a neural network to reproduce the detector response and replace standard Monte Carlo simulation. This represents a generic approach in the sense that such a network could be designed and trained to simulate any kind of detector and, eventually, the whole data processing chain in order to get, directly in one step, the final reconstructed quantities, in just a small fraction of time. We will present the first application of three-dimensional convolutional Generative Adversarial Networks to the simulation of high granularity electromagnetic calorimeters. We will describe detailed validation s...

  17. 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 ...

  18. 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

  19. 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.

  20. 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.

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

    CERN Document Server

    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...

  2. 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…

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

    NARCIS (Netherlands)

    Verpoorten, Dominique; Poumay, M; Leclercq, D

    2006-01-01

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

  4. Including the Disabled : The Chiminike Interactive Learning Center in Honduras

    OpenAIRE

    Maria Valéria Pena; Barbara Brakarz

    2003-01-01

    In the aftermath of Hurricane Mitch in 1998, the Honduras Interactive Environmental Learning and Science Promotion Project "Profuturo" was launched as a multi-sectoral effort designed to encourage and expand scientific, environmental, and cultural knowledge and management in the context of Honduras' sustainable development needs and ethnic diversity. Profuturo benefits Hondurans by providi...

  5. 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...

  6. 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.

  7. 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

  8. Modules as Learning Tools in Linear Algebra

    Science.gov (United States)

    Cooley, Laurel; Vidakovic, Draga; Martin, William O.; Dexter, Scott; Suzuki, Jeff; Loch, Sergio

    2014-01-01

    This paper reports on the experience of STEM and mathematics faculty at four different institutions working collaboratively to integrate learning theory with curriculum development in a core undergraduate linear algebra context. The faculty formed a Professional Learning Community (PLC) with a focus on learning theories in mathematics and…

  9. 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…

  10. 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

  11. 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...

  12. Learning Progressions as Tools for Assessment and Learning

    Science.gov (United States)

    Shepard, Lorrie A.

    2018-01-01

    This article addresses the teaching and learning side of the learning progressions literature, calling out for measurement specialists the knowledge most needed when collaborating with subject-matter experts in the development of learning progressions. Learning progressions are one of the strongest instantiations of principles from "Knowing…

  13. 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

  14. Blended learning tools for teaching and training

    CERN Document Server

    Allan, Barbara

    2007-01-01

    Offers a holistic blended learning approach, combining the best of traditional approaches to learning and teaching to make best use of the advantages of each while minimizing the disadvantages. It provides information professionals with a practical guide to the design and delivery of such training programmes.

  15. 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.

  16. 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....

  17. A temperature dependent cyclic plasticity model for hot work tool steel including particle coarsening

    Science.gov (United States)

    Jilg, Andreas; Seifert, Thomas

    2018-05-01

    Hot work tools are subjected to complex thermal and mechanical loads during hot forming processes. Locally, the stresses can exceed the material's yield strength in highly loaded areas as e.g. in small radii in die cavities. To sustain the high loads, the hot forming tools are typically made of martensitic hot work steels. While temperatures for annealing of the tool steels usually lie in the range between 400 and 600 °C, the steels may experience even higher temperatures during hot forming, resulting in softening of the material due to coarsening of strengthening particles. In this paper, a temperature dependent cyclic plasticity model for the martensitic hot work tool steel 1.2367 (X38CrMoV5-3) is presented that includes softening due to particle coarsening and that can be applied in finite-element calculations to assess the effect of softening on the thermomechanical fatigue life of hot work tools. To this end, a kinetic model for the evolution of the mean size of secondary carbides based on Ostwald ripening is coupled with a cyclic plasticity model with kinematic hardening. Mechanism-based relations are developed to describe the dependency of the mechanical properties on carbide size and temperature. The material properties of the mechanical and kinetic model are determined on the basis of tempering hardness curves as well as monotonic and cyclic tests.

  18. 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

  19. Implementing Machine Learning in the PCWG Tool

    Energy Technology Data Exchange (ETDEWEB)

    Clifton, Andrew; Ding, Yu; Stuart, Peter

    2016-12-13

    The Power Curve Working Group (www.pcwg.org) is an ad-hoc industry-led group to investigate the performance of wind turbines in real-world conditions. As part of ongoing experience-sharing exercises, machine learning has been proposed as a possible way to predict turbine performance. This presentation provides some background information about machine learning and how it might be implemented in the PCWG exercises.

  20. Formation and Assessment of a Tool to Evaluate STEM Literacy in Service-Learning Projects

    Science.gov (United States)

    Hayford, Barbara; Blomstrom, Sally; Mumpower, Lori

    2015-01-01

    The purpose of the authors' research was to create a tool to evaluate science, technology, engineering, and mathematics (STEM) literacy in service-learning projects. The researchers posited that components of service-learning, which in this case included the deliverable and reflections, are examples of fundamental STEM literacy and thus can be…

  1. 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…

  2. 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…

  3. 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…

  4. Tools For Interactive Learning And Self-Management Of Diabetes

    Science.gov (United States)

    Capelo, Rita; Baptista, Carla; Figueiredo, Júlia; Carrilho, Francisco; Furtado, Pedro

    2015-05-01

    Diabetes is a widespread disease and its control is dependent upon the patient. Although there is no permanent cure for diabetes, there are several available treatments which, when followed regularly, allow the patient to have a good quality of life. Patient education, especially about eating habits, is key to keep glucose levels stable both in the short and in the long term. This should include nutritional counselling, physical exercise, and the self monitoring of glucose levels. The University of Coimbra and the Serviço de Endocrinologia, Diabetes e Metabolismo of Centro Hospitalar e Universitário de Coimbra started a collaboration to develop interactive tools for the learning and improvement of carbohydrate counting by patients. The approach presented in this paper is an interactive multimedia tool, available to patients through either the web or a smartphone. It helps them to learn how to maintain a healthy diet and how to monitor their insulin levels correctly by measuring the carbo-hidrate “equivalents” in meals. This application will create a more dynamic and interactive way of educating patients, improving solutions currently used in the Serviço de Endocrinologia, Diabetes e Metabolismo of the Centro Hospitalar e Universitário de Coimbra.

  5. A Monte Carlo tool for evaluating VMAT and DIMRT treatment deliveries including planar detectors

    International Nuclear Information System (INIS)

    Asuni, G; Van Beek, T A; Venkataraman, S; McCurdy, B M C; Popescu, I A

    2013-01-01

    The aim of this work is to describe and validate a new general research tool that performs Monte Carlo (MC) simulations for volumetric modulated arc therapy (VMAT) and dynamic intensity modulated radiation therapy (DIMRT), simultaneously tracking dose deposition in both the patient CT geometry and an arbitrary planar detector system. The tool is generalized to handle either entrance or exit detectors and provides the simulated dose for the individual control-points of the time-dependent VMAT and DIMRT deliveries. The MC simulation tool was developed with the EGSnrc radiation transport. For the individual control point simulation, we rotate the patient/phantom volume only (i.e. independent of the gantry and planar detector geometries) using the gantry angle in the treatment planning system (TPS) DICOM RP file such that each control point has its own unique phantom file. After MC simulation, we obtained the total dose to the phantom by summing dose contributions for all control points. Scored dose to the sensitive layer of the planar detector is available for each control point. To validate the tool, three clinical treatment plans were used including VMAT plans for a prostate case and a head-and-neck case, and a DIMRT plan for a head-and-neck case. An electronic portal imaging device operated in ‘movie’ mode was used with the VMAT plans delivered to cylindrical and anthropomorphic phantoms to validate the code using an exit detector. The DIMRT plan was delivered to a novel transmission detector, to validate the code using an entrance detector. The total MC 3D absolute doses in patient/phantom were compared with the TPS doses, while 2D MC doses were compared with planar detector doses for all individual control points, using the gamma evaluation test with 3%/3 mm criteria. The MC 3D absolute doses demonstrated excellent agreement with the TPS doses for all the tested plans, with about 95% of voxels having γ 90% of percentage pixels with γ <1. We found that over

  6. Using Reading as an Automated Learning Tool

    Science.gov (United States)

    Ruiz Fodor, Ana

    2017-01-01

    The problem addressed in this quantitative experimental study was that students were having more difficulty learning from audiovisual lessons than necessary because educators had eliminated textual references, based on early findings from CLT research. In more recent studies, CLT researchers estimated that long-term memory schemas may be used by…

  7. Learning selenium testing tools with Python

    CERN Document Server

    Gundecha, Unmesh

    2014-01-01

    If you are a quality testing professional, or a software or web application developer looking to create automation test scripts for your web applications, with an interest in Python, then this is the perfect guide for you. Python developers who need to do Selenium testing need not learn Java, as they can directly use Selenium for testing with this book.

  8. B-Learning Tools in Engineering Education

    Directory of Open Access Journals (Sweden)

    Angeles Cancela

    2013-04-01

    Full Text Available 0 false 21 18 pt 18 pt 0 0 false false false /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Tabla normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} The New Higher Education System implies the adoption of different education systems than the traditional ones. Therefore, many college teachers today want to use some new mechanisms to teach the matter and to find better ways of engaging students in the learning process. The objective of this work is to evaluate different learning methods from the student’s point of view and share the authors’ experience towards a different mode of teaching. Three different learning techniques have been used on University of Vigo’s fifth-year engineering students and the students have answered a questionnaire in order to check the effectiveness of the different methods from the students’ point of view. The results of the experience show that the use of learning methods (cooperative learning and multimedia resources fosters student motivation and improves their retention, assimilation, understanding, and proper application of course content.

  9. Self-Directed Learning: A Tool for Lifelong Learning

    Science.gov (United States)

    Boyer, Stefanie L.; Edmondson, Diane R.; Artis, Andrew B.; Fleming, David

    2014-01-01

    A meta-analytic review of self-directed learning (SDL) research over 30 years, five countries, and across multiple academic disciplines is used to explore its relationships with five key nomologically related constructs for effective workplace learning. The meta-analysis revealed positive relationships between SDL and internal locus of control,…

  10. 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.

  11. Using Photovoice to Include People with Profound and Multiple Learning Disabilities in Inclusive Research

    Science.gov (United States)

    Cluley, Victoria

    2017-01-01

    Background: It is now expected that projects addressing the lives of people with learning disabilities include people with learning disabilities in the research process. In the past, such research often excluded people with learning disabilities, favouring the opinions of family members, carers and professionals. The inclusion of the voices of…

  12. Lessons learned from tool integration with OSLC

    NARCIS (Netherlands)

    Leitner, A.; Herbst, B.; Mathijssen, R.

    2016-01-01

    Today’s embedded and cyber-physical systems are getting more connected and complex. One main challenge during development is the often loose coupling between engineering tools, which could lead to inconsistencies and errors due to the manual transfer and duplication of data. Open formats and

  13. 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…

  14. 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;...

  15. 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.

  16. 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:

  17. 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…

  18. 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…

  19. Development of a piano learning tool

    OpenAIRE

    Baloh, Matevž

    2012-01-01

    This thesis analyzes the appropriateness of the formula defined by the game 'Guitar Hero' in an application, which aims to help it's users learn how to play the piano. The appropriateness is determined through the development of an application. The thesis describes an attempt at the development of a game, the primary intention of which is to be fun, with the secondary purpose of teaching how to play the piano. After this, it describes an attempt at the development of an application, the p...

  20. 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.

  1. Using assistive technology adaptations to include students with learning disabilities in cooperative learning activities.

    Science.gov (United States)

    Bryant, D P; Bryant, B R

    1998-01-01

    Cooperative learning (CL) is a common instructional arrangement that is used by classroom teachers to foster academic achievement and social acceptance of students with and without learning disabilities. Cooperative learning is appealing to classroom teachers because it can provide an opportunity for more instruction and feedback by peers than can be provided by teachers to individual students who require extra assistance. Recent studies suggest that students with LD may need adaptations during cooperative learning activities. The use of assistive technology adaptations may be necessary to help some students with LD compensate for their specific learning difficulties so that they can engage more readily in cooperative learning activities. A process for integrating technology adaptations into cooperative learning activities is discussed in terms of three components: selecting adaptations, monitoring the use of the adaptations during cooperative learning activities, and evaluating the adaptations' effectiveness. The article concludes with comments regarding barriers to and support systems for technology integration, technology and effective instructional practices, and the need to consider technology adaptations for students who have learning disabilities.

  2. USING A PEDAGOGICAL TOOL TO IMPROVE LEARNING:

    DEFF Research Database (Denmark)

    Bagger, Bettan; Taylor Kelly, Hélène; Hørdam, Britta

    at University College Zealand of nursing students’ bachelor projects highlighted students’ difficulties when categorizing and evaluating research literature. Students relied upon introductory textbooks as a major source of information and used proportionately few researched based resources. In 2011 a pilot......Abstract Content: Nurses work in complex organizations and solve multifaceted problems in an ever changing society when meeting patient needs. Therefore there is a need to develop students´ skills in the use of evidence based literature in clinical decision making. A retrospective study...... project aimed at raising students’ awareness with respect to the choice and assessment of literature was initiated and students were introduced to a new pedagogical tool. Effects of the educational intervention were measured via quantitative and qualitative data and a follow-up clinical intervention...

  3. 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

  4. Problembased learning (PBL) including drama games as a motivating learning approach in interprofessional education (IPE)

    DEFF Research Database (Denmark)

    Hansen, Bodil Winther; Hatt, Camusa

    The university have years of experience with interprofessional student groups, from seven different health professions, learning through participating in an interprofessional module. Evaluations have shown a continuos massive challenge concerning the student´s motivation for learning...... and their level of participation in this three-week course of “Conflict management”. To meet these challenges the university started a project within the frame of problembased learning and drama games. The idea was to develop strategies to motivate students and create a dynamic and stimulating learning...... as an important aspect of carrying out a successful PBL course. Among the students, there was a significantly higher level of satisfaction in the experimental classes than in the comparison classes, regarding 10 out of 12 questions asked about both academic achievement and satisfaction with the learning...

  5. The Pometum Apple Key - an internet tool for genebank data including cultivar identification

    DEFF Research Database (Denmark)

    Toldam-Andersen, Torben; Korsgaard, Maren; Nordling, Jonas

    2011-01-01

    by Robert Hogg in 1880s. Other parameters focus on quality for use (table fruit, cooking, juice), flowering characteristics and tree growth and health (disease sensitivity). The development and use of the Apple Key is demonstrated and the stability of different characters in cultivar identification......Cultivar descriptions and correct identification are central for the work with genetic material, especially in Genebanks. The data collection of many descriptive parameters is very laborious in itself, but the handling of the data is also a challenge. However, when it comes to the level of use....... A dual aim was; firstly to present the diversity of apples in terms of appearance and qualities and also allow the inclusion of unique historical and cultural information including photos, pomological drawings and paintings. Secondly, the aim was to develop a tool for identification of cultivars and easy...

  6. 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.

  7. 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.

  8. 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…

  9. Choosing Technology Tools to Meet Pronunciation Teaching and Learning Goals

    Science.gov (United States)

    Yoshida, Marla Tritch

    2018-01-01

    For decades, researchers and teachers have suggested ways to apply technology in teaching and learning pronunciation, and there are many useful tools that can be used for this purpose. However, many teachers feel unsure about how to teach pronunciation at all, and the idea of using computers, mobile devices, or other technology may make…

  10. 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

  11. 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....

  12. 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,

  13. 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…

  14. 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.

  15. Supervised learning of tools for content-based search of image databases

    Science.gov (United States)

    Delanoy, Richard L.

    1996-03-01

    A computer environment, called the Toolkit for Image Mining (TIM), is being developed with the goal of enabling users with diverse interests and varied computer skills to create search tools for content-based image retrieval and other pattern matching tasks. Search tools are generated using a simple paradigm of supervised learning that is based on the user pointing at mistakes of classification made by the current search tool. As mistakes are identified, a learning algorithm uses the identified mistakes to build up a model of the user's intentions, construct a new search tool, apply the search tool to a test image, display the match results as feedback to the user, and accept new inputs from the user. Search tools are constructed in the form of functional templates, which are generalized matched filters capable of knowledge- based image processing. The ability of this system to learn the user's intentions from experience contrasts with other existing approaches to content-based image retrieval that base searches on the characteristics of a single input example or on a predefined and semantically- constrained textual query. Currently, TIM is capable of learning spectral and textural patterns, but should be adaptable to the learning of shapes, as well. Possible applications of TIM include not only content-based image retrieval, but also quantitative image analysis, the generation of metadata for annotating images, data prioritization or data reduction in bandwidth-limited situations, and the construction of components for larger, more complex computer vision algorithms.

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

    Directory of Open Access Journals (Sweden)

    Jan Erik Dahl

    2016-11-01

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

  17. [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.

  18. 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)

  19. A tool to include gamma analysis software into a quality assurance program.

    Science.gov (United States)

    Agnew, Christina E; McGarry, Conor K

    2016-03-01

    To provide a tool to enable gamma analysis software algorithms to be included in a quality assurance (QA) program. Four image sets were created comprising two geometric images to independently test the distance to agreement (DTA) and dose difference (DD) elements of the gamma algorithm, a clinical step and shoot IMRT field and a clinical VMAT arc. The images were analysed using global and local gamma analysis with 2 in-house and 8 commercially available software encompassing 15 software versions. The effect of image resolution on gamma pass rates was also investigated. All but one software accurately calculated the gamma passing rate for the geometric images. Variation in global gamma passing rates of 1% at 3%/3mm and over 2% at 1%/1mm was measured between software and software versions with analysis of appropriately sampled images. This study provides a suite of test images and the gamma pass rates achieved for a selection of commercially available software. This image suite will enable validation of gamma analysis software within a QA program and provide a frame of reference by which to compare results reported in the literature from various manufacturers and software versions. Copyright © 2015. Published by Elsevier Ireland Ltd.

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

    Science.gov (United States)

    Puspitasari, Cita; Subiyanto

    2017-01-01

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

  1. Utopia2000: An Online Learning-Object Management Tool.

    Science.gov (United States)

    Aspillaga, Macarena

    2002-01-01

    Describes Utopia2002, a database that contains learning objects that enables faculty to design and develop interactive Web-based instruction. Topics include advanced distributed learning; sharable content objects (SCOs) and sharable content object reference model (SCORM); instructional systems design process; templates; and quality assurance. (LRW)

  2. Cooperative Learning as a Tool To Teach Vertebrate Anatomy.

    Science.gov (United States)

    Koprowski, John L.; Perigo, Nan

    2000-01-01

    Describes a method for teaching biology that includes more investigative exercises that foster an environment for cooperative learning in introductory laboratories that focus on vertebrates. Fosters collaborative learning by facilitating interaction between students as they become experts on their representative vertebrate structures. (SAH)

  3. Supporting Digital Natives to Learn Effectively with Technology Tools

    Science.gov (United States)

    Keengwe, Jared; Georgina, David

    2013-01-01

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

  4. 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...

  5. 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…

  6. 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.

  7. 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.

  8. 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.

  9. The Role of Electronic Pocket Dictionaries as an English Learning Tool among Chinese Students

    Science.gov (United States)

    Jian, Hua-Li; Sandnes, Frode Eika; Law, Kris M. Y.; Huang, Yo-Ping; Huang, Yueh-Min

    2009-01-01

    This study addressed the role of electronic pocket dictionaries as a language learning tool among university students in Hong Kong and Taiwan. The target groups included engineering and humanities students at both undergraduate and graduate level. Speed of reference was found to be the main motivator for using an electronic pocket dictionary.…

  10. 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…

  11. Create, compose, connect! reading, writing, and learning with digital tools

    CERN Document Server

    Hyler, Jeremy

    2014-01-01

    Find out how to incorporate digital tools into your English language arts class to improve students' reading, writing, listening, and speaking skills. Authors Jeremy Hyler and Troy Hicks show you that technology is not just about making a lesson engaging; it's about helping students become effective creators and consumers of information in today's fast-paced world. You'll learn how to use mobile technologies to teach narrative, informational, and argument writing as well as visual literacy and multimodal research. Each chapter is filled with exciting lesson plans and tech tool suggestions that you can take back to your own classroom immediately.

  12. 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.

  13. 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.

  14. 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.

  15. Extending the 4I Organizational Learning Model: Information Sources, Foraging Processes and Tools

    Directory of Open Access Journals (Sweden)

    Tracy A. Jenkin

    2013-08-01

    Full Text Available The continued importance of organizational learning has recently led to several calls for further developing the theory. This article addresses these calls by extending Crossan, Lane and White’s (1999 4I model to include a fifth process, information foraging, and a fourth level, the tool. The resulting 5I organizational learning model can be generalized to a number of learning contexts, especially those that involve understanding and making sense of data and information. Given the need for organizations to both innovate and increase productivity, and the volumes of data and information that are available to support both, the 5I model addresses an important organizational issue.

  16. [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.

  17. 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.

  18. Preventing failure in distance learning: the use of Spector tool

    Directory of Open Access Journals (Sweden)

    Maciej Słomczyński

    2012-12-01

    Full Text Available In 2011 and 2012, University of Warsaw conducted a two-stage research which goals were: (1 to verify whether students’ access to information showing the characteristics of their learning organization is connected with a sense of efficacy, level of motivation, preferred learning forms and perceived teacher presence; (2 to examine the relations between organizational learning styles and the usage of Spector module. One of the means used in the project was introduction of a mechanism for teaching and learning management in an e-learning setting – Spector. This way, a support for prevention, diagnosis and learning failure therapy was introduced. The mechanism was implemented as a Moodle LMS extension. Its goal was to process activity reports gathered by Moodle and present them in an user-friendly way to both students and teachers. The first-stage research results did not confirm the correlation between mentioned variables, although the majority of students taking part in the research pointed out Spector’s importance to improving their motivation and planning their learning activities. Resolving of all the doubts set in the project required a further, more complex study (including organizational learning styles. The second stage of the research proved that students’ opinion about the usage of Spector is related to their current studies programme (Bachelor’s, Master’s or Doctoral.

  19. A knowledge server including tools for professional know-how transfer

    OpenAIRE

    Benmahamed , Djilali; Ermine , Jean-Louis

    2007-01-01

    International audience; This paper presents a research in progress on the use of knowledge engineering and knowledge management techniques for the development of a strategic approach for the transfer of professional know-how. This transfer is based on the design of devices for sharing and learning clearly identified knowledge in the oil industry domains. This work is based on a pilot study which was carried out in the PED department (Petroleum Engineering & Development) and it deals with upst...

  20. 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.

  1. 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.

  2. 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

  3. 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.

  4. Modeling in the Classroom: An Evolving Learning Tool

    Science.gov (United States)

    Few, A. A.; Marlino, M. R.; Low, R.

    2006-12-01

    Among the early programs (early 1990s) focused on teaching Earth System Science were the Global Change Instruction Program (GCIP) funded by NSF through UCAR and the Earth System Science Education Program (ESSE) funded by NASA through USRA. These two programs introduced modeling as a learning tool from the beginning, and they provided workshops, demonstrations and lectures for their participating universities. These programs were aimed at university-level education. Recently, classroom modeling is experiencing a revival of interest. Drs John Snow and Arthur Few conducted two workshops on modeling at the ESSE21 meeting in Fairbanks, Alaska, in August 2005. The Digital Library for Earth System Education (DLESE) at http://www.dlese.org provides web access to STELLA models and tutorials, and UCAR's Education and Outreach (EO) program holds workshops that include training in modeling. An important innovation to the STELLA modeling software by isee systems, http://www.iseesystems.com, called "isee Player" is available as a free download. The Player allows users to view and run STELLA models, change model parameters, share models with colleagues and students, and make working models available on the web. This is important because the expert can create models, and the user can learn how the modeled system works. Another aspect of this innovation is that the educational benefits of modeling concepts can be extended throughout most of the curriculum. The procedure for building a working computer model of an Earth Science System follows this general format: (1) carefully define the question(s) for which you seek the answer(s); (2) identify the interacting system components and inputs contributing to the system's behavior; (3) collect the information and data that will be required to complete the conceptual model; (4) construct a system diagram (graphic) of the system that displays all of system's central questions, components, relationships and required inputs. At this stage

  5. 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.

  6. 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…

  7. Google classroom as a tool for active learning

    Science.gov (United States)

    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.

  8. Tools for peer assessment in an e-learning environment

    Directory of Open Access Journals (Sweden)

    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.

  9. Video Creation: A Tool for Engaging Students to Learn Science

    Science.gov (United States)

    Courtney, A. R.

    2016-12-01

    Students today process information very differently than those of previous generations. They are used to getting their news from 140-character tweets, being entertained by You-Tube videos, and Googling everything. Thus, traditional passive methods of content delivery do not work well for many of these millennials. All students, regardless of career goals, need to become scientifically literate to be able to function in a world where scientific issues are of increasing importance. Those who have had experience applying scientific reasoning to real-world problems in the classroom will be better equipped to make informed decisions in the future. The problem to be solved is how to present scientific content in a manner that fosters student learning in today's world. This presentation will describe how the appeal of technology and social communication via creation of documentary-style videos has been used to engage students to learn scientific concepts in a university non-science major course focused on energy and the environment. These video projects place control of the learning experience into the hands of the learner and provide an opportunity to develop critical thinking skills. Students discover how to locate scientifically reliable information by limiting searches to respected sources and synthesize the information through collaborative content creation to generate a "story". Video projects have a number of advantages over research paper writing. They allow students to develop collaboration skills and be creative in how they deliver the scientific content. Research projects are more effective when the audience is larger than just a teacher. Although our videos are used as peer-teaching tools in the classroom, they also are shown to a larger audience in a public forum to increase the challenge. Video will be the professional communication tool of the future. This presentation will cover the components of the video production process and instructional lessons

  10. 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.

  11. 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.

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

    Science.gov (United States)

    Townsend, Grant

    2011-12-01

    PubMed, ERIC and PsycLIT. The database search was supplemented with manual search of the electronic archives of the following journals: Academic Medicine, Medical Education, Teaching and Learning in Medicine, Journal of Dental Education and European Journal of Dental Education. Further articles were retrieved from the reference lists of selected papers. The review covered the period 1976-2008. Studies were eligible if they presented original research using PBL in research settings compared with another educational method (at a whole curriculum level or as a single intervention). This review included both randomised controlled trials (RCTs) and comparative studies. Qualitative and quantitative designs were eligible. Three dental educators selected studies. It is not clear that there were predefined criteria. The studies showed considerable heterogeneity in their study designs, characteristics, outcome variables and results. A descriptive review of the data was presented. Sixty-nine studies were initially identified. The authors excluded 17 of these because they could not obtain full texts. Thirteen studies were excluded because they used purely qualitative data. Of the remaining 39 studies six were RCTs and 33 comparative studies. The RCTs gave little information about the curriculum design and used markedly different outcome measurements including test scores, personal characteristics and subjective approaches to learning and experiences. There was no overall difference in student performances between the integrated and the PBL curriculum but a significant difference in favour of these two when compared with a conventional curriculum. A modest advantage of PBL was noted in relational skills, humanistic attitudes and diagnostic accuracy. Test scores did not appear to be influenced by the use of PBL. Though PBL seems to have a good effect on several competencies after graduation no significant effects were observed in lifelong learning attitudes. Comparative studies

  13. 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.

  14. Blog Construction as an Effective Tool in Biochemistry Active Learning

    Science.gov (United States)

    Cubas Rolim, Estêvão; Martins de Oliveira, Julia; Dalvi, Luana T.; Moreira, Daniel C.; Garcia Caldas, Natasha; Fernandes Lobo, Felipe; André Polli, Démerson; Campos, Élida G.; Hermes-Lima, Marcelo

    2017-01-01

    To boost active learning in undergraduate students, they were given the task of preparing blogs on topics of clinical biochemistry. This "experiment" lasted for 12 teaching-semesters (from 2008 to 2013), and included a survey on the blogs' usefulness at the end of each semester. The survey (applied in the 2008-2010 period) used a…

  15. 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

  16. Integrative Biological Chemistry Program Includes the Use of Informatics Tools, GIS and SAS Software Applications

    Science.gov (United States)

    D'Souza, Malcolm J.; Kashmar, Richard J.; Hurst, Kent; Fiedler, Frank; Gross, Catherine E.; Deol, Jasbir K.; Wilson, Alora

    2015-01-01

    Wesley College is a private, primarily undergraduate minority-serving institution located in the historic district of Dover, Delaware (DE). The College recently revised its baccalaureate biological chemistry program requirements to include a one-semester Physical Chemistry for the Life Sciences course and project-based experiential learning…

  17. Using Personal Portable Devices as Learning Tools in the English Class

    Directory of Open Access Journals (Sweden)

    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.

  18. UniFlex - Collaborative on-line learning environment tool

    Directory of Open Access Journals (Sweden)

    Ole Borch

    2004-05-01

    Full Text Available

    Første gang publiceret i UNEV nr. 2: E-læringsplatforme - muligheder og potentialer, januar - marts 2004, red. Tom Nyvand og Michael Pedersen. ISSN 1603-5518.

    Increasing demands for remote on-line education are changing the way teaching and learning is performed. New behavior in using pedagogy and supporting technology is needed to drive the learning process. To facilitate the use of services for selected activities to participants in distance education, a web site named UniFlex (University Flexible learning has been developed and brought into use. The site is a comprehensive set of bookmarks including course taking, upload/download, and - of special significance - collaborative on-line project work. UniFlex has been developed to meet the requirement for a simple and cheap personalized interactive site, supporting problem oriented and project organized study form, which has characterized Aalborg University for more than 27 years.

  19. UniFlex - Collaborative on-line learning environment tool

    Directory of Open Access Journals (Sweden)

    Ole Borch

    2004-03-01

    Full Text Available Første gang publiceret i UNEV nr. 2: E-læringsplatforme - muligheder og potentialer, januar - marts 2004, red. Tom Nyvand og Michael Pedersen. ISSN 1603-5518. Increasing demands for remote on-line education are changing the way teaching and learning is performed. New behavior in using pedagogy and supporting technology is needed to drive the learning process. To facilitate the use of services for selected activities to participants in distance education, a web site named UniFlex (University Flexible learning has been developed and brought into use. The site is a comprehensive set of bookmarks including course taking, upload/download, and - of special significance - collaborative on-line project work. UniFlex has been developed to meet the requirement for a simple and cheap personalized interactive site, supporting problem oriented and project organized study form, which has characterized Aalborg University for more than 27 years.

  20. 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.

  1. 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.

  2. Enhancing Nuclear Newcomer Training with 3D Visualization Learning Tools

    International Nuclear Information System (INIS)

    Gagnon, V.

    2016-01-01

    Full text: While the nuclear power industry is trying to reinforce its safety and regain public support post-Fukushima, it is also faced with a very real challenge that affects its day-to-day activities: a rapidly aging workforce. Statistics show that close to 40% of the current nuclear power industry workforce will retire within the next five years. For newcomer countries, the challenge is even greater, having to develop a completely new workforce. The workforce replacement effort introduces nuclear newcomers of a new generation with different backgrounds and affinities. Major lifestyle differences between the two generations of workers result, amongst other things, in different learning habits and needs for this new breed of learners. Interactivity, high visual content and quick access to information are now necessary to achieve a high level of retention. To enhance existing training programmes or to support the establishment of new training programmes for newcomer countries, L-3 MAPPS has devised learning tools to enhance these training programmes focused on the “Practice-by-Doing” principle. L-3 MAPPS has coupled 3D computer visualization with high-fidelity simulation to bring real-time, simulation-driven animated components and systems allowing immersive and participatory, individual or classroom learning. (author

  3. Illustrated Plant Identification Keys: An Interactive Tool to Learn Botany

    Science.gov (United States)

    Silva, Helena; Pinho, Rosa; Lopes, Lisia; Nogueira, Antonio J. A.; Silveira, Paulo

    2011-01-01

    An Interactive Dichotomous Key (IDK) for 390 "taxa" of vascular plants from the Ria de Aveiro, available on a website, was developed to help teach botany to school and universitary students. This multimedia tool includes several links to Descriptive and Illustrated Glossaries. Questionnaires answered by high-school and undergraduate students about…

  4. Facebook Tools and Digital Learning Achievements in Higher Education

    Science.gov (United States)

    Davidovitch, Nitza; Belichenko, Margarita

    2018-01-01

    During recent years there has been a significant increase in the usage of technological tools in general, and in academic teaching in particular. Many programs have been developed, including online teaching and online courses at educational institutions. In this paper, we discuss the Facebook social network and its use at the University. The…

  5. Should anorectal ultrasonography be included as a diagnostic tool for chronic anal pain?

    Directory of Open Access Journals (Sweden)

    M. J. García-Montes

    Full Text Available Objective: to assess the efficiency of endorectal ultrasound (ERUS in the study of chronic idiopathic anal pain (CIAP. Material and method: this is a prospective and descriptive study in which 40 patients, 18 men and 22 women with an average of 47 years, were included. They had chronic anal pain of at least 3 months' duration. A complete colonoscopy was performed in all patients, which found no abnormalities to explain clinical symptoms. Patients with anal fissure and internal hemorrhoids of any degree, perianal suppurative processes, and pelvic surgery were excluded from the study. An ALOKA ProSound SSD-4000 ultrasound console attached to a multifrequency radial transductor ASU-67 (7.5 and 10 MHz was used. Results: one patient could not tolerate the examination. In 8 patients (20% of cases alterations were detected during ultrasonography: in 4 patients (10% of the cases; 1 man and 3 women internal anal sphincter (IAS hypertrophy, and in 5 patients (4 women and 1 man a torn sphincter complex. A tear in the upper IAS canal and hypertrophy of the middle anal canal were observed in one patient (1 woman. Conclusions: ERUS is a simple, economic and useful test to study anorectal pathologies. Although in most studied cases no damage to the anal canal or rectal wall was detected, in a considerable number of patients we observed a thickening of the IAS, a probable cause of anal pain. Therefore, we understand that ERUS should be included in the study of CIAP.

  6. Should anorectal ultrasonography be included as a diagnostic tool for chronic anal pain?

    Science.gov (United States)

    García-Montes, M J; Argüelles-Arias, Federico; Jiménez-Contreras, S; Sánchez-Gey, S; Pellicer-Bautista, F; Herrerías-Gutiérrez, J M

    2010-01-01

    To assess the efficiency of endorectal ultrasound (ERUS) in the study of chronic idiopathic anal pain (CIAP). This is a prospective and descriptive study in which 40 patients, 18 men and 22 women with an average of 47 years, were included. They had chronic anal pain of at least 3 months duration. A complete colonoscopy was performed in all patients, which found no abnormalities to explain clinical symptoms. Patients with anal fissure and internal hemorrhoids of any degree, perianal suppurative processes, and pelvic surgery were excluded from the study. An ALOKA ProSound SSD-4000 ultrasound console attached to a multifrequency radial transductor ASU-67 (7.5 and 10 MHz) was used. One patient could not tolerate the examination. In 8 patients (20% of cases) alterations were detected during ultrasonography: in 4 patients (10% of the cases; 1 man and 3 women) internal anal sphincter (IAS) hypertrophy, and in 5 patients (4 women and 1 man) a torn sphincter complex. A tear in the upper IAS canal and hypertrophy of the middle anal canal were observed in one patient (1 woman). ERUS is a simple, economic and useful test to study anorectal pathologies. Although in most studied cases no damage to the anal canal or rectal wall was detected, in a considerable number of patients we observed a thickening of the IAS, a probable cause of anal pain. Therefore, we understand that ERUS should be included in the study of CIAP.

  7. 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

  8. 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

  9. 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…

  10. Integration of Web 2.0 Tools in Learning a Programming Course

    Science.gov (United States)

    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…

  11. 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…

  12. 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…

  13. Affordances of telecollaboration tools for English for Specific Purposes online learning

    Directory of Open Access Journals (Sweden)

    Ana Sevilla-Pavón

    2016-11-01

    Full Text Available 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; while the tools used for synchronous communication were text, voice and video chat, videoconferencing tools and Google Drive. All the tools were accessible through the online platform used in the project, Google+. By using these tools, students from both sides of the Atlantic Ocean carried out a number of activities and tasks through online telecollaborative methods, involving both synchronous and asynchronous communication. The tasks completed by students through the use of the different tools were aimed at fostering distance online collaboration among American and Spanish students for the development of their linguistic, intercultural and digital literacies.

  14. 75 FR 11914 - Chrysler, LLC, Mount Elliott Tool and Die, Including On-Site Leased Workers From Modern...

    Science.gov (United States)

    2010-03-12

    ... Elliott Tool and Die, Including On-Site Leased Workers From Modern Professional Services, TAC Automotive... Certification Regarding Eligibility To Apply for Worker Adjustment Assistance and Alternative Trade Adjustment Assistance In accordance with Section 223 of the Trade Act of 1974 (19 U.S.C. 2273), and Section 246 of the...

  15. 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.

  16. A tool for monitoring lecturers’ interactions with Learning Management Systems

    Directory of Open Access Journals (Sweden)

    Magdalena Cantabella

    2016-12-01

    Full Text Available Learning Management Systems’ (LMS interaction mechanisms are mainly focused on the improvement of students’ experiences and academic results. However, special attention should also be given to the interaction between these LMS and other actors involved in the educational process. This paper specifically targets the interaction of degree coordinators with LMS when monitoring lecturers’ performance, especially in an online mode. The methodology is guided by the following three objectives: (1 analysis of the limitations of monitoring lecturers in current LMS; (2 development of software program to overcome such limitations; and (3 empirical evaluation of the proposed program. The results show that this type of tool helps coordinators to intuitively and efficiently analyze the status of the subjects taught in their degree programs.

  17. 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…

  18. Identifying the Learning Styles and Instructional Tool Preferences of Beginning Food Science and Human Nutrition Majors

    Science.gov (United States)

    Bohn, D. M.; Rasmussen, C. N.; Schmidt, S. J.

    2004-01-01

    Learning styles vary among individuals, and understanding which instructional tools certain learning styles prefer can be utilized to enhance student learning. Students in the introductory Food Science and Human Nutrition course (FSHN 101), taught at the Univ. of Illinois at Urbana-Champaign, were asked to complete Gregorc's Learning Style…

  19. 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…

  20. 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.

  1. 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.

  2. GIS learning tool for USA's tallest skyscrapers and their construction

    Science.gov (United States)

    Rajah Nagarajasetty, Kanaka Nethra

    Urban development in the twenty-first century takes many forms, but for many none quite so interesting as the skyscraper. With swelling cities and growing concerns about the environment, vertical living has become the preferred way of life for millions of people around the world. But just how these tall buildings are designed, constructed and operated remains a mystery to many--even to those who live in them. The motivation behind this application is to build an interactive and one-stop Geographic Information systems (GIS) learning tool that will help users learn about structural facts and geography of tallest skyscrapers around the metro cities of USA. For purpose of this application development, any building more than 700ft (213m) is considered as one of the tallest skyscrapers. The points displayed on USA map are the metro cities hosting these skyscrapers. When users click on cities, a brief description about the city along with a link to the top three skyscrapers is displayed. The links of the skyscrapers opens a HTML page that has a photo gallery, embedded video, facts, structural information etc., in a web browser. Map Objects Java Objects (MOJO), a set of Java API's provided by ESRI, is used to display a map of the United States of America and skyscrapers locations in the form of points. Along with MOJO, other technical languages used to develop this application are HTML5, CSS3, JavaScript and Java Swing.

  3. 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.

  4. 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.

  5. 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.

  6. Learning Asset Technology Integration Support Tool Design Document

    Science.gov (United States)

    2010-05-11

    language known as Hypertext Preprocessor ( PHP ) and by MySQL – a relational database management system that can also be used for content management. It...Requirements The LATIST tool will be implemented utilizing a WordPress platform with MySQL as the database. Also the LATIST system must effectively work... MySQL . When designing the LATIST system there are several considerations which must be accounted for in the working prototype. These include: • DAU

  7. Problem Based Learning as a Cultural Tool for Health and Safety Learning in a Multi-national Company

    DEFF Research Database (Denmark)

    Adam, Henrik; Petersson, Eva

    2013-01-01

    The general background of this study is an interest in how cultural tools contribute to structuring learning activities. The specific interest is to explore how such tools co-determine employees’ problem solving actions in health, safety and environment (HSE) training activities in a multi...... learn to organise HSE actions in the context of using Problem Based Learning (PBL) applied as a cultural tool. More specifically, our interest is in how PBL promotes adult learning by drawing on learners’ experience and involving them in reflective and social processes in the given context......-national company context. Theoretically, the research takes its point of departure in a socio-cultural perspective on the role of cultural tools in learning, and in a complementary interest in the role of communicative framing of learning activities. In the research reported here, the focus is on how employees...

  8. 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...

  9. Participatory Technologies as Workplace Learning Tools: Employees' Perceptions and Use

    Science.gov (United States)

    Francone, Mary Marada

    2010-01-01

    Corporate Learning and Development must align learning goals with the needs of the business it serves. In times of rapid change and limitless information, it becomes unreasonable to expect a Learning and Development group to design for and deliver all the learning its workforce needs. In response, corporate learning leaders are exploring if and…

  10. Developing an Audiovisual Notebook as a Self-Learning Tool in Histology: Perceptions of Teachers and Students

    Science.gov (United States)

    Campos-Sánchez, Antonio; López-Núñez, Juan-Antonio; Scionti, Giuseppe; Garzón, Ingrid; González-Andrades, Miguel; Alaminos, Miguel; Sola, Tomás

    2014-01-01

    Videos can be used as didactic tools for self-learning under several circumstances, including those cases in which students are responsible for the development of this resource as an audiovisual notebook. We compared students' and teachers' perceptions regarding the main features that an audiovisual notebook should include. Four…

  11. The importance of witnessed agency in chimpanzee social learning of tool use.

    Science.gov (United States)

    Hopper, Lydia M; Lambeth, Susan P; Schapiro, Steven J; Whiten, Andrew

    2015-03-01

    Social learning refers to individuals learning from others, including information gained through indirect social influences, such as the results of others' actions and changes in the physical environment. One method to determine the relative influence of these varieties of information is the 'ghost display', in which no model is involved, but subjects can watch the results that a model would produce. Previous research has shown mixed success by chimpanzees (Pan troglodytes) learning from ghost displays, with some studies suggesting learning only in relatively simple tasks. To explore whether the failure of chimpanzees to learn from a ghost display may be due to neophobia when tested singly or a requirement for more detailed information for complex tasks, we presented ghost displays of a tool-use task to chimpanzees in their home social groups. Previous tests have revealed that chimpanzees are unable to easily solve this tool-use task asocially, or learn from ghost displays when tested singly, but can learn after observing conspecifics in a group setting. In the present study, despite being tested in a group situation, chimpanzees still showed no success in solving the task via trial-and-error learning, in a baseline condition, nor in learning the task from the ghost display. Simply being in the presence of their group mates and being shown the affordances of the task was not sufficient to encourage learning. Following this, in an escalating series of tests, we examined the chimpanzees' ability to learn from a demonstration by models with agency: (1) a human; (2) video footage of a chimpanzee; (3) a live chimpanzee model. In the first two of these 'social' conditions, subjects showed limited success. By the end of the final open diffusion phase, which was run to determine whether this new behavior would be transmitted among the group after seeing a successful chimpanzee use the task, 83% of chimpanzees were now successful. This confirmed a marked overall effect of

  12. REVIEW OF MONITORING TOOLS FOR E-LEARNING PLATFORMS

    OpenAIRE

    Ali Alowayr; Atta Badii

    2014-01-01

    The advancement of e-learning technologies has made it viable for developments in education and technology to be combined in order to fulfil educational needs worldwide. E-learning consists of informal learning approaches and emerging technologies to support the delivery of learning skills, materials, collaboration and knowledge sharing. E-learning is a holistic approach that covers a wide range of courses, technologies and infrastructures to provide an effective learning environment. The...

  13. 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

  14. 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.

  15. Incorporating technology-based learning tools into teaching and learning of optimization problems

    Science.gov (United States)

    Yang, Irene

    2014-07-01

    The traditional approach of teaching optimization problems in calculus emphasizes more on teaching the students using analytical approach through a series of procedural steps. However, optimization normally involves problem solving in real life problems and most students fail to translate the problems into mathematic models and have difficulties to visualize the concept underlying. As an educator, it is essential to embed technology in suitable content areas to engage students in construction of meaningful learning by creating a technology-based learning environment. This paper presents the applications of technology-based learning tool in designing optimization learning activities with illustrative examples, as well as to address the challenges in the implementation of using technology in teaching and learning optimization. The suggestion activities in this paper allow flexibility for educator to modify their teaching strategy and apply technology to accommodate different level of studies for the topic of optimization. Hence, this provides great potential for a wide range of learners to enhance their understanding of the concept of optimization.

  16. Statistical learning as a tool for rehabilitation in spatial neglect.

    Directory of Open Access Journals (Sweden)

    Albulena eShaqiri

    2013-05-01

    Full Text Available We propose that neglect includes a disorder of representational updating. Representational updating refers to our ability to build mental models and adapt those models to changing experience. This updating ability depends on the processes of priming, working memory, and statistical learning. These processes in turn interact with our capabilities for sustained attention and precise temporal processing. We review evidence showing that all these non-spatial abilities are impaired in neglect, and we discuss how recognition of such deficits can lead to novel approaches for rehabilitating neglect.

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

    Directory of Open Access Journals (Sweden)

    Yavuz SAMUR

    2011-04-01

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

  18. [The portfolio in health sciences teacher education: a tool for learning and assessment].

    Science.gov (United States)

    Roni, Carolina; Eder, María L; Schwartzman, Gisela

    2013-01-01

    The Portfolio is an assessment tool of learning that recently appears in academic forums, and since 2008 is part of the University Teacher Education Program (Teaching Training) at University Institute of Hospital Italiano. Was included to allow teachers reflect on their own practices and accompany them in their educational work everyday. This paper shares the evaluative experience focused on the educational value of the writing process of the Portfolio, as long as is a reflection and a learning tool, by the relationship that promotes between theory and practice. Writing promotes psychological processes that enable students gain new meanings of the knowledge and take over them. At the same time, it can attend the construction of practical rationality that governs the ways of intervening in the classroom, because they write and reflect from their own teaching work. They have been introduced changes in the proposed during the course of its implementation to preserve its purposes: to accompany the draft review, jointly define index, etc. Students point that it is high impact training and conclude that writing is re-think about what they have learned, and therefore keep learning.

  19. FILE: a tool for the study of inquiry learning.

    NARCIS (Netherlands)

    Hulshof, C.D.; Wilhelm, P.; Beishuizen, J.J.; Beishuizen, J.J.; van Rijn, H.

    2005-01-01

    A computerized learning environment (Flexible Inquiry Learning Environment; FILE) is discussed. FILE allows researchers in inquiry learning to design, administer, and analyze learning tasks in which content domain and task complexity can be configured independently, while other factors (e.g., the

  20. 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…

  1. 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....

  2. 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…

  3. 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…

  4. 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…

  5. 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.…

  6. 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…

  7. Novel Tools for Climate Change Learning and Responding in Earth Science Education

    Science.gov (United States)

    Sparrow, Elena; Brunacini, Jessica; Pfirman, Stephanie

    2015-04-01

    Several innovative, polar focused activities and tools including a polar hub website (http://thepolarhub.org) have been developed for use in formal and informal earth science or STEM education by the Polar Learning and Responding (PoLAR) Climate Change Education Partnership (consisting of climate scientists, experts in the learning sciences and education practitioners). In seeking to inform understanding of and response to climate change, these tools and activities range from increasing awareness to informing decisions about climate change, from being used in classrooms (by undergraduate students as well as by pre-college students or by teachers taking online climate graduate courses) to being used in the public arena (by stakeholders, community members and the general public), and from using low technology (card games such as EcoChains- Arctic Crisis, a food web game or SMARTIC - Strategic Management of Resources in Times of Change, an Arctic marine spatial planning game) to high technology (Greenify Network - a mobile real world action game that fosters sustainability and allows players to meaningfully address climate change in their daily lives, or the Polar Explorer Data Visualization Tablet App that allows individuals to explore data collected by scientists and presented for the everyday user through interactive maps and visualizations, to ask questions and go on an individualized tour of polar regions and their connections to the rest of the world). Games are useful tools in integrative and applied learning, in gaining practical and intellectual skills, and in systems thinking. Also, as part of the PoLAR Partnership, a Signs of the Land Climate Change Camp was collaboratively developed and conducted, that can be used as a model for engaging and representing indigenous communities in the co-production of climate change knowledge, communication tools and solutions building. Future camps are planned with Alaska Native Elders, educators including classroom

  8. Learning Photogrammetry with Interactive Software Tool PhoX

    Directory of Open Access Journals (Sweden)

    T. Luhmann

    2016-06-01

    Full Text Available Photogrammetry is a complex topic in high-level university teaching, especially in the fields of geodesy, geoinformatics and metrology where high quality results are demanded. In addition, more and more black-box solutions for 3D image processing and point cloud generation are available that generate nice results easily, e.g. by structure-from-motion approaches. Within this context, the classical approach of teaching photogrammetry (e.g. focusing on aerial stereophotogrammetry has to be reformed in order to educate students and professionals with new topics and provide them with more information behind the scene. Since around 20 years photogrammetry courses at the Jade University of Applied Sciences in Oldenburg, Germany, include the use of digital photogrammetry software that provide individual exercises, deep analysis of calculation results and a wide range of visualization tools for almost all standard tasks in photogrammetry. During the last years the software package PhoX has been developed that is part of a new didactic concept in photogrammetry and related subjects. It also serves as analysis tool in recent research projects. PhoX consists of a project-oriented data structure for images, image data, measured points and features and 3D objects. It allows for almost all basic photogrammetric measurement tools, image processing, calculation methods, graphical analysis functions, simulations and much more. Students use the program in order to conduct predefined exercises where they have the opportunity to analyse results in a high level of detail. This includes the analysis of statistical quality parameters but also the meaning of transformation parameters, rotation matrices, calibration and orientation data. As one specific advantage, PhoX allows for the interactive modification of single parameters and the direct view of the resulting effect in image or object space.

  9. Learning Photogrammetry with Interactive Software Tool PhoX

    Science.gov (United States)

    Luhmann, T.

    2016-06-01

    Photogrammetry is a complex topic in high-level university teaching, especially in the fields of geodesy, geoinformatics and metrology where high quality results are demanded. In addition, more and more black-box solutions for 3D image processing and point cloud generation are available that generate nice results easily, e.g. by structure-from-motion approaches. Within this context, the classical approach of teaching photogrammetry (e.g. focusing on aerial stereophotogrammetry) has to be reformed in order to educate students and professionals with new topics and provide them with more information behind the scene. Since around 20 years photogrammetry courses at the Jade University of Applied Sciences in Oldenburg, Germany, include the use of digital photogrammetry software that provide individual exercises, deep analysis of calculation results and a wide range of visualization tools for almost all standard tasks in photogrammetry. During the last years the software package PhoX has been developed that is part of a new didactic concept in photogrammetry and related subjects. It also serves as analysis tool in recent research projects. PhoX consists of a project-oriented data structure for images, image data, measured points and features and 3D objects. It allows for almost all basic photogrammetric measurement tools, image processing, calculation methods, graphical analysis functions, simulations and much more. Students use the program in order to conduct predefined exercises where they have the opportunity to analyse results in a high level of detail. This includes the analysis of statistical quality parameters but also the meaning of transformation parameters, rotation matrices, calibration and orientation data. As one specific advantage, PhoX allows for the interactive modification of single parameters and the direct view of the resulting effect in image or object space.

  10. An augmented reality tool for learning spatial anatomy on mobile devices.

    Science.gov (United States)

    Jain, Nishant; Youngblood, Patricia; Hasel, Matthew; Srivastava, Sakti

    2017-09-01

    Augmented Realty (AR) offers a novel method of blending virtual and real anatomy for intuitive spatial learning. Our first aim in the study was to create a prototype AR tool for mobile devices. Our second aim was to complete a technical evaluation of our prototype AR tool focused on measuring the system's ability to accurately render digital content in the real world. We imported Computed Tomography (CT) data derived virtual surface models into a 3D Unity engine environment and implemented an AR algorithm to display these on mobile devices. We investigated the accuracy of the virtual renderings by comparing a physical cube with an identical virtual cube for dimensional accuracy. Our comparative study confirms that our AR tool renders 3D virtual objects with a high level of accuracy as evidenced by the degree of similarity between measurements of the dimensions of a virtual object (a cube) and the corresponding physical object. We developed an inexpensive and user-friendly prototype AR tool for mobile devices that creates highly accurate renderings. This prototype demonstrates an intuitive, portable, and integrated interface for spatial interaction with virtual anatomical specimens. Integrating this AR tool with a library of CT derived surface models provides a platform for spatial learning in the anatomy curriculum. The segmentation methodology implemented to optimize human CT data for mobile viewing can be extended to include anatomical variations and pathologies. The ability of this inexpensive educational platform to deliver a library of interactive, 3D models to students worldwide demonstrates its utility as a supplemental teaching tool that could greatly benefit anatomical instruction. Clin. Anat. 30:736-741, 2017. © 2017Wiley Periodicals, Inc. © 2017 Wiley Periodicals, Inc.

  11. Including crystal structure attributes in machine learning models of formation energies via Voronoi tessellations

    Science.gov (United States)

    Ward, Logan; Liu, Ruoqian; Krishna, Amar; Hegde, Vinay I.; Agrawal, Ankit; Choudhary, Alok; Wolverton, Chris

    2017-07-01

    While high-throughput density functional theory (DFT) has become a prevalent tool for materials discovery, it is limited by the relatively large computational cost. In this paper, we explore using DFT data from high-throughput calculations to create faster, surrogate models with machine learning (ML) that can be used to guide new searches. Our method works by using decision tree models to map DFT-calculated formation enthalpies to a set of attributes consisting of two distinct types: (i) composition-dependent attributes of elemental properties (as have been used in previous ML models of DFT formation energies), combined with (ii) attributes derived from the Voronoi tessellation of the compound's crystal structure. The ML models created using this method have half the cross-validation error and similar training and evaluation speeds to models created with the Coulomb matrix and partial radial distribution function methods. For a dataset of 435 000 formation energies taken from the Open Quantum Materials Database (OQMD), our model achieves a mean absolute error of 80 meV/atom in cross validation, which is lower than the approximate error between DFT-computed and experimentally measured formation enthalpies and below 15% of the mean absolute deviation of the training set. We also demonstrate that our method can accurately estimate the formation energy of materials outside of the training set and be used to identify materials with especially large formation enthalpies. We propose that our models can be used to accelerate the discovery of new materials by identifying the most promising materials to study with DFT at little additional computational cost.

  12. Learning Process and Learning Outcomes of Video Podcasts Including the Instructor and PPT Slides: A Chinese Case

    Science.gov (United States)

    Pi, Zhongling; Hong, Jianzhong

    2016-01-01

    Video podcasts have become one of the fastest developing trends in learning and teaching. The study explored the effect of the presenting mode of educational video podcasts on the learning process and learning outcomes. Prior to viewing a video podcast, the 94 Chinese undergraduates participating in the study completed a demographic questionnaire…

  13. A Survey of Educational Games as Interaction Design Tools for Affective Learning: Thematic Analysis Taxonomy

    Science.gov (United States)

    Yusoff, Zarwina; Kamsin, Amirrudin; Shamshirband, Shahaboddin; Chronopoulos, Anthony T.

    2018-01-01

    A Computer game is the new platform in generating learning experiences for educational purposes. There are many educational games that have been used as an interaction design tool in a learning environment to enhance students learning outcomes. However, research also claims that playing video games can have a negative impact on student behavior,…

  14. 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…

  15. 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…

  16. Spatial Visualization Learning in Engineering: Traditional Methods vs. a Web-Based Tool

    Science.gov (United States)

    Pedrosa, Carlos Melgosa; Barbero, Basilio Ramos; Miguel, Arturo Román

    2014-01-01

    This study compares an interactive learning manager for graphic engineering to develop spatial vision (ILMAGE_SV) to traditional methods. ILMAGE_SV is an asynchronous web-based learning tool that allows the manipulation of objects with a 3D viewer, self-evaluation, and continuous assessment. In addition, student learning may be monitored, which…

  17. Promoting the Use of Online Social Technology as a Case-Based Learning Tool

    Science.gov (United States)

    Ractham, Peter; Chen, Charlie

    2013-01-01

    Social technology is proliferating and influencing different aspects of society. However, very few studies have examined the use of such a technology for a case-based learning pedagogy. This preliminary study investigates the use of social technology as a case-based learning tool to improve the effectiveness of case-based learning in the…

  18. Grade Distribution Digests: A Novel Tool to Enhance Teaching and Student Learning in Laboratory Practicals

    Science.gov (United States)

    Arthur, Peter G.; Zareie, Reza; Kirkwood, Paul; Ludwig, Martha; Attwood, Paul V.

    2018-01-01

    Assessment is a central component of course curriculums and is used to certify student learning, but it can also be used as a tool to improve teaching and learning. Many laboratory courses are structured such that there is only a grade for a particular laboratory, which limits the insights that can be gained in student learning. We developed a…

  19. 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…

  20. Construction of concept maps as tool for Biochemistry learning

    Directory of Open Access Journals (Sweden)

    Silvia Lopes de Menezes

    2006-07-01

    Full Text Available The use of concept maps on the teaching of sciences has been object of worldwide research with different purposes: to detect the previous knowledge of the students on certain topics or to evaluate learning, among others. Based on Ausubel´s cognitive psychology, concept maps assume that the learning is accomplished by assimilation of new concepts and propositions to the students´ cognitive structure, contributing to establish links between the previous and new knowledge. It is especially interesting on the approach of interdisciplinary issues, as many studied in Biochemistry.The relevance of the use of concept maps on biochemistry learning was evaluated on a thirty-hour undergraduation optional course, with interdisciplinary topics, which are not usually included on introductory Biochemistry courses. The course Biochemistry of Animal Venoms was structured in seven module where the biochemical action mechanisms of the venoms of Crotalus sp (south american rattlesnake, Bothrops sp (jararaca, Loxosceles sp (brown spider, Tityus sp (yellow scorpion, Phoneutria sp (armed spider, Apis mellifera (honey bee and Latrodectus sp (black widowwere discussed. The students worked in small groups and, at each module, there were (1 an oriented study, guided by questions, texts and schemes, supervised by the teachers, (2 the construction of individual concept maps, where the local and systemic effects of the venoms should be predicted by their biochemical composition and (3 the construction of a new map by the group, incorporating the information of the individual maps. The difficulty level of these tasks was gradually increased throughout the course, with lesser time to carry out the tasks, lesser assistance during the oriented study and even lesser information on the venom effects.The course assessment was given by the number, quality and correction of the concepts relationship present in the concept maps, through a questionnaire and by the

  1. Potentials of E-Learning as a Study Tool in Business Education in Nigerian Schools

    Science.gov (United States)

    Ojeaga, I. J.; Igbinedion, V. I.

    2012-01-01

    With advancement in information technology in the 21st century, e-learning has become an invaluable technology for teaching, learning and research in education. E-learning involves the use of technology to enhance learning including digital collaboration, satellite broadcasting, CD-ROMs amongst others. E-learning has so many advantages over the…

  2. Deep Learning in the Automotive Industry: Applications and Tools

    OpenAIRE

    Luckow, Andre; Cook, Matthew; Ashcraft, Nathan; Weill, Edwin; Djerekarov, Emil; Vorster, Bennie

    2017-01-01

    Deep Learning refers to a set of machine learning techniques that utilize neural networks with many hidden layers for tasks, such as image classification, speech recognition, language understanding. Deep learning has been proven to be very effective in these domains and is pervasively used by many Internet services. In this paper, we describe different automotive uses cases for deep learning in particular in the domain of computer vision. We surveys the current state-of-the-art in libraries, ...

  3. The Biochemistry Show: a new and fun tool for learning

    Directory of Open Access Journals (Sweden)

    A.H Ono

    2006-07-01

    Full Text Available The traditional methods to teach biochemistry in most universities are based on the memorization of chemical structures,  biochemical  pathways  and  reagent  names,  which  is  many  times  dismotivating  for  the  students.  We presently describe an innovative, interactive and alternative method for teaching biochemistry to medical and nutrition undergraduate students, called the Biochemistry Show (BioBio Show.The Biobio show is based on active participation of the students. They are divided in groups and the groups face each other. One group faces another one group at a time, in a game based on true or false questions that involve subjects of applied biochemistry (exercise, obesity, diabetes, cholesterol, free radicals, among others. The questions of the Show are previously elaborated by senior students. The Biobio Show has four phases, the first one is a selection exam, and from the second to the fourth phase, eliminatory confrontations happen. On a confrontation, the first group must select a certain quantity of questions for the opponent to answer.  The group who choses the questions must know how to answer and justify the selected questions. This procedure is repeated on all phases of the show. On the last phase, the questions used are taken from an exam previously performed by the students: either the 9-hour biochemistry exam (Sé et al. A 9-hour biochemistry exam. An iron man competition or a good way of evaluating undergraduate students? SBBq 2005, abstract K-6 or the True-or-False exam (TFE (Sé et al. Are tutor-students capable of writing good biochemistry exams? SBBq 2004, abstract K-18. The winner group receives an extra 0,5 point on the final grade. Over 70% of the students informed on a questionnaire that the Biobio Show is a valuable tool for learning biochemistry.    That is a new way to enrich the discussion of biochemistry in the classroom without the students getting bored. Moreover, learning

  4. Learning curve tool applications in DOE materials management activities

    International Nuclear Information System (INIS)

    Lipinski, A.

    1994-01-01

    This paper will examine the application of learning curve theory, an economic theory that quantifies cost savings over time in a labor intensive process. Learning curve theory has been traditionally applied to a production process. This paper examines the application of learning curve theory in cost estimating of waste characterization in storage at a DOE facility

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

    Science.gov (United States)

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

    2016-01-01

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

  6. 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…

  7. Optimizing multiple-choice tests as tools for learning.

    Science.gov (United States)

    Little, Jeri L; Bjork, Elizabeth Ligon

    2015-01-01

    Answering multiple-choice questions with competitive alternatives can enhance performance on a later test, not only on questions about the information previously tested, but also on questions about related information not previously tested-in particular, on questions about information pertaining to the previously incorrect alternatives. In the present research, we assessed a possible explanation for this pattern: When multiple-choice questions contain competitive incorrect alternatives, test-takers are led to retrieve previously studied information pertaining to all of the alternatives in order to discriminate among them and select an answer, with such processing strengthening later access to information associated with both the correct and incorrect alternatives. Supporting this hypothesis, we found enhanced performance on a later cued-recall test for previously nontested questions when their answers had previously appeared as competitive incorrect alternatives in the initial multiple-choice test, but not when they had previously appeared as noncompetitive alternatives. Importantly, however, competitive alternatives were not more likely than noncompetitive alternatives to be intruded as incorrect responses, indicating that a general increased accessibility for previously presented incorrect alternatives could not be the explanation for these results. The present findings, replicated across two experiments (one in which corrective feedback was provided during the initial multiple-choice testing, and one in which it was not), thus strongly suggest that competitive multiple-choice questions can trigger beneficial retrieval processes for both tested and related information, and the results have implications for the effective use of multiple-choice tests as tools for learning.

  8. Wikipédia As A Learning Tool

    Directory of Open Access Journals (Sweden)

    M.D. Büttenbender et al

    2014-08-01

    Full Text Available INTRODUCTION: It is common to use websites as references for research in schoolsettings. Wikipedia emerged in the mid-2000s promoting a big change compared to otherencyclopedias, mainly because it is in digital form and allow its users to create and editinformation contained therein. Due to its easiness of use and readiness, it gainedprominence as a research resource and tool. By doing research on biochemistry usingWikipedia, we can see a vast amount of content that assists in learning, however givingspace for questions recurring about its reliability. OBJECTIVES: The research aims toverify if the information about Biochemistry found on Wikipedia are consistent to thosefound in the book "Lehninger Principles of Biochemistry" and present its references.MATERIAL AND METHODS: In order to evaluate selected topics in the biochemistry suchas proteins, carbohydrates, lipids and nucleic acids; the rates of Wikipedia and the bookwere compared and also the concepts presented in each subject in order to analyze theapproach and content of information that the Wiki uses. RESULTS AND DISCUSSION:Considering only the indices, it is possible to say that the contents found in the Wiki listthe same issues that the book addresses, but organization is different. It also featuresseveral references from books of Biochemistry. When comparing the informationcontained in Wikipedia, we realize that they are in accordance with those found in thebook, but in a superficial way, making new sources of knowledge necessary to delve intothe content. CONCLUSIONS: Wikipedia can and should be used as an introductory toolfor acquiring knowledge about biochemistry. However, like any source of consultation, theWiki is not able to replace all other sources of reference since its approaches are brief,making the studies easily conducted and reaching only superficial levels.

  9. 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

  10. Going Google: Powerful Tools for 21st Century Learning

    Science.gov (United States)

    Covili, Jared

    2012-01-01

    Google is more than a search engine--it offers many tools that give people the opportunity to work virtually from anywhere, with anyone, at any time they choose. And these tools are available to teachers and students for free. This book for K-12 educators explores the wide array of Google tools and shows how to use them in the classroom to foster…

  11. 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.

  12. Including values in evidence-based policy making for breast screening: An empirically grounded tool to assist expert decision makers.

    Science.gov (United States)

    Parker, Lisa

    2017-07-01

    Values are an important part of evidence-based decision making for health policy: they guide the type of evidence that is collected, how it is interpreted, and how important the conclusions are considered to be. Experts in breast screening (including clinicians, researchers, consumer advocates and senior administrators) hold differing values in relation to what is important in breast screening policy and practice, and committees may find it difficult to incorporate the complexity and variety of values into policy decisions. The decision making tool provided here is intended to assist with this process. The tool is modified from more general frameworks that are intended to assist with ethical decision making in public health, and informed by data drawn from previous empirical studies on values amongst Australian breast screening experts. It provides a structured format for breast screening committees to consider and discuss the values of themselves and others, suggests relevant topics for further inquiry and highlights areas of need for future research into the values of the public. It enables committees to publicly explain and justify their decisions with reference to values, improving transparency and accountability. It is intended to act alongside practices that seek to accommodate the values of individual women in the informed decision making process for personal decision making about participation in breast screening. Copyright © 2017 Elsevier B.V. All rights reserved.

  13. Blended Learning Tools in Geosciences: A New Set of Online Tools to Help Students Master Skills

    Science.gov (United States)

    Cull, S.; Spohrer, J.; Natarajan, S.; Chin, M.

    2013-12-01

    In most geoscience courses, students are expected to develop specific skills. To master these skills, students need to practice them repeatedly. Unfortunately, few geosciences courses have enough class time to allow students sufficient in-class practice, nor enough instructor attention and time to provide fast feedback. To address this, we have developed an online tool called an Instant Feedback Practice (IFP). IFPs are low-risk, high-frequency exercises that allow students to practice skills repeatedly throughout a semester, both in class and at home. After class, students log onto a course management system (like Moodle or Blackboard), and click on that day's IFP exercise. The exercise might be visually identifying a set of minerals that they're practicing. After answering each question, the IFP tells them if they got it right or wrong. If they got it wrong, they try again until they get it right. There is no penalty - students receive the full score for finishing. The goal is low-stakes practice. By completing dozens of these practices throughout the semester, students have many, many opportunities to practice mineral identification with quick feedback. Students can also complete IFPs during class in groups and teams, with in-lab hand samples or specimens. IFPs can also be used to gauge student skill levels as the semester progresses, as they can be set up to provide the instructor feedback on specific skills or students. When IFPs were developed for and implemented in a majors-level mineralogy class, students reported that in-class and online IFPs were by far the most useful technique they used to master mineral hand sample identification. Final grades in the course were significantly higher than historical norms, supporting students' anecdotal assessment of the impact of IFPs on their learning.

  14. Performance Evaluation of Deep Learning Tools in Docker Containers

    OpenAIRE

    Xu, Pengfei; Shi, Shaohuai; Chu, Xiaowen

    2017-01-01

    With the success of deep learning techniques in a broad range of application domains, many deep learning software frameworks have been developed and are being updated frequently to adapt to new hardware features and software libraries, which bring a big challenge for end users and system administrators. To address this problem, container techniques are widely used to simplify the deployment and management of deep learning software. However, it remains unknown whether container techniques brin...

  15. ICT as a tool for collaboration in the classroom – challenges and lessons learned

    Directory of Open Access Journals (Sweden)

    Jacob Davidsen

    2010-12-01

    Full Text Available This paper presents data and results from a study on collaboration and self-directed learning in two second year-classes in a Danish school. Learners at ages eight and nine use interactive screens as a learning tool, and more than 150 hours of video data have been collected from the classrooms over a period of ten months. Through detailed inspection of video data, patterns of interaction and ways of collaborating are analysed. Analyses show that the participation patterns of the young learners are crucial to their learning outcome, and also that the role and actions of the teacher are decisive factors in the successful employment of this specific learning design. This paper presents examples of detailed analyses of parts of the data material. Among other things, findings include that collaboration between learners have gender issues, and that addressing topics such as collaborative and communicative skills require careful pre-teaching planning and classroom-observations by the teachers in charge.

  16. 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…

  17. COOPERATIVE LEARNING ENVIRONMENT WITH THE WEB 2.0 TOOL E-PORTFOLIOS

    Directory of Open Access Journals (Sweden)

    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.

  18. 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

  19. The Learning Credit Card: A Tool for Managing Personal Development

    Science.gov (United States)

    Rushby, Nick; Twining, John; Twining, Nick; Devitt, Thomas

    2008-01-01

    This is the report of a five month study, undertaken by Sundridge Park Training Technologies in association with Guildford Educational Services to assess the potential of smart card technology to support learning and the management of learning. The study had two strands--the state of the art of the technology and its potential for supporting,…

  20. Smartwatches as a Learning Tool: A Survey of Student Attitudes

    Science.gov (United States)

    Davie, Neil; Hilber, Tobias

    2016-01-01

    Both teachers and students of language learning are keen to make use of new technologies to enhance their learning. At the latest, the launch of the Apple Watch has made the general public aware of the smartwatch and the possibilities, at least according to the marketing hype, that these wearable computers offer. The sales of smartwatches are…

  1. Can a Multimedia Tool Help Students' Learning Performance in ...

    African Journals Online (AJOL)

    Hennie

    2015-11-25

    Nov 25, 2015 ... During the research process, an experimental design with two groups, TCbio (n = 22) and Mbio (n = 26), were used. The results of .... as well as their views towards learning approaches. Based on this ..... image, number, logic, rhythm, colour and spatial .... /learning process can be better supported via multi-.

  2. 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…

  3. Intelligent systems/tools in training and lifelong learning

    NARCIS (Netherlands)

    Kommers, Petrus A.M.; Mizzoguchi, Riichiro

    2000-01-01

    Learning is an active process clearly distinguished from simply being taught. Active involvement in learning helps learners build knowledge in their heads, which is one of the key issues advocated by constructivists. However, learners still need other kinds of help that instructivists might suggest.

  4. Constructive feedback as a learning tool to enhance students' self ...

    African Journals Online (AJOL)

    If feedback is provided in a way that can develop students' self-regulatory skills, it could enhance learning and, consequently, lead to improved performance. To improve teaching and learning in higher education (HE), this study sought to determine whether the feedback to first-year students affords them an opportunity to ...

  5. 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.

  6. 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.

  7. Development of a versatile enrichment analysis tool reveals associations between the maternal brain and mental health disorders, including autism

    Science.gov (United States)

    2013-01-01

    Background A recent study of lateral septum (LS) suggested a large number of autism-related genes with altered expression in the postpartum state. However, formally testing the findings for enrichment of autism-associated genes proved to be problematic with existing software. Many gene-disease association databases have been curated which are not currently incorporated in popular, full-featured enrichment tools, and the use of custom gene lists in these programs can be difficult to perform and interpret. As a simple alternative, we have developed the Modular Single-set Enrichment Test (MSET), a minimal tool that enables one to easily evaluate expression data for enrichment of any conceivable gene list of interest. Results The MSET approach was validated by testing several publicly available expression data sets for expected enrichment in areas of autism, attention deficit hyperactivity disorder (ADHD), and arthritis. Using nine independent, unique autism gene lists extracted from association databases and two recent publications, a striking consensus of enrichment was detected within gene expression changes in LS of postpartum mice. A network of 160 autism-related genes was identified, representing developmental processes such as synaptic plasticity, neuronal morphogenesis, and differentiation. Additionally, maternal LS displayed enrichment for genes associated with bipolar disorder, schizophrenia, ADHD, and depression. Conclusions The transition to motherhood includes the most fundamental social bonding event in mammals and features naturally occurring changes in sociability. Some individuals with autism, schizophrenia, or other mental health disorders exhibit impaired social traits. Genes involved in these deficits may also contribute to elevated sociability in the maternal brain. To date, this is the first study to show a significant, quantitative link between the maternal brain and mental health disorders using large scale gene expression data. Thus, the

  8. MLBCD: a machine learning tool for big clinical data.

    Science.gov (United States)

    Luo, Gang

    2015-01-01

    Predictive modeling is fundamental for extracting value from large clinical data sets, or "big clinical data," advancing clinical research, and improving healthcare. Machine learning is a powerful approach to predictive modeling. Two factors make machine learning challenging for healthcare researchers. First, before training a machine learning model, the values of one or more model parameters called hyper-parameters must typically be specified. Due to their inexperience with machine learning, it is hard for healthcare researchers to choose an appropriate algorithm and hyper-parameter values. Second, many clinical data are stored in a special format. These data must be iteratively transformed into the relational table format before conducting predictive modeling. This transformation is time-consuming and requires computing expertise. This paper presents our vision for and design of MLBCD (Machine Learning for Big Clinical Data), a new software system aiming to address these challenges and facilitate building machine learning predictive models using big clinical data. The paper describes MLBCD's design in detail. By making machine learning accessible to healthcare researchers, MLBCD will open the use of big clinical data and increase the ability to foster biomedical discovery and improve care.

  9. 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 ...

  10. Evaluation and Implementation of Distance Learning: Technologies, Tools and Techniques

    Directory of Open Access Journals (Sweden)

    Figen UNAL

    2004-04-01

    Full Text Available This book is published by Idea Group Publishing. The book consistsof seven chapters, a bibliography and references section, fourappendices, an index, and author biography. In appendix A, thereare three data forms those can used by distance learning coursedesigners. In appendix B, under the title of ‘definitions’, there is a dictionary consists of Internet and e-learning terms. In appendixC, there is a table relevant to infrastructure survey and upgraderequirements. Finally appendix D contains a list of web sites thatoffer discussions of distance learning issues and concepts.

  11. 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.

  12. Engineering students approaching the mathematics textbook as a potential learning tool – opportunities and constraints

    OpenAIRE

    Randahl, Mira

    2016-01-01

    Doktorgradsavhandling It is usually assumed that the students at tertiary level work intensively and individually with the new mathematical concepts (Wood, 2001). In this context the mathematics textbook might be an important learning tool. This thesis addresses the issue of what factors might influence the role of the mathematics textbook as a learning tool. The study is situated in the context of the basic mathematics course taken by first-year engineering students. A b...

  13. Blissymbol learning as a tool for facilitating language and literacy ...

    African Journals Online (AJOL)

    Educational Inequality and Academic Achievement in England and. France. ... the process of symbol learning for young children with disabilities. Introduction ... mains an important issue in facilitating integration and participation in society.

  14. Technological mediation as a learning tool for writing and reading

    Directory of Open Access Journals (Sweden)

    Gladys Molano Caro

    2015-12-01

    Full Text Available This article disclosed the progress a technological mediation has built to the adquisition, use and development of reading and writing from Cognitive Affective Method for Learning -MACPA-. A development like the one being proposed, is an option for children and young people to, activate, promote, develop and / or enhance the learning of reading and writing. Likewise, it is an option to consider the results achieved in the PISA test and case reports, done by teachers by teachers, showing that that elementary students do not perform production of texts so spontaneous or directed; and they fail to make progress in reading comprehension levels. Given this context, the partial results achieved in the second phase of the research aims to implement a technology platform based mediation MACPA as an educational resource to enhance the processes of reading and writing among students from first to fourth grades of primary education. Accordingly, through Article basis be found in a software for reading and writing that takes into account the particularities of learning of students with intellectual disabilities, learning disabilities in students who have not evidenced difficulties in academic learning processes, though they require a new method to accelerate learning.

  15. Analysis of Learning Tools in the study of Developmental of Interactive Multimedia Based Physic Learning Charged in Problem Solving

    Science.gov (United States)

    Manurung, Sondang; Demonta Pangabean, Deo

    2017-05-01

    The main purpose of this study is to produce needs analysis, literature review, and learning tools in the study of developmental of interactive multimedia based physic learning charged in problem solving to improve thinking ability of physic prospective student. The first-year result of the study is: result of the draft based on a needs analysis of the facts on the ground, the conditions of existing learning and literature studies. Following the design of devices and instruments performed as well the development of media. Result of the second study is physics learning device -based interactive multimedia charged problem solving in the form of textbooks and scientific publications. Previous learning models tested in a limited sample, then in the evaluation and repair. Besides, the product of research has an economic value on the grounds: (1) a virtual laboratory to offer this research provides a solution purchases physics laboratory equipment is expensive; (2) address the shortage of teachers of physics in remote areas as a learning tool can be accessed offline and online; (3). reducing material or consumables as tutorials can be done online; Targeted research is the first year: i.e story board learning physics that have been scanned in a web form CD (compact disk) and the interactive multimedia of gas Kinetic Theory concept. This draft is based on a needs analysis of the facts on the ground, the existing learning conditions, and literature studies. Previous learning models tested in a limited sample, then in the evaluation and repair.

  16. 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

  17. 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

  18. Force Sensor Based Tool Condition Monitoring Using a Heterogeneous Ensemble Learning Model

    Directory of Open Access Journals (Sweden)

    Guofeng Wang

    2014-11-01

    Full Text Available Tool condition monitoring (TCM plays an important role in improving machining efficiency and guaranteeing workpiece quality. In order to realize reliable recognition of the tool condition, a robust classifier needs to be constructed to depict the relationship between tool wear states and sensory information. However, because of the complexity of the machining process and the uncertainty of the tool wear evolution, it is hard for a single classifier to fit all the collected samples without sacrificing generalization ability. In this paper, heterogeneous ensemble learning is proposed to realize tool condition monitoring in which the support vector machine (SVM, hidden Markov model (HMM and radius basis function (RBF are selected as base classifiers and a stacking ensemble strategy is further used to reflect the relationship between the outputs of these base classifiers and tool wear states. Based on the heterogeneous ensemble learning classifier, an online monitoring system is constructed in which the harmonic features are extracted from force signals and a minimal redundancy and maximal relevance (mRMR algorithm is utilized to select the most prominent features. To verify the effectiveness of the proposed method, a titanium alloy milling experiment was carried out and samples with different tool wear states were collected to build the proposed heterogeneous ensemble learning classifier. Moreover, the homogeneous ensemble learning model and majority voting strategy are also adopted to make a comparison. The analysis and comparison results show that the proposed heterogeneous ensemble learning classifier performs better in both classification accuracy and stability.

  19. 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…

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

    Science.gov (United States)

    Bahri, Hossein; Mahadi, Tengku Sepora Tengku

    2016-01-01

    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…

  1. iMindMap as an Innovative Tool in Teaching and Learning Accounting: An Exploratory Study

    Science.gov (United States)

    Wan Jusoh, Wan Noor Hazlina; Ahmad, Suraya

    2016-01-01

    Purpose: The purpose of this study is to explore the use of iMindMap software as an interactive tool in the teaching and learning method and also to be able to consider iMindMap as an alternative instrument in achieving the ultimate learning outcome. Design/Methodology/Approach: Out of 268 students of the management accounting at the University of…

  2. The Webinar Integration Tool: A Framework for Promoting Active Learning in Blended Environments

    Science.gov (United States)

    Lieser, Ping; Taf, Steven D.; Murphy-Hagan, Anne

    2018-01-01

    This paper describes a three-stage process of developing a webinar integration tool to enhance the interaction of teaching and learning in blended environments. In the context of medical education, we emphasize three factors of effective webinar integration in blended learning: fostering better solutions for faculty and students to interact…

  3. 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 ...

  4. 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…

  5. From a Gloss to a Learning Tool: Does Visual Aids Enhance Better Sentence Comprehension?

    Science.gov (United States)

    Sato, Takeshi; Suzuki, Akio

    2012-01-01

    The aim of this study is to optimize CALL environments as a learning tool rather than a gloss, focusing on the learning of polysemous words which refer to spatial relationship between objects. A lot of research has already been conducted to examine the efficacy of visual glosses while reading L2 texts and has reported that visual glosses can be…

  6. Comparatively Assessing the Use of Blackboard versus Desire2Learn: Faculty Perceptions of the Online Tools

    Science.gov (United States)

    Chawdhry, Adnan A.; Paullet, Karen; Benjamin, Daniel

    2012-01-01

    Current trends indicate that an increasing number of Universities have been offering online classes without assessing the faculty perspective of the online learning management tools. When a University understands the faculty perception they can implement an online education environment that is both conducive to student learning and faculty…

  7. 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...

  8. 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…

  9. 5 Myths about Classroom Technology: How Do We Integrate Digital Tools to Truly Enhance Learning?

    Science.gov (United States)

    Renwick, Matt

    2015-01-01

    What's keeping your school behind the technology curve? Is it a fear of the unfamiliar? Expenses? Or some other myth? Have you considered how students with special needs or students learning a second language may benefit from using digital tools? If you've fallen for the perception that technology is too expensive, unnecessary for real learning,…

  10. Evaluating the Instructional Architecture of Web-Based Learning Tools (WBLTs): Direct Instruction vs. Constructivism Revisited

    Science.gov (United States)

    Kay, Robin

    2013-01-01

    Web-based learning tools (WBLTs), also known as learning objects, have been evaluated with a wide range of metrics, but rarely with respect to pedagogical design. The current study evaluated the impact of instructional architecture (direct instruction vs. constructive-based) on middle (n = 333)

  11. An Evaluation of the Webquest as a Computer-Based Learning Tool

    Science.gov (United States)

    Hassanien, Ahmed

    2006-01-01

    This paper explores the preparation and use of an internet activity for undergraduate learners in higher education (HE). It evaluates the effectiveness of using webquest as a computer-based learning (CBL) tool to support students to learn in HE. The evaluation undertaken offers insights into learner perceptions concerning the ease of use of the…

  12. Experiential learning and cognitive tools: The impact of simulations on conceptual change in continuing healthcare education

    NARCIS (Netherlands)

    Reeves, Thomas; Reeves, Patricia; McKenney, Susan

    2014-01-01

    Reeves, T. C., Reeves, P. M., & McKenney, S. (2013). Experiential learning and cognitive tools: The impact of simulations on conceptual change in continuing healthcare education. In J. M. Spector, B. B. Lockee, S. E. Smaldino, & M. Herring (eds.), Learning, problem solving, and mindtools: Essays in

  13. 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…

  14. 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,

  15. 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....

  16. 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,…

  17. Effectiveness of mind mapping as a learning tool among dental students

    Directory of Open Access Journals (Sweden)

    Mohnish Muchhal

    2018-01-01

    Full Text Available Introduction: The foremost goal of our education system is to develop the students' skills to reach information rather than transferring the present information. Instead of understanding and applying the concepts (meaningful learning, students used to memorize the facts. Therefore, long-term independent learning process is required for the students. Aim: This study aims to evaluate the effectiveness of mind mapping as a learning tool and to assess its information retrieval potential among dental students over conventional system of learning. Materials and Methods: An interventional study was conducted among 90 students of BDS 3rd year students. A questionnaire consisting of questions related to oral hygiene index (OHI and OHI-simplified (OHI-S was distributed to them. Data were analyzed using Statistical Package for Social Sciences (SPSS 18.0 (SPSS Inc., Chicago, IL, USA and descriptive and analytical tests including mean, standard deviation, and Chi-square test. Results: Of the 90 students, only 82 students responded to the questionnaire generating a response rate of 89.5%. The mean score of students in the mind map (MM group was significantly higher than the conventional group (posttest – 13.60 ± 0.99 vs 8.73 ± 2.13, P = 0.001. Gain in knowledge score was 7.74 vs. 3.43; statistically significant difference was found between the two groups for the gain in knowledge score as well as in mean percentage gain in knowledge score. Conclusion: Specific and prudent thinking with self-efficacy should be the purpose of education system rather than making the students literate only. This requires shifting of traditional teaching method with innovative method, and MM is one of the innovative as well as attractive processes of teaching which further help the students to learn the subject more effectively in a creative way.

  18. 76 FR 13665 - Cambridge Tool & Die, Including On-Site Leased Workers From Action Total Staffing, Cambridge, OH...

    Science.gov (United States)

    2011-03-14

    ... DEPARTMENT OF LABOR Employment and Training Administration [TA-W-74,605] Cambridge Tool & Die... Eligibility To Apply for Worker Adjustment Assistance In accordance with Section 223 of the Trade Act of 1974... of Cambridge Tool & Die, Cambridge, Ohio. The workers are engaged in the production of plastic...

  19. Interagency Pilot of Greenhouse Gas Accounting Tools: Lessons Learned

    Energy Technology Data Exchange (ETDEWEB)

    Carpenter, A.; Hotchkiss, E.; Kandt, A.

    2013-02-01

    The Greater Yellowstone Area (GYA) and Tongass National Forest (Tongass) partnered with the National Renewable Energy Laboratory (NREL) to conduct a pilot study of three greenhouse gas (GHG) inventorying tools.

  20. Biomimetic molecular design tools that learn, evolve, and adapt

    Directory of Open Access Journals (Sweden)

    David A Winkler

    2017-06-01

    Full Text Available A dominant hallmark of living systems is their ability to adapt to changes in the environment by learning and evolving. Nature does this so superbly that intensive research efforts are now attempting to mimic biological processes. Initially this biomimicry involved developing synthetic methods to generate complex bioactive natural products. Recent work is attempting to understand how molecular machines operate so their principles can be copied, and learning how to employ biomimetic evolution and learning methods to solve complex problems in science, medicine and engineering. Automation, robotics, artificial intelligence, and evolutionary algorithms are now converging to generate what might broadly be called in silico-based adaptive evolution of materials. These methods are being applied to organic chemistry to systematize reactions, create synthesis robots to carry out unit operations, and to devise closed loop flow self-optimizing chemical synthesis systems. Most scientific innovations and technologies pass through the well-known “S curve”, with slow beginning, an almost exponential growth in capability, and a stable applications period. Adaptive, evolving, machine learning-based molecular design and optimization methods are approaching the period of very rapid growth and their impact is already being described as potentially disruptive. This paper describes new developments in biomimetic adaptive, evolving, learning computational molecular design methods and their potential impacts in chemistry, engineering, and medicine.

  1. Biomimetic molecular design tools that learn, evolve, and adapt

    Science.gov (United States)

    2017-01-01

    A dominant hallmark of living systems is their ability to adapt to changes in the environment by learning and evolving. Nature does this so superbly that intensive research efforts are now attempting to mimic biological processes. Initially this biomimicry involved developing synthetic methods to generate complex bioactive natural products. Recent work is attempting to understand how molecular machines operate so their principles can be copied, and learning how to employ biomimetic evolution and learning methods to solve complex problems in science, medicine and engineering. Automation, robotics, artificial intelligence, and evolutionary algorithms are now converging to generate what might broadly be called in silico-based adaptive evolution of materials. These methods are being applied to organic chemistry to systematize reactions, create synthesis robots to carry out unit operations, and to devise closed loop flow self-optimizing chemical synthesis systems. Most scientific innovations and technologies pass through the well-known “S curve”, with slow beginning, an almost exponential growth in capability, and a stable applications period. Adaptive, evolving, machine learning-based molecular design and optimization methods are approaching the period of very rapid growth and their impact is already being described as potentially disruptive. This paper describes new developments in biomimetic adaptive, evolving, learning computational molecular design methods and their potential impacts in chemistry, engineering, and medicine. PMID:28694872

  2. Map as a tool for independent learning in geography teaching

    Directory of Open Access Journals (Sweden)

    Živković Ljiljana

    2012-01-01

    Full Text Available There are different views on self-regulation in the learning process, how it has to be monitored, controlled, which are the circumstances and external factors that affect independent learning. Dominant are the opinions in which the self-regulation is treated as interaction of processes related to the personality, behavioural and contextual processes. Special attention has been given to motivational strategies and students’ desire to focus on goals. By enabling students to make decisions, set their own goals, make a choice, plan and organize activities, the development of self-learning and student autonomy is being encouraged. If students are given the opportunity of independent activities, effect of self-control in the process of learning and self-regulation becomes more pronounced. The paper will explain the factors that influence the process of self-learning that takes place in regular teaching with the help of map as the basic geographic media. [Projekat Ministarstva nauke Republike Srbije, br. 17008

  3. 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…

  4. 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...

  5. 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…

  6. Enhancing student motivation using LectureTools: A cloud-based teaching and learning platform

    Directory of Open Access Journals (Sweden)

    P. H. Patrio Chiu

    2015-06-01

    Full Text Available A cloud-based teaching and learning platform, LectureTools, was piloted at City University of Hong Kong in the 2012-13 academic year. LectureTools is an online platform that provides a suite of cloud-based teaching and learning applications. It combines the functions of interactive presentation, real-time student response system, student inquiry and online note-taking synchronised with the presentation slides, into one cloud-based platform. A comprehensive study investigated the effectiveness of the platform for enhancing student motivation among graduate (n=158 and undergraduate (n=96 students. Both groups of students reported enhanced motivation when using LectureTools. The scores on all six learning motivation scales of the Motivated Strategies for Learning Questionnaire, a psychometric instrument based on the cognitive view of motivation, increased when students engaged with the tool in class. Those who used the tool scored significantly higher on intrinsic goal orientation than those who did not use the tool. The students’ quantitative feedback showed that they found the tool useful and that it improved their motivation. Qualitative feedback from the instructors indicated that the tool was useful for engaging passive students. They reported that the most useful function was the interactive online questions with real-time results, while the in-class student inquiry function was difficult to use in practice.

  7. Development and Evaluation of Computer-Based Laboratory Practical Learning Tool

    Science.gov (United States)

    Gandole, Y. B.

    2006-01-01

    Effective evaluation of educational software is a key issue for successful introduction of advanced tools in the curriculum. This paper details to developing and evaluating a tool for computer assisted learning of science laboratory courses. The process was based on the generic instructional system design model. Various categories of educational…

  8. Mind tools contributing to an ICT-rich learning environment for technology education en primary schools

    NARCIS (Netherlands)

    Lou A.M.P. Slangen; Peter B. Sloep

    2005-01-01

    This paper examines how the learning environment in primary education can be enhanced by stimulating the use of innovative ICT applications. In particular, this discussion focuses on mind tools as a means of leveraging ICT for the development of cognitive skills. The stimulating effect of mind tools

  9. 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…

  10. 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

  11. Process management tools in higher education e-learning

    DEFF Research Database (Denmark)

    Levinsen, Karin

    2005-01-01

    Online education is a growing trend world wide - eg. in-service training in large, especially trans- and multinational organizations (Turban et al. 2006); online and blended mode educations at universities (J. Drummond Bone 2004, OECD-report 2004); and educational programmes in developing countries...... (Daniel et al. 2005, D'Antoni 2005). Concurrently sharing of knowledge and online community building in general are acknowledged as important drivers in informal learning processes, while online learning in formalized educations tend towards an increasing adoption of collaborative learning...... as the pedagogic frame (Laurillard 2002, Salmon 2003). However, as one major driver in the general adoption of online education is economy, yet another trend is to raise the volume of learners passing through any education pr. time unit....

  12. DISTANCE LEARNING TECHNOLOGY AS A TOOL FOR COMPETITIVE GROWTH OF EDUCATIONAL PROGRAMMES IN UNIVERSITIES

    Directory of Open Access Journals (Sweden)

    K. B. Prigozhina

    2017-01-01

    Full Text Available Introduction. The programs of distance education are in a great demand. Therefore, the problems of the organization in higher education institutions of educational process with the use of appropriate technologies have arisen. The aim of the publication is to set an example of introducing distance learning tools into higher education system, which could help to identify possible conditions and ways of creating a virtual educational environment covering in continuity three-cycle structure of higher education, as well as non-degree supplementary educational programs. Methodology and research methods. Basic research methods include comparative analysis, qualitative and quantitative methods based on empirical observation and data processing. The methodological base for the research included competence and student-centered approaches, psycho-didactic and acmeological approaches to lifelong learning. Results and scientific novelty. The role of distance educational technologies in ensuring availability and competitiveness of programs of the basic and continuing education is emphasized. The alternative choice of creating a virtual educational environment on the basis of distance learning technologies in a non-linguistic university is proved from linguodidactic basis. The interaction of principles, approaches, and conditions for its implementation and development are given. The research provides a model of an electronic teaching complex and a two-cluster model of the coursebook as a part of virtual educational unit. Practical application of these models contributes to self-study and learning autonomy of students. Practical significance. The authors describe the content and structure of innovative teaching resources that enable to rely on student-centered approach. The recommendations on establishing a virtual educational environment in universities of programs-in-demand implementation of the basic and continuing education are provided.

  13. Basic Burns Management E-Learning: A New Teaching Tool.

    Science.gov (United States)

    Egro, Francesco M

    Burns teaching is organized only in a few medical schools in the United Kingdom. An e-learning tutorial was developed with the objective of incorporating burns teaching within the medical school curriculum. A 33-webpage e-learning was created, covering topics such as local and general response to burns, assessment of burns, first aid, primary and secondary survey, and referral guidelines. Medical student satisfaction was then evaluated using a 12-question feedback survey rated based on a Likert scale from 1 (very poor) to 5 (very good). The 12-question survey was completed by a total of 18 medical students ranging from second to fourth years (second = 17%, third = 22%, fourth = 61%). While only a couple of students had received prior burns teaching, 50% of the cohort had an interest to pursue surgery as a career. The majority of students (72%) would be interested to have an e-learning module on basic burns management in their medical curriculum. The means of all domains specific to the e-learning were rated as "good" or "very good." Students' rating for ease of use was 87%, usefulness was 88%, relevance to the medical curriculum was 90%, clarity and quality of content were 78% and 83%, respectively, design was 79%, and the overall satisfaction with this e-learning was 87%. The "Basic Burns Management" e-learning tutorial can provide an efficient and effective means of information delivery to medical students and junior doctors, allowing easy and fast incorporation of burns teaching within the medical curriculum and in other medical teaching settings.

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

    Directory of Open Access Journals (Sweden)

    Guido Rößling

    2010-04-01

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

  15. Cross learning synergies between Operation Management content and the use of generic analytic tools

    Directory of Open Access Journals (Sweden)

    Frederic Marimon

    2017-06-01

    By presenting both objectives simultaneously students are found to be more motivated towards working deeply in both objectives. Students know that the theoretical content will be put in practice through certain tools, strengthening the student's interest on the conceptual issues of the chapter. In turn, because students know that they will use a generic tool in a known context, their interests in these tools is reinforced. The result is a cross learning synergy.

  16. Homepage to distribute the anatomy learning contents including Visible Korean products, comics, and books.

    Science.gov (United States)

    Chung, Beom Sun; Chung, Min Suk

    2018-03-01

    The authors have operated the homepage (http://anatomy.co.kr) to provide the learning contents of anatomy. From the homepage, sectioned images, volume models, and surface models-all Visible Korean products-can be downloaded. The realistic images can be interactively manipulated, which will give rise to the interest in anatomy. The various anatomy comics (learning comics, comic strips, plastination comics, etc.) are approachable. Visitors can obtain the regional anatomy book with concise contents, mnemonics, and schematics as well as the simplified dissection manual and the pleasant anatomy essay. Medical students, health allied professional students, and even laypeople are expected to utilize the easy and comforting anatomy contents. It is hoped that other anatomists successively produce and distribute their own informative contents.

  17. Homepage to distribute the anatomy learning contents including Visible Korean products, comics, and books

    Science.gov (United States)

    Chung, Beom Sun

    2018-01-01

    The authors have operated the homepage (http://anatomy.co.kr) to provide the learning contents of anatomy. From the homepage, sectioned images, volume models, and surface models—all Visible Korean products—can be downloaded. The realistic images can be interactively manipulated, which will give rise to the interest in anatomy. The various anatomy comics (learning comics, comic strips, plastination comics, etc.) are approachable. Visitors can obtain the regional anatomy book with concise contents, mnemonics, and schematics as well as the simplified dissection manual and the pleasant anatomy essay. Medical students, health allied professional students, and even laypeople are expected to utilize the easy and comforting anatomy contents. It is hoped that other anatomists successively produce and distribute their own informative contents. PMID:29644104

  18. Innovations in occupational health nursing education, including a distance learning approach.

    Science.gov (United States)

    Lowis, A; Ellington, H

    1991-07-01

    The results of a survey in the United Kingdom in the late 1980s indicated that many occupational health nurses were not being sent for formal training because of the length of time nurses needed to be away from their employment and the difficulty employers had in finding nurse replacements during training. To meet the needs of occupational health nurses and their employers, the Robert Gordon Institute of Technology (RGIT) instituted a modular training course that offers full time attendance or distance learning options. RGIT's course consists of six modules over a 1 to 3 year period, which students can take in any order after completing a short Return to Study course. Using the innovative distance learning option, occupational health nurses can earn a Diploma in Occupational Health Nursing while completing most of their courses at the workplace, thus avoiding conflicts between training and work schedules.

  19. 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....

  20. 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.

  1. Are Games Effective Learning Tools? A Review of Educational Games

    Science.gov (United States)

    de Freitas, Sara

    2018-01-01

    The literature around the use, efficacy and design of educational games and game-based learning approaches has been building up gradually and in phases, across different disciplines and in an ad hoc way. This has been problematic in a number of ways and resulted in fragmented literature and inconsistent referencing patterns between different…

  2. The microcomputer: A tool for personal language learning

    Directory of Open Access Journals (Sweden)

    David H. Wyatt

    2013-02-01

    Full Text Available Computer-assisted methods of teaching and learning languages have been surrounded by controversy and debate for over a decade. In 1979, however, microcomputers began to appear in a form suitable for educational applications, offering for the first time an alternative to both the cost and the approach of large computer systems. The impact of the microcomputer has been limited by a number of factors, and microcomputerassisted learning is still in a relative state of infancy. The main implications for language teaching and learning are only now beginning to be understood, just as the limiting factors are starting to disappear. This paper will assess the present situation and outline some likely future developments in the use of microcomputers in language learning. Rekenaargesteunde metodes by die onderrig en aanleer van tale is reeds meer as 'n dekade lank omgewe deur meningsverskil. In 1979 egter het mikrorekenaars hulle verskyning begin maak in 'n toepaslike vorm vir opvoedkundige doeleindes. Vir die eerste keer was daar 'n alternatief vir die koste verbonde aan en die benaderingswyse van groot rekenaarstelsels. Die trefkrag van die mikrorekenaar is deur 'n aantal faktore gekortwiek en rekenaargesteunde onderrig is steeds in sy kinderskoene. Die belangrikste implikasies vir die aanleer en onderrig van tale begin nou eers deurdring soos die beperkende faktore begin verdwyn. Hierdie artikel takseer die huidige situasie en omlyn moontlike toekomstige ontwikkelings vir die gebruik van mikrorekenaars by taalaanleer.

  3. Intelligent Tutoring Systems for Collaborative Learning: Enhancements to Authoring Tools

    Science.gov (United States)

    Olsen, Jennifer K.; Belenky, Daniel M.; Aleven, Vincent; Rummel, Nikol

    2013-01-01

    Collaborative and individual instruction may support different types of knowledge. Optimal instruction for a subject domain may therefore need to combine these two modes of instruction. There has not been much research, however, on combining individual and collaborative learning with Intelligent Tutoring Systems (ITSs). A first step is to expand…

  4. Crossword Puzzles as a Learning Tool for Vocabulary Development

    Science.gov (United States)

    Orawiwatnakul, Wiwat

    2013-01-01

    Introduction: Since vocabulary is a key basis on which reading achievement depends, various vocabulary acquisition techniques have become pivotal. Among the many teaching approaches, traditional or otherwise, the use of crossword puzzles seems to offer potential and a solution for the problem of learning vocabulary. Method: This study was…

  5. Crossword Puzzles as Learning Tools in Introductory Soil Science

    Science.gov (United States)

    Barbarick, K. A.

    2010-01-01

    Students in introductory courses generally respond favorably to novel approaches to learning. To this end, I developed and used three crossword puzzles in spring and fall 2009 semesters in Introductory Soil Science Laboratory at Colorado State University. The first hypothesis was that crossword puzzles would improve introductory soil science…

  6. Space as a Tool for Analysis: Examining Digital Learning Spaces

    Science.gov (United States)

    Harrison, Michelle

    2018-01-01

    Over the past decade we have seen a rise in the adoption and proliferation of social technologies, and along with these a move to build on the capacity to embrace new pedagogies and practices that can open our boundaries for both teaching and learning. How do we determine what we mean by space specifically in online environments and how can we…

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

    NARCIS (Netherlands)

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

    2013-01-01

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

  8. Can a Multimedia Tool Help Students' Learning Performance in ...

    African Journals Online (AJOL)

    The aim of the present study was to determine the effects of multimedia-based biology teaching (Mbio) and teacher-centered biology (TCbio) instruction approaches on learners' biology achievements, as well as their views towards learning approaches. During the research process, an experimental design with two groups, ...

  9. Debate preparation/participation: an active, effective learning tool.

    Science.gov (United States)

    Koklanaris, Nikki; MacKenzie, Andrew P; Fino, M Elizabeth; Arslan, Alan A; Seubert, David E

    2008-01-01

    Passive educational techniques (such as lectures) are thought to be less productive than active learning. We examined whether preparing for and participating in a debate would be an effective, active way to learn about a controversial topic. We compared quiz performance in residents who attended a lecture to residents who prepared for/participated in a debate. Twelve residents each participated in one lecture session and one debate session. Learning was evaluated via a quiz. Quizzes were given twice: before the debate/lecture and 1 week after the debate/lecture. Quiz scores were compared using repeated measures analysis of variance, with a p value of debating was given to all participants. There was a statistically significant difference in the pretest mean quiz score between the debate and lecture groups: 78.3% and 52.5%, respectively (p = .02). Similarly, on posttest quizzes, the average debater scored 85.8%, versus 61.7% for the lecture group (p = .003). Although no one in the debate group scored lower on a follow-up quiz, 3 residents in the lecture group did worse on follow-up. When learning about a controversial topic, residents who prepared for/participated in a debate achieved higher quiz scores and were better at retaining information than those who attended a lecture. When faced with teaching a controversial topic, organizing a debate may be more effective than giving a lecture.

  10. 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...

  11. Double subtitles as an effective tool for vocabulary learning

    NARCIS (Netherlands)

    Lazareva, Elena; Loerts, Hanneke

    2017-01-01

    The present study aimed to investigate if and how the mere minimal exposure to subtitled audio-visual input in an unknown language can enhance incidental vocabulary learning. Three experimental conditions were compared in which native Dutch participants with no prior knowledge of the target language

  12. ESSCOTS for Learning: Transforming Commercial Software into Powerful Educational Tools.

    Science.gov (United States)

    McArthur, David; And Others

    1995-01-01

    Gives an overview of Educational Support Systems based on commercial off-the-shelf software (ESSCOTS), and discusses the benefits of developing such educational software. Presents results of a study that revealed the learning processes of middle and high school students who used a geographical information system. (JMV)

  13. Using a Bracketed Analysis as a Learning Tool.

    Science.gov (United States)

    Main, Keith

    1995-01-01

    Bracketed analysis is an examination of experiences within a defined time frame or "bracket." It assumes the ability to learn from any source: behaviors, emotions, rational and irrational thought, insights, reflections, and reactions. A bracketed analysis to determine what went wrong with a grant proposal that missed deadlines…

  14. Systemic assessment as a new tool to assess student learning

    African Journals Online (AJOL)

    IICBA01

    students' systemic thinking level developed in organic chemistry is strongly related to a deeper understanding of the relevant chemistry concepts (7) .In this regards we will illustrate five types of SAQ,s in heterocyclic chemistry based on systemics to assess students at synthesis and analysis learning levels. We experiment ...

  15. Facilitating Adoption of Web Tools for Problem and Project Based Learning Activities

    DEFF Research Database (Denmark)

    Khalid, Md. Saifuddin; Rongbutsri, Nikorn; Buus, Lillian

    2012-01-01

    and project based learning. In the area of problem and project based learning, facilitation is the core term and the teacher often has the role as facilitator or moderator instead of a teacher teaching. Technology adoption for learning activities needs facilitation, which is mostly absent. Sustainable......This paper builds on research directions from ‘activity theory’ and ‘learning design’ to provide ‘facilitation’ for students standing within decision making related to selection of web 2.0 tools and university provided web-based applications for supporting students activities within problem...... adoption might be facilitated based on tool appropriation with activities associated with courses and projects. Our mapping of different tools in a framework is reported based on interviews, observations, narratives and survey. A direction towards facilitation process for adoption is discussed as part...

  16. An E-learning Tool as Living Book for Knowledge Preservation in Neutron Activation Analysis

    International Nuclear Information System (INIS)

    Bode, P.; Landsberger, S.; Ridikas, D.; Iunikova, A.

    2016-01-01

    Full text: Neutron activation analysis (NAA) is one of the most common activities in research reactors, irrespective of their power size. Although being a well-established technique, it has been observed that retirement and/or departure of experienced staff often results in gaps in knowledge of methodological principles and metrological aspects of the NAA technique employed, both within the remaining NAA team and for new recruits. Existing books are apparently not sufficient to timely transfer the knowledge on the practice of NAA. As such, the IAEA has launched a project resulting in an E-learning tool for NAA, consisting of lecture noes, animations, practical exercises and self-assessments. The tool includes more than 30 modules and has been reviewed and tested during an IAEA workshop by experienced and new coming practitioners. It is expected that the tool will be developed as a ‘living book’ which can be permanently updated and extended and serve as an archive, fostering unpublished experimental experiences. (author

  17. Performance Assessment Tools for Distance Learning and Simulation: Knowledge, Models and Tools to Improve the Effectiveness of Naval Distance Learning

    National Research Council Canada - National Science Library

    Baker, Eva L; Munro, Allen; Pizzini, Quentin A; Brill, David G; Michiuye, Joanne K

    2006-01-01

    ... by (a) extending CRESST's knowledge mapping tool's authoring and scoring functionality and (b) providing the capability to embed a knowledge mapping assessment in simulation-based training developed by BTL...

  18. 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.

  19. [On line learning in urologic surgery. The value of the 2.0 Web tools.

    Science.gov (United States)

    Castillón Vela, Ignacio T

    2018-01-01

    The field of Surgery is under the pressure of accelerated change where technological cycles get shorter and shorter, sometimes transformational. Learning and training have gotten a key role because learning curves for new techniques directly affect patient's safety and learning cycles are slower. The traditional learning model within the urology department is overwhelmed. We need new training and learning methods. The aim of this article is to perform a critical analysis of the current status of learning in urological surgery and the challenges we face, evaluating how new information and communication technologies can help us to facilitate the learning process. We also present our initial experience with on line education on upper urinary tract laparoscopic and robotic surgery using the 2.0 Web tools.

  20. 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

  1. Organisational Learning as an Emerging Process: The Generative Role of Digital Tools in Informal Learning Practices

    Science.gov (United States)

    Za, Stefano; Spagnoletti, Paolo; North-Samardzic, Andrea

    2014-01-01

    Increasing attention is paid to organisational learning, with the success of contemporary organisations strongly contingent on their ability to learn and grow. Importantly, informal learning is argued to be even more significant than formal learning initiatives. Given the widespread use of digital technologies in the workplace, what requires…

  2. Discussion Tool Effects on Collaborative Learning and Social Network Structure

    Science.gov (United States)

    Tomsic, Astrid; Suthers, Daniel D.

    2006-01-01

    This study investigated the social network structure of booking officers at the Honolulu Police Department and how the introduction of an online discussion tool affected knowledge about operation of a booking module. Baseline data provided evidence for collaboration among officers in the same district using e-mail, telephone and face-to-face media…

  3. Ichthyoplankton Classification Tool using Generative Adversarial Networks and Transfer Learning

    KAUST Repository

    Aljaafari, Nura

    2018-01-01

    . 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

  4. Students' Learning Experiences from Didactic Teaching Sessions Including Patient Case Examples as Either Text or Video

    DEFF Research Database (Denmark)

    Pedersen, Kamilla; Moeller, Martin Holdgaard; Paltved, Charlotte

    2017-01-01

    OBJECTIVES: The aim of this study was to explore medical students' learning experiences from the didactic teaching formats using either text-based patient cases or video-based patient cases with similar content. The authors explored how the two different patient case formats influenced students......' perceptions of psychiatric patients and students' reflections on meeting and communicating with psychiatric patients. METHODS: The authors conducted group interviews with 30 medical students who volunteered to participate in interviews and applied inductive thematic content analysis to the transcribed...

  5. Development of a visual tool to analyze interactions in forums in an e-learning environment

    Directory of Open Access Journals (Sweden)

    Cláudio Filipe Tereso

    2016-12-01

    Full Text Available This article presents VAFAE – Forum Access Visualization on a Distance Learning Environment, a web tool that visually maps Universidade Aberta’s (UAb students’ interaction with a course available on the e-learning platform. Raw data is extracted from the log files that are then transformed to obtain the necessary format. Next, different visualization techniques are applied with the aim of improving and streamlining the underlying information. In a more specific way, VAFAE aims at helping teachers to better understand the level and quality of the interaction of the students with the modules of the learning units in UAb’s distance learning environment.

  6. Neural Monkey: An Open-source Tool for Sequence Learning

    Directory of Open Access Journals (Sweden)

    Helcl Jindřich

    2017-04-01

    Full Text Available In this paper, we announce the development of Neural Monkey – an open-source neural machine translation (NMT and general sequence-to-sequence learning system built over the TensorFlow machine learning library. The system provides a high-level API tailored for fast prototyping of complex architectures with multiple sequence encoders and decoders. Models’ overall architecture is specified in easy-to-read configuration files. The long-term goal of the Neural Monkey project is to create and maintain a growing collection of implementations of recently proposed components or methods, and therefore it is designed to be easily extensible. Trained models can be deployed either for batch data processing or as a web service. In the presented paper, we describe the design of the system and introduce the reader to running experiments using Neural Monkey.

  7. Portfolio at Tertiary Level – Lifelong Learning Tool

    Directory of Open Access Journals (Sweden)

    Galina Kavaliauskienė

    2011-04-01

    Full Text Available The use of electronic language portfolios has been preferable to the use of common paper portfolios for ease of application – there is no need for accumulating a number of files of written papers, which solves the problem of storing space and, to some extent, helps reduce students’ and teachers’ workload.The study investigated learners’ perceptions of employing electronic language portfolios for conducting various assignments in English for Specific Purposes. The research involved university students of different specializations. Learners’ experience of employing portfolios and opinions on their benefits for improving language skills have been analyzed and statistically treated using SPSS software. The results show that students are positive about application of electronic portfolios in ESP classes. The use of online portfolios for various assignments helps teachers foster students’ learning, encourages critical thinking, develops creativity, motivates learners to use digital technology, encourages collaboration of learners, and in the long run, leads to lifelong learning.

  8. Teach, learn, and motivate: tools to reliability, availability, and maintainability

    International Nuclear Information System (INIS)

    Allison, D.

    1986-01-01

    The recent introduction of performance-based training by the Institute for Nuclear Power Operations (INPO) should not be a surprise to the nuclear industry. The recommended performance-based training method by INPO in one form or another addresses the techniques of teaching and sets the atmosphere for employee learning and motivation. The purpose of this paper is to explore the underlying concepts of why performance-based training yields such high results. The main emphasis will be on the general topics of teaching, learning, and student motivation as each applies to hands-on training. To support each of these topics, ancient philosophers' theories are presented. the intent is to show that hands-on performance-based training applies to engineers and other professional disciplines as well as technicians and operators

  9. New Tools and Metrics for Evaluating Army Distributed Learning

    Science.gov (United States)

    2011-01-01

    courseware. Designing DL to provide for more opportunities for interaction with instructors and peers is likely to increase student engagement in IMI...toward blended learning may achieve these goals. Student engagement may also be fostered to the extent that the course pro- vides sufficient numbers of... student engagement . • Design and implement DL in ways that provide greater opportunities to interact with instructors and peers. • Enforce policy of

  10. Organisational learning: A tool for continuous improvement of the organization

    International Nuclear Information System (INIS)

    Santos, J. L.; Esteban, M. J.

    2013-01-01

    We are used to hear a success company in today's world is not possible unless a continuous improvement is developed. How can we be successful in the nuclear plant? We have to achieve safety for workers, people and environment in the first step, and for the second step availability and reliability for systems and components to avoid failure of components that could reduce availability. The aim is to search for new measures to reach this way. One of the improvements implemented in the plants to improve continuously was mainly Operating Experience activities, which was based in event analysis in the plants, causes identification, and to implement corrective actions. For External Operating Experience the aim was to learn from others to avoid occurrence of events in our plants. This was the lessons learned from Three Mile Island event. This was the learning process implemented so far, to get a continuous improvement. So far, the developed capabilities for process improvement follow the Operating Experience process that could be considered classical and will be revitalized nowadays. (Author)

  11. Including everyone: A peer learning program that works for under-represented minorities?

    Directory of Open Access Journals (Sweden)

    Jacques van der Meer

    2013-04-01

    Full Text Available Peer learning has long been recognised as an effective way to induct first-year students into the academic skills required to succeed at university. One recognised successful model that has been extensively researched is the Supplemental Instruction (SI model; it has operated in the US since the mid-1970s. This model is commonly known in Australasia as the Peer Assisted Study Sessions (PASS program. Although there is a considerable amount of research into SI and PASS, very little has been published about the impact of peer learning on different student groups, for example indigenous and other ethnic groups. This article reports on the results from one New Zealand university of the effectiveness of PASS for Māori and Pasifika students. The questions this article seeks to address are whether attendance of the PASS program results in better final marks for these two groups of students, and whether the number of sessions attended has an impact on the final marks.

  12. How we used two social media tools to enhance aspects of active learning during lectures.

    Science.gov (United States)

    George, Daniel R; Dreibelbis, Tomi D; Aumiller, Betsy

    2013-12-01

    Medical education is evolving to include active learning approaches, yet some courses will remain lecture-based. Social media tools used by students may foster collaborative learning during lectures. We present preliminary results from a pilot study that integrated two 'social' technologies, Google Docs and SurveyMonkey, into 22 hour-long lectures for a course called "Social Influences on Health" attended by 154 students. At the conclusion of the semester, we reviewed student usage patterns with both technologies and collected data from students via course evaluations that included a standard Likert Scale. We used thematic analysis to identify emergent themes from evaluations. On average, students contributed 6 comments/questions to the Google Doc in each lecture, and 35 students participated in SurveyMonkey. Engagement with both technologies increased throughout the semester and no unprofessional incidents were observed. The mean student rating for integration of Google Docs and SurveyMonkey was 3.4 or "above average" (SD = 1.17). Thematic analysis identified perceived strengths of this approach as well as areas for improvement. Social media such as Google Docs and SurveyMonkey can facilitate interaction and provide students with control over content and flow of lecture-based courses, but educators must be mindful of practical and conceptual limitations.

  13. 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.

  14. 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

  15. Learning With Social Semantic Technologies - Exploiting Latest Tools

    Directory of Open Access Journals (Sweden)

    Gisela Granitzer

    2008-12-01

    Full Text Available Even though it was only about three years ago that Social Software became a trend, it has become a common practice to utilize Social Software in learning institutions. It brought about a lot of advantages, but also challenges. Amounts of distributed and often unstructured user generated content make it difficult to meaningfully process and find relevant information. According to the estimate of the authors, the solution lies in underpinning Social Software with structure resulting in Social Semantic Software. In this contribution we introduce the central concepts Social Software, Semantic Web and Social Semantic Web and show how Social Semantic Technologies might be utilized in the higher education context.

  16. Data mining practical machine learning tools and techniques

    CERN Document Server

    Witten, Ian H

    2005-01-01

    As with any burgeoning technology that enjoys commercial attention, the use of data mining is surrounded by a great deal of hype. Exaggerated reports tell of secrets that can be uncovered by setting algorithms loose on oceans of data. But there is no magic in machine learning, no hidden power, no alchemy. Instead there is an identifiable body of practical techniques that can extract useful information from raw data. This book describes these techniques and shows how they work. The book is a major revision of the first edition that appeared in 1999. While the basic core remains the same

  17. Experiences of Students with Specific Learning Disorder (Including ADHD) in Online College Degree Programs: A Phenomenological Study

    Science.gov (United States)

    Bunch, Seleta LeAnn

    2016-01-01

    Enrollment in online degree programs is rapidly expanding due to the convenience and affordability offered to students and improvements in technology. The purpose of this hermeneutical phenomenological study was to understand the shared experiences of students with documented specific learning disorders (including Attention-Deficit/Hyperactivity…

  18. 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

  19. [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.

  20. Digital Repositories of Learning Material as a Support Tool for Knowledge Management and Capacity Building

    International Nuclear Information System (INIS)

    Marmonti, E.

    2016-01-01

    Full text: For some years, digital repositories are emerging as a de facto standard service for storing, preserving and disseminate knowledge: academic, scientific information and, more recently, primary research data of institutions. Some of the digital repositories host also collections of material classified as learning objects; some others are created to manage only learning objects (LO), as the Learning Objects Digital Repositories, or were built to function as learning objects aggregators. The term “learning object” itself is involving different types of structures, organization and complexity. This paper will show how digital repositories, metadata standards and semantic web technologies can be valuable tools for managing educational content, which can contribute to build a learning and knowledge driven organization. (author

  1. Tools for Science Inquiry Learning: Tool Affordances, Experimentation Strategies, and Conceptual Understanding

    Science.gov (United States)

    Bumbacher, Engin; Salehi, Shima; Wieman, Carl; Blikstein, Paulo

    2017-12-01

    Manipulative environments play a fundamental role in inquiry-based science learning, yet how they impact learning is not fully understood. In a series of two studies, we develop the argument that manipulative environments (MEs) influence the kind of inquiry behaviors students engage in, and that this influence realizes through the affordances of MEs, independent of whether they are physical or virtual. In particular, we examine how MEs shape college students' experimentation strategies and conceptual understanding. In study 1, students engaged in two consecutive inquiry tasks, first on mass and spring systems and then on electric circuits. They either used virtual or physical MEs. We found that the use of experimentation strategies was strongly related to conceptual understanding across tasks, but that students engaged differently in those strategies depending on what ME they used. More students engaged in productive strategies using the virtual ME for electric circuits, and vice versa using the physical ME for mass and spring systems. In study 2, we isolated the affordance of measurement uncertainty by comparing two versions of the same virtual ME for electric circuits—one with and one without noise—and found that the conditions differed in terms of productive experimentation strategies. These findings indicate that measures of inquiry processes may resolve apparent ambiguities and inconsistencies between studies on MEs that are based on learning outcomes alone.

  2. Explorers of the Universe: Metacognitive Tools for Learning Science Concepts

    Science.gov (United States)

    Alvarez, Marino C.

    1998-01-01

    Much of school learning consists of rote memorization of facts with little emphasis on meaningful interpretations. Knowledge construction is reduced to factual knowledge production with little regard for critical thinking, problem solving, or clarifying misconceptions. An important role of a middle and secondary teacher when teaching science is to aid students' ability to reflect upon what they know about a given topic and make available strategies that will enhance their understanding of text and science experiments. Developing metacognition, the ability to monitor one's own knowledge about a topic of study and to activate appropriate strategies, enhances students' learning when faced with reading, writing and problem solving situations. Two instructional strategies that can involve students in developing metacognitive awareness are hierarchical concept mapping, and Vee diagrams. Concept maps enable students to organize their ideas and reveal visually these ideas to others. A Vee diagram is a structured visual means of relating the methodological aspects of an activity to its underlying conceptual aspect in ways that aid learners in meaningful understanding of scientific investigations.

  3. Engineering Education Tool for Distance Telephone Traffic Learning Through Web

    Directory of Open Access Journals (Sweden)

    Leonimer Flávio de Melo

    2012-11-01

    Full Text Available This work subject focuses in distance learning (DL modality by the Internet. The use of calculators and simulators software introduces a high level of interactivity in DL systems, such as Matlab software proposed by using in this work. The use of efficient mathematical packages and hypermedia technologies opens the door to a new paradigm of teaching and learning in the dawn of this new millennium. The use of hypertext, graphics, animation, audio, video, efficient calculators and simulators incorporating artificial intelligence techniques and the advance in the broadband networks will pave the way to this new horizon. The contribution of this work, besides the Matlab Web integration, is the developing of an introductory course in traffic engineering in hypertext format. Also, calculators to the most employed expressions of traffic analysis were developed to the Matlab server environment. By the use of the telephone traffic calculator, the user inputs data on his or her Internet browser and the systems returns numerical data, graphics and tables in HTML pages. The system is also very useful for Professional traffic calculations, replacing with advantages the use of the traditional methods by means of static tables and graphics in paper format.

  4. The Use of information technology tools to reduce barriers of distance learning

    OpenAIRE

    Targamadzė, Aleksandras; Petrauskienė, Rūta

    2012-01-01

    Distance learning takes place when learning conditions do not allow using traditional learning. Remoteness is the main feature of distance learning; however, it can be various. Remoteness is frequently described as barriers and includes traditional barriers such as distance and time as well as technological, organizational, social, cultural, psychological and other barriers that have not been examined so widely. Barriers can be eliminated or reduced when using information technologies (ITs). ...

  5. How Students Perceived Social Media as a Learning Tool in Enhancing Their Language Learning Performance

    Science.gov (United States)

    Kitchakarn, Orachorn

    2016-01-01

    Social media like Facebook has been used for teaching and learning for quite some time. Since it allows for better participation in the learning activities, a fundamental English course at a private university integrated Facebook as a learning platform making it possible for students to do self-study, exchange ideas, give comments, and submit the…

  6. Lean production tools and decision latitude enable conditions for innovative learning in organizations: a multilevel analysis.

    Science.gov (United States)

    Fagerlind Ståhl, Anna-Carin; Gustavsson, Maria; Karlsson, Nadine; Johansson, Gun; Ekberg, Kerstin

    2015-03-01

    The effect of lean production on conditions for learning is debated. This study aimed to investigate how tools inspired by lean production (standardization, resource reduction, visual monitoring, housekeeping, value flow analysis) were associated with an innovative learning climate and with collective dispersion of ideas in organizations, and whether decision latitude contributed to these associations. A questionnaire was sent out to employees in public, private, production and service organizations (n = 4442). Multilevel linear regression analyses were used. Use of lean tools and decision latitude were positively associated with an innovative learning climate and collective dispersion of ideas. A low degree of decision latitude was a modifier in the association to collective dispersion of ideas. Lean tools can enable shared understanding and collective spreading of ideas, needed for the development of work processes, especially when decision latitude is low. Value flow analysis played a pivotal role in the associations. Copyright © 2014 Elsevier Ltd and The Ergonomics Society. All rights reserved.

  7. Development of Advanced Verification and Validation Procedures and Tools for the Certification of Learning Systems in Aerospace Applications

    Science.gov (United States)

    Jacklin, Stephen; Schumann, Johann; Gupta, Pramod; Richard, Michael; Guenther, Kurt; Soares, Fola

    2005-01-01

    Adaptive control technologies that incorporate learning algorithms have been proposed to enable automatic flight control and vehicle recovery, autonomous flight, and to maintain vehicle performance in the face of unknown, changing, or poorly defined operating environments. In order for adaptive control systems to be used in safety-critical aerospace applications, they must be proven to be highly safe and reliable. Rigorous methods for adaptive software verification and validation must be developed to ensure that control system software failures will not occur. Of central importance in this regard is the need to establish reliable methods that guarantee convergent learning, rapid convergence (learning) rate, and algorithm stability. This paper presents the major problems of adaptive control systems that use learning to improve performance. The paper then presents the major procedures and tools presently developed or currently being developed to enable the verification, validation, and ultimate certification of these adaptive control systems. These technologies include the application of automated program analysis methods, techniques to improve the learning process, analytical methods to verify stability, methods to automatically synthesize code, simulation and test methods, and tools to provide on-line software assurance.

  8. Perceptions of Online Learning in an Australian University: Malaysian Students? Perspectives - Usability of the Online Learning Tools

    OpenAIRE

    Renee Chew Shiun Yee

    2013-01-01

    This study set out to investigate the kinds of learning difficulties encountered by the Malaysian students and how they actually coped with online learning. The modified Online Learning Environment Survey (OLES) instrument was used to collect data from the sample of 40 Malaysian students at a university in Brisbane, Australia. A controlled group of 35 Australian students was also included for comparison purposes. Contrary to assumptions from previous researches, the findings revealed that the...

  9. The Learning Loss Scale as an Assessment Tool: An Empirical Examination of Convergent Validity with Performative Measures

    Science.gov (United States)

    Hooker, John; Denker, Katherine

    2014-01-01

    Higher education has placed an increasingly greater value on assessment. The Learning Loss Scale may be an appropriate tool to assess learning across disciplines. In this paper, we review the culture of assessment, conceptualizations of cognitive learning, the Learning Loss Scale, and a theoretical explanation, and then we test this measure to…

  10. 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...

  11. 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

  12. 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...

  13. 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...

  14. 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

  15. Developing tools for the safety specification in risk management plans: lessons learned from a pilot project.

    Science.gov (United States)

    Cooper, Andrew J P; Lettis, Sally; Chapman, Charlotte L; Evans, Stephen J W; Waller, Patrick C; Shakir, Saad; Payvandi, Nassrin; Murray, Alison B

    2008-05-01

    Following the adoption of the ICH E2E guideline, risk management plans (RMP) defining the cumulative safety experience and identifying limitations in safety information are now required for marketing authorisation applications (MAA). A collaborative research project was conducted to gain experience with tools for presenting and evaluating data in the safety specification. This paper presents those tools found to be useful and the lessons learned from their use. Archive data from a successful MAA were utilised. Methods were assessed for demonstrating the extent of clinical safety experience, evaluating the sensitivity of the clinical trial data to detect treatment differences and identifying safety signals from adverse event and laboratory data to define the extent of safety knowledge with the drug. The extent of clinical safety experience was demonstrated by plots of patient exposure over time. Adverse event data were presented using dot plots, which display the percentages of patients with the events of interest, the odds ratio, and 95% confidence interval. Power and confidence interval plots were utilised for evaluating the sensitivity of the clinical database to detect treatment differences. Box and whisker plots were used to display laboratory data. This project enabled us to identify new evidence-based methods for presenting and evaluating clinical safety data. These methods represent an advance in the way safety data from clinical trials can be analysed and presented. This project emphasises the importance of early and comprehensive planning of the safety package, including evaluation of the use of epidemiology data.

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

    Directory of Open Access Journals (Sweden)

    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

  17. The Shoulder Objective Practical Assessment Tool: Evaluation of a New Tool Assessing Residents Learning in Diagnostic Shoulder Arthroscopy.

    Science.gov (United States)

    Talbot, Christopher L; Holt, Edward M; Gooding, Benjamin W T; Tennent, Thomas D; Foden, Philip

    2015-08-01

    To design and validate an objective practical assessment tool for diagnostic shoulder arthroscopy that would provide residents with a method to evaluate their progression in this field of surgery and to identify specific learning needs. We designed and evaluated the shoulder Objective Practical Assessment Tool (OPAT). The shoulder OPAT was designed by us, and scoring domains were created using a Delphi process. The shoulder OPAT was trialed by members of the British Elbow & Shoulder Society Education Committee for internal consistency and ease of use before being offered to other trainers and residents. Inter-rater reliability and intrarater reliability were calculated. One hundred forty orthopaedic residents, of varying seniority, within 5 training regions in the United Kingdom, were questioned regarding the tool. A pilot study of 6 residents was undertaken. Internal consistency was 0.77 (standardized Cronbach α). Inter-rater reliability was 0.60, and intrarater reliability was 0.82. The Spearman correlation coefficient (r) between the global summary score for the shoulder OPAT and the current assessment tool used in postgraduate training for orthopaedic residents undertaking diagnostic shoulder arthroscopy equaled 0.74. Of the residents, 82% agreed or strongly agreed when asked if the shoulder OPAT would be a useful tool in monitoring progression and 72% agreed or strongly agreed with the introduction of the shoulder OPAT within the orthopaedic domain. This study shows that the shoulder OPAT fulfills several aspects of reliability and validity when tested. Despite the inter-rater reliability being 0.60, we believe that the shoulder OPAT has the potential to play a role alongside the current assessment tool in the training of orthopaedic residents. The shoulder OPAT can be used to assess residents during shoulder arthroscopy and has the potential for use in medical education, as well as arthroscopic skills training in the operating theater. Copyright © 2015

  18. Virtual Sambor Prei Kuk: An Interactive Learning Tool

    Directory of Open Access Journals (Sweden)

    Daniel Michon

    2012-06-01

    Full Text Available MUVEs (Multi-User Virtual Environments are a new media for researching the genesis and evolution of sites of cultural significance. MUVEs are able to model both the tangible and intangible heritage of a site, allowing the user to obtain a more dynamic understanding of the culture. This paper illustrates a cultural heritage project which captures and communicates the interplay of context (geography, content (architecture and artifacts and temporal activity (rituals and everyday life leading to a unique digital archive of the tangible and intangible heritage of the temple complex at Sambor Prei Kuk, Cambodia, circa seventh-eighth century CE. The MU6VE is used to provide a platform which enables the experience of weaved tangible and intangible cultural heritage. This, we argue, turns static space into meaningful place. Further, this kind of digital model has the potential to bring together Jean Lave and Etienne Wenger’s theorizing on the importance of community in education and more recent theorizing on the impact of Virtual Worlds on learning by James Paul Gee.

  19. The Python Spectral Analysis Tool (PySAT): A Powerful, Flexible, Preprocessing and Machine Learning Library and Interface

    Science.gov (United States)

    Anderson, R. B.; Finch, N.; Clegg, S. M.; Graff, T. G.; Morris, R. V.; Laura, J.; Gaddis, L. R.

    2017-12-01

    Machine learning is a powerful but underutilized approach that can enable planetary scientists to derive meaningful results from the rapidly-growing quantity of available spectral data. For example, regression methods such as Partial Least Squares (PLS) and Least Absolute Shrinkage and Selection Operator (LASSO), can be used to determine chemical concentrations from ChemCam and SuperCam Laser-Induced Breakdown Spectroscopy (LIBS) data [1]. Many scientists are interested in testing different spectral data processing and machine learning methods, but few have the time or expertise to write their own software to do so. We are therefore developing a free open-source library of software called the Python Spectral Analysis Tool (PySAT) along with a flexible, user-friendly graphical interface to enable scientists to process and analyze point spectral data without requiring significant programming or machine-learning expertise. A related but separately-funded effort is working to develop a graphical interface for orbital data [2]. The PySAT point-spectra tool includes common preprocessing steps (e.g. interpolation, normalization, masking, continuum removal, dimensionality reduction), plotting capabilities, and capabilities to prepare data for machine learning such as creating stratified folds for cross validation, defining training and test sets, and applying calibration transfer so that data collected on different instruments or under different conditions can be used together. The tool leverages the scikit-learn library [3] to enable users to train and compare the results from a variety of multivariate regression methods. It also includes the ability to combine multiple "sub-models" into an overall model, a method that has been shown to improve results and is currently used for ChemCam data [4]. Although development of the PySAT point-spectra tool has focused primarily on the analysis of LIBS spectra, the relevant steps and methods are applicable to any spectral data. The

  20. Into the deep Earth: Using comics as a learning tool

    Science.gov (United States)

    Lee, K. K.; Wallenta, A.

    2012-12-01

    Illustrations make an ideal way to visualize what is not readily seen, especially for the deep Earth where photographs are impossible. To take this medium a step further, we use illustrations in the form of comics as a way to teach Earth science concepts. The comic book format lends itself to engaging reading for young and old alike and has been used recently by the American Physical Society (APS) and by NASA as an outreach teaching tool. Due to their sequential nature, comic books make it easy for readers to follow a story and grasp concepts that are covered. The limited text in each panel can also help those where reading is a challenge or for those who become nervous and/or discouraged with long text passages. The illustrations also add visual clues that can aid in understanding the concepts being laid out. We use the comic book format to introduce the extreme conditions reproduced in our experiments and used to "probe" the deep interior of the Earth. The exploration of such inaccessible regions is readily disseminated to the public through such a graphical approach. The comic books are aimed at middle school students in the New Haven Public Schools (NHPS) where Earth Science topics are covered in the curriculum. The first of two comics will be presented entitled, "The Adventures of GEO: Tackling Plate Tectonics."

  1. Tools to synthesize the learning of thin films

    International Nuclear Information System (INIS)

    Rojas, Roberto; Fuster, Gonzalo; Sluesarenko, Viktor

    2011-01-01

    After a review of textbooks written for undergraduate courses in physics, we have found that discussions on thin films are mostly incomplete. They consider the reflected and not the transmitted light for two instead of the four types of thin films. In this work, we complement the discussion in elementary textbooks, by analysing the phase differences required to match the conditions for constructive and destructive interference, in the reflected and transmitted light in four types of thin films. We consider thin films with varied sequences in the refractive index, which we identify as barriers, wells and stairs (up and down). Also, we use the conservation of energy in order to understand the complementary colour fringes observed in the reflected and transmitted light through thin films. We analyse systematically the phase changes by introducing a phase table and we synthesize the results in a circular diagram matching 16 physical situations of interference and their corresponding conditions on the film thickness. The phase table and the circular diagram are a pair of tools easily assimilated by students, and useful to organize, analyse and activate the knowledge about thin films.

  2. Adventures of Geo: Using comics as a learning tool

    Science.gov (United States)

    Lee, K. K. M.; Wallenta, A.

    2015-12-01

    Illustrations are a good way to visualize what is not readily seen. To take this medium a step further, we use illustrations in the form of comics as a way to teach Earth science concepts. The comic book format lends itself to engaging reading for young and old alike and has been used recently by the American Physical Society (APS) and by NASA as an outreach teaching tool. Due to their sequential nature, comic books make it easy for readers to follow a story and grasp concepts that are covered. The limited text in each panel can also help those where reading is a challenge or for those who become nervous and/or discouraged with long text passages. The illustrations also add visual clues that can aid in understanding the concepts being laid out. In the second installment of "Adventures of Geo," we use the comic book format to introduce the Moon, its formation, evolution, orbit and its interplay with Earth. The exploration of such faraway places is readily disseminated to the public through such a graphical approach. The comic books are aimed at middle school students in the New Haven Public Schools (NHPS) where Earth Science topics are covered in the curriculum.

  3. New tools for scientific learning in the EduSeis project: the e-learning experiment

    Directory of Open Access Journals (Sweden)

    A. Zollo

    2007-06-01

    Full Text Available The Educational Seismological Project (EduSeis is a scientific and educational project, the main aim of which is the development and implementation of new teaching methodologies in Earth Sciences, using seismology as a vehicle for scientific learning and awareness of earthquake risk. Within this framework, we have recently been experimenting with new learning and information approaches that are mainly aimed at a high school audience. In particular, we have designed, implemented and tested a model of an e-learning environment in a high school located in the surroundings of the Mt. Vesuvius volcano. The proposed e-learning model is built on the EduSeis concepts and educational materials (web-oriented, and is based on computer-supported collaborative learning. Ten teachers from different disciplines and fifty students at the I.T.I.S. “Majorana” technical high school (Naples have been taking part in a cooperative e-learning experiment in which the students have been working in small groups (communities. The learning process is assisted and supervised by the teachers. The evaluation of the results from this cooperative e-learning experiment has provided useful insights into the content and didactic value of the EduSeis modules and activities. The use of network utilities and the “Learning Community” approach promoted the exchange of ideas and expertises between students and teachers and allowed a new approach to the seismology teaching through a multidisciplinary study.

  4. Simulation of the large-scale offshore-wind farms including HVDC-grid connections using the simulation tool VIAvento

    Energy Technology Data Exchange (ETDEWEB)

    Bartelt, R.; Heising, C.; Ni, B. [Avasition GmbH, Dortmund (Germany); Zadeh, M. Koochack; Lebioda, T.J.; Jung, J. [TenneT Offshore GmbH, Bayreuth (Germany)

    2012-07-01

    Within the framework of a research project the stability of the offshore grid especially in terms of sub-harmonic stability for the likely future extension stage of the offshore grids i.e. having parallel connection of two or more HVDC links and for certain operating scenarios e.g. overload scenario will be investigated. For this purpose, a comprehensive scenario-based assessment in time domain is unavoidable. Within this paper, the simulation tool VIAvento is briefly presented which allows for these comprehensive time-domain simulations taking the special characteristics of power-electronic assets into account. The core maxims of VIAvento are presented. Afterwards, the capability of VIAvento is demonstrated with simulation results of two wind farms linked via a HVDC grid connection system (160 converters and two HVDC stations in modular multilevel converter topology). (orig.)

  5. Content validation of an interprofessional learning video peer assessment tool.

    Science.gov (United States)

    Nisbet, Gillian; Jorm, Christine; Roberts, Chris; Gordon, Christopher J; Chen, Timothy F

    2017-12-16

    Large scale models of interprofessional learning (IPL) where outcomes are assessed are rare within health professional curricula. To date, there is sparse research describing robust assessment strategies to support such activities. We describe the development of an IPL assessment task based on peer rating of a student generated video evidencing collaborative interprofessional practice. We provide content validation evidence of an assessment rubric in the context of large scale IPL. Two established approaches to scale development in an educational setting were combined. A literature review was undertaken to develop a conceptual model of the relevant domains and issues pertaining to assessment of student generated videos within IPL. Starting with a prototype rubric developed from the literature, a series of staff and student workshops were undertaken to integrate expert opinion and user perspectives. Participants assessed five-minute videos produced in a prior pilot IPL activity. Outcomes from each workshop informed the next version of the rubric until agreement was reached on anchoring statements and criteria. At this point the rubric was declared fit to be used in the upcoming mandatory large scale IPL activity. The assessment rubric consisted of four domains: patient issues, interprofessional negotiation; interprofessional management plan in action; and effective use of video medium to engage audience. The first three domains reflected topic content relevant to the underlying construct of interprofessional collaborative practice. The fourth domain was consistent with the broader video assessment literature calling for greater emphasis on creativity in education. We have provided evidence for the content validity of a video-based peer assessment task portraying interprofessional collaborative practice in the context of large-scale IPL activities for healthcare professional students. Further research is needed to establish the reliability of such a scale.

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

    Directory of Open Access Journals (Sweden)

    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

  7. Digitized Educational Technology: A Learning Tool Using Remotely Sensed Data

    Science.gov (United States)

    Love, Gloria Carter

    1999-01-01

    Digitized Educational software for different levels of instruction were developed and placed on the web (geocities). Students attending the Pre-Engineering Summer 1998 Camp at Dillard University explored the use of the software which included presentations, applications, and special exercises. Student comments were received and considered for adjustments. The second outreach program included students from Colton Junior High School and Natural Science Majors at Dillard University. The Natural Majors completed a second survey concerning reasons why students selected majors in the Sciences and Mathematics. Two student research assistants (DU) and faculty members/parents of Colton Junior High assisted.

  8. Firefighter Math - a web-based learning tool

    Science.gov (United States)

    Dan Jimenez

    2010-01-01

    Firefighter Math is a web based interactive resource that was developed to help prepare wildland fire personnel for math based training courses. The website can also be used as a refresher for fire calculations including slope, flame length, relative humidity, flow rates, unit conversion, etc. The website is designed to start with basic math refresher skills and...

  9. Blissymbol learning as a tool for facilitating language and literacy ...

    African Journals Online (AJOL)

    These include the number of symbols and time spent teaching these, the word classes of the words taught, the frequency of exposure to each word, children's familiarity with and interest in the themes used in teaching as well as visual complexity of the symbols. Results confirmed the complexity of the process of symbol ...

  10. The Role of Model Making as a Constructivist Learning Tool to Enhance Deep Learning in a Building Technology Module

    Directory of Open Access Journals (Sweden)

    Una Beagon

    2014-06-01

    Full Text Available This paper explores how the use of model making assignments in a Building Technology module encourages deeper learning of a particular topic compared to traditional lecture style teaching using 2D drawings or 3D models. It also investigates how student engagement can be improved as a result of creating a ‘constructivist environment’. The assessment tool, which involved students building a model of a window jamb and cill, was designed to encourage creativity and included elements of best practice such as reflection and development of written communication skills which are important graduate attributes for employability. Quantitative analyses based on surveys carried out amongst the students indicated that, students generally enjoyed making the model and felt, as an activity improved their attention levels. Furthermore, results showed that students felt more confident about recalling the specific detail as a result of the model making exercise compared to creating 2D drawings or merely observing a 3D model. Student feedback confirmed that model making goes some way to bridge the gap between lecture material and an understanding of how buildings are constructed on site.

  11. Stable isotopes, beaks and predators: a new tool to study the trophic ecology of cephalopods, including giant and colossal squids.

    Science.gov (United States)

    Cherel, Yves; Hobson, Keith A

    2005-08-07

    Cephalopods play a key role in the marine environment but knowledge of their feeding habits is limited by lack of data. Here, we have developed a new tool to investigate their feeding ecology by combining the use of their predators as biological samplers together with measurements of the stable isotopic signature of their beaks. Cephalopod beaks are chitinous hard structures that resist digestion and the stable isotope ratios of carbon (delta13C) and nitrogen (delta15N) are indicators of the foraging areas and trophic levels of consumers, respectively. First, a comparison of delta13C and delta15N values of different tissues from the same individuals showed that beaks were slightly enriched in 13C but highly impoverished in 15N compared with lipid-free muscle tissues. Second, beaks from the same species showed a progressive increase in their delta15N values with increasing size, which is in agreement with a dietary shift from lower to higher trophic levels during cephalopod growth. In the same way, there was an increase in the delta15N signature of various parts of the same lower beaks in the order rostrum, lateral walls and wings, which reflects the progressive growth and chitinization of the beaks in parallel with dietary changes. Third, we investigated the trophic structure of a cephalopod community for the first time. Values of delta15N indicate that cephalopods living in slope waters of the subantarctic Kerguelen Islands (n=18 species) encompass almost three distinct trophic levels, with a continuum of two levels between crustacean- and fish-eaters and a distinct higher trophic level occupied by the colossal squid Mesonychoteuthis hamiltoni. delta13C values demonstrated that cephalopods grow in three different marine ecosystems, with 16 species living and developing in Kerguelen waters and two species migrating from either Antarctica (Slosarczykovia circumantarctica) or the subtropics (the giant squid Architeuthis dux). The stable isotopic signature of beaks

  12. Science Teaching Orientations and Technology-Enhanced Tools for Student Learning

    Science.gov (United States)

    Campbell, Todd; Longhurst, Max; Duffy, Aaron M.; Wolf, Paul G.; Shelton, Brett E.

    2013-01-01

    This qualitative study examines teacher orientations and technology-enhanced tools for student learning within a science literacy framework. Data for this study came from a group of 10 eighth grade science teachers. Each of these teachers was a participant in a professional development (PD) project focused on reformed and technology-enhanced…

  13. An Entrepreneurial Learning Exercise as a Pedagogical Tool for Teaching CSR: A Peruvian Study

    Science.gov (United States)

    Farber, Vanina A.; Prialé, María Angela; Fuchs, Rosa María

    2015-01-01

    This paper reports on an exploratory cross-sectional study of the value of an entrepreneurial learning exercise as a tool for examining the entrepreneurship dimension of corporate social responsibility (CSR). The study used grounded theory to analyse diaries kept by graduate (MBA) students during the "20 Nuevos Soles Project". From the…

  14. English Digital Dictionaries as Valuable Blended Learning Tools for Palestinian College Students

    Science.gov (United States)

    Dwaik, Raghad A. A.

    2015-01-01

    Digital technology has become an indispensable aspect of foreign language learning around the globe especially in the case of college students who are often required to finish extensive reading assignments within a limited time period. Such pressure calls for the use of efficient tools such as digital dictionaries to help them achieve their…

  15. Augmented Reality-Based Simulators as Discovery Learning Tools: An Empirical Study

    Science.gov (United States)

    Ibáñez, María-Blanca; Di-Serio, Ángela; Villarán-Molina, Diego; Delgado-Kloos, Carlos

    2015-01-01

    This paper reports empirical evidence on having students use AR-SaBEr, a simulation tool based on augmented reality (AR), to discover the basic principles of electricity through a series of experiments. AR-SaBEr was enhanced with knowledge-based support and inquiry-based scaffolding mechanisms, which proved useful for discovery learning in…

  16. Learning motion concepts using real-time microcomputer-based laboratory tools

    Science.gov (United States)

    Thornton, Ronald K.; Sokoloff, David R.

    1990-09-01

    Microcomputer-based laboratory (MBL) tools have been developed which interface to Apple II and Macintosh computers. Students use these tools to collect physical data that are graphed in real time and then can be manipulated and analyzed. The MBL tools have made possible discovery-based laboratory curricula that embody results from educational research. These curricula allow students to take an active role in their learning and encourage them to construct physical knowledge from observation of the physical world. The curricula encourage collaborative learning by taking advantage of the fact that MBL tools present data in an immediately understandable graphical form. This article describes one of the tools—the motion detector (hardware and software)—and the kinematics curriculum. The effectiveness of this curriculum compared to traditional college and university methods for helping students learn basic kinematics concepts has been evaluated by pre- and post-testing and by observation. There is strong evidence for significantly improved learning and retention by students who used the MBL materials, compared to those taught in lecture.

  17. Using Electronic Communication Tools in Online Group Activities to Develop Collaborative Learning Skills

    Science.gov (United States)

    Khalil, Hanan; Ebner, Martin

    2017-01-01

    The purpose of this study was to investigate the effect of using synchronous and asynchronous communication tools in online group activities to develop collaborative learning skills. An experimental study was implemented on a sample of faculty of education students in Mansoura University. The sample was divided into two groups, a group studied…

  18. 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 ...

  19. MobilED – a mobile tools and services platform for formal and informal learning

    CSIR Research Space (South Africa)

    Ford, M

    2006-10-01

    Full Text Available and language technologies (voice, text, images) are used via the mobile phone as tools in the learning process. The first 2 pilots focused on the use of low-cost mobile phones, which are readily available in the developing world. It consisted of the development...

  20. An Integrated Approach to the Use of Complementary Visual Learning Tools in an Undergraduate Microbiology Class

    Science.gov (United States)

    McCabe, Bernadette

    2011-01-01

    The ability to appreciate the inter-connectedness of complex biological relationships can be difficult for many students. Graphical knowledge in the form of concept maps and flow charts are learning tools which can assist students to recognise the inter-connectivity. This report focuses on a trial which incorporates these two related visual…

  1. Learning Axes and Bridging Tools in a Technology-Based Design for Statistics

    Science.gov (United States)

    Abrahamson, Dor; Wilensky, Uri

    2007-01-01

    We introduce a design-based research framework, "learning axes and bridging tools," and demonstrate its application in the preparation and study of an implementation of a middle-school experimental computer-based unit on probability and statistics, "ProbLab" (Probability Laboratory, Abrahamson and Wilensky 2002 [Abrahamson, D., & Wilensky, U.…

  2. Facebook as an Online Teaching Tool: Effects on Student Participation, Learning, and Overall Course Performance

    Science.gov (United States)

    Camus, Melinda; Hurt, Nicole E.; Larson, Lincoln R.; Prevost, Luanna

    2016-01-01

    Online discussions are widely viewed as a valuable tool for encouraging student engagement and promoting interaction with course material outside of the traditional classroom. Strategies for conducting online discussions vary and are not confined to traditional, university-sponsored learning management systems (LMS). Social media platforms such as…

  3. 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…

  4. Bring Your Own Device (BYOD) Programs in the Classroom: Teacher Use, Equity, and Learning Tools

    Science.gov (United States)

    Fincher, Derrel

    2016-01-01

    This study explores teacher perceptions of Bring Your Own Device (BYOD) programs in the classroom, with a focus on teacher use, student equity of access, and student ability to use their devices as learning tools. While one-to-one laptop programs (students assigned identical school-owned laptop or tablet) has an extensive body of literature behind…

  5. 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.…

  6. 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…

  7. 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…

  8. Web-service architecture for tools supporting life-long e-Learning platforms

    NARCIS (Netherlands)

    Dimov, Alexander; Stefanov, Krassen

    2009-01-01

    Dimov, A., & Stefanov, K. (2008). Web-service architecture for tools supporting life-long e-Learning platforms. In R. Koper, K. Stefanov & D. Dicheva (Eds.), Proceedings of the 5th International TENCompetence Open Workshop "Stimulating Personal Development and Knowledge Sharing" (pp. 67-71).

  9. Entrepreneurial Study Cases using animation as an emotional learning tool for film production and entrepreneurs

    DEFF Research Database (Denmark)

    Carpe Pérez, Inmaculada Concepción

    Animation is a communication media and artistic expression which can foster emotional intelligence and creativity within different fields, besides the film industry and the entrepreneurial world. Such a concept, animation as an emotional learning tool, is presented and developed within the intern...

  10. Using TRAILER tool for Managing Informal Learning in academic and professional contexts: the learners’ perspective

    NARCIS (Netherlands)

    Viegas, Maria C.; Marques, Maria A.; Alves, Gustavo R.; Zangrando, Valentina; Galanis, Nikolas; Brouns, Francis; Janssen, José; Waszkiewicz, Elwira; Mykowska, Alexandra; Conde, Miguel Á.; García-Holgado, Alicia; García-Peñalvo, Francisco J.

    2013-01-01

    Viegas, C., Marques, A., Alves, G., Zangrando, V., Galanis, N., Brouns, F., Janssen, J., Waszkiewicz, E., Mykowska, A., Gonzalez, M., Holgado, A., & García-Peñalvo, F. (2013). Using TRAILER tool for Managing Informal Learning in academic and professional contexts: the learners’ perspective. In F.

  11. Multimedia Instructional Tools' Impact on Student Motivation and Learning Strategies in Computer Applications Courses

    Science.gov (United States)

    Chapman, Debra; Wang, Shuyan

    2015-01-01

    Multimedia instructional tools (MMIT) have been identified as a way effectively and economically present instructional material. MMITs are commonly used in introductory computer applications courses as MMITs should be effective in increasing student knowledge and positively impact motivation and learning strategies, without increasing costs. This…

  12. 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…

  13. Design, Development and Delivery of Active Learning Tools in Software Verification & Validation Education

    Science.gov (United States)

    Acharya, Sushil; Manohar, Priyadarshan Anant; Wu, Peter; Maxim, Bruce; Hansen, Mary

    2018-01-01

    Active learning tools are critical in imparting real world experiences to the students within a classroom environment. This is important because graduates are expected to develop software that meets rigorous quality standards in functional and application domains with little to no training. However, there is a well-recognized need for the…

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

    Science.gov (United States)

    Collins, Allan; Brown, John Seely

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

  15. "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.

  16. 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.

  17. Online Embryology teaching using learning management systems appears to be a successful additional learning tool among Egyptian medical students.

    Science.gov (United States)

    Al-Neklawy, Ahmed Farid

    2017-11-01

    Although the traditional didactic lecture is considered to be efficient for presenting information and providing explanations, it usually does not provide adequate time for deeper learning activities. So, traditional lecture is one of the most widely criticized educational methods. Virtual learning environment (VLE) is a specially designed environment that facilitates teachers' management of educational courses for their students, using computer hardware and software, which involves distance learning. In this study, we evaluated the experiment of online teaching of General Embryology for Egyptian undergraduate medical students using WizIQ learning management system. A total of 100 students were invited to submit an online survey at the end of the course to evaluate delivery of instruction, creation of an environment that supported learning, and administrative issues. Most of the students reported that they were strongly satisfied with the efficacy of the instructional methods and were strongly satisfied with the degree of clarity of the course material. They strongly accepted the page format and design of the virtual classroom and strongly agreed that the learning environment supported the learning procedure. The item of easy logging into the virtual classroom had aberrant variable responses; it recorded the lowest mean response; this variation in responses was due to technical factors as the students used different devices with different speeds of internet connections. Ninety percent of students have strongly recommended the course attendance for their fellow students. These results demonstrate that online Anatomy teaching using learning management systems appears to be a successful additional learning tool among Egyptian medical students. Copyright © 2017 Elsevier GmbH. All rights reserved.

  18. Helping Students Understand Gene Regulation with Online Tools: A Review of MEME and Melina II, Motif Discovery Tools for Active Learning in Biology

    Directory of Open Access Journals (Sweden)

    David Treves

    2012-08-01

    Full Text Available Review of: MEME and Melina II, which are two free and easy-to-use online motif discovery tools that can be employed to actively engage students in learning about gene regulatory elements.

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

    Directory of Open Access Journals (Sweden)

    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.

  20. A new educational tool to learn about hydration: taste workshops for children.

    Science.gov (United States)

    Valero Gaspar, Teresa; Rodríguez-Alonso, Paula; Ruiz Moreno, Emma; Del Pozo de la Calle, Susana; Ávila Torres, José Manuel; Varela Moreiras, Gregorio

    2016-07-13

    Nutrition education contributes to children´s understanding and practice of healthy lifestyles behaviors. Having a well hydration status is an essential topic, especially since children are a vulnerable population who are much more  prone to dehydration than adults are. The approval of the Report on the European Gastronomic Heritage: Cultural and Educational Aspects in 2014 served as starting point to work on innovative audio-visual and multimedia materials for children. The Spanish Nutrition Foundation (FEN) and the Royal Academy of Gastronomy (RAG), in collaboration with the Ministry of Education, Culture and Sport in Spain (MECD),  developed educational videos for schoolchildren to learn about food, nutrition and gastronomy, specially, the importance of being hydrated. To develop a serial of videos for children between 3 and 9 years old with nutrition and cooking lessons to be used as educational resources in the official curricula. Fourteen chapters related to food, nutrition, gastronomy, physical activity and hydration to be used to record videos were designed and tested. A nutritionist, a chef and two puppets were the main characters acting in the videos.  The chapters were assembled in nine videos that included five sections: introduction, video lesson, recipes -in case of hydration, recipes with different water content foods were recorded-, what have you learntand check your knowledge. A summary of the new educational material was officially presented at the Spain Pavilion during the Expo Milano 2015. Moreover, they are included as education  tool for teachers in the new PANGEI Programme (Food, Nutrition and Gastronomy for Infantile Education) conjointly launched by FEN, RAG and MEDC. Taste workshops are useful as innovative nutrition education tools to reinforce language, listening and motor skills as well as food and nutrition concepts, and specially, the importance of being well hydrated.

  1. 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.

  2. 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.

  3. Virtual shooting vs. actual learning: examining university students’ ideas about video games as tools for learning history

    OpenAIRE

    Feenstra, William

    2011-01-01

    Video games are a popular area of research in education and many scholars are currently investigating the great potential of video games to engage and to teach students more effectively. Studies have long demonstrated that students perceive history as a dull subject. This study examines the potential of commercial video games as a potential tool to improve students’ engagement in history, by focusing on what historical content university students believe they learn and what interests they dev...

  4. A Blended Learning Experience in Statistics for Psychology Students Using the Evaluation as a Learning Tool

    Directory of Open Access Journals (Sweden)

    Alberto VALENTÍN CENTENO

    2016-05-01

    Full Text Available Teaching statistics course Applied Psychology, was based on different teaching models that incorporate active teaching methodologies. In this experience have combined approaches that prioritize the use of ICT with other where evaluation becomes an element of learning. This has involved the use of virtual platforms to support teaching that facilitate learning and activities where no face-to-face are combined. The design of the components of the course is inspired by the dimensions proposed by Carless (2003 model. This model uses evaluation as a learning element. The development of this experience has shown how the didactic proposal has been positively interpreted by students. Students recognized that they had to learn and deeply understand the basic concepts of the subject, so that they can teach and assess their peers.

  5. 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.

  6. 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…

  7. 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

    2015-01-01

    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. Sixty-two study participants piloted the prototype and completed a usability questionnaire designed to measure two usability properties: program need and program applicability. Statistical analyses were used to test the hypothesis that the multimedia prototype was well designed and highly usable, it was perceived as: 1) highly needed across a spectrum of educational contexts, 2) highly applicable in supporting the pedagogical processes of teaching and learning neuroanatomy, and 3) was highly usable by all types of users. Three independent variables represented user differences: level of expertise (faculty vs. student), age, and gender. Analysis of the results supports the research hypotheses that the prototype was designed well for different types of users in various educational contexts and for supporting the pedagogy of neuroanatomy. In addition, the results suggest that the multimedia program will be most useful as a neuroanatomy review tool for health-professions students preparing for licensing or board exams. This study demonstrates the importance of integrating quality properties of usability with principles of human learning during the instructional design process for multimedia products. PMID:19177405

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

    Science.gov (United States)

    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.

  9. Understanding the Need of Mobile ICT Learning as an Elderly Learning Tool

    Directory of Open Access Journals (Sweden)

    Sanches Lam

    2009-12-01

    Full Text Available With a rapid deployment of mobile devices, mobile learning gives rise to new possibilities for extending learning opportunities. Nevertheless, current research on mobile learning has mostly been aimed at enhancing learning of school or college students. In this light, the paper seeks to throw light on the potential of mobile learning for elderly. We describe in this paper a research study for examining needs that determine the adoption and usage of mobile devices by elderly population. The elderly are an often neglected group in product development and marketing, but they are the only growing age group in most developed societies. By using semi-structured interviews with a number of different stakeholders interested in elderly people, we identify a set of issues that need to be taken into account when designing strategy for the elderly learners. The results of our study indicate that elderly people are interested in using mobile devices and services, but these services need to deliver real value for them.

  10. 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…

  11. The Effect of Smartphone Video Camera as a Tool to Create Gigital Stories for English Learning Purposes

    Science.gov (United States)

    Gromik, Nicolas A.

    2015-01-01

    The integration of smartphones in the language learning environment is gaining research interest. However, using a smartphone to learn to speak spontaneously has received little attention. The emergence of smartphone technology and its video recording feature are recognised as suitable learning tools. This paper reports on a case study conducted…

  12. Online Learning Journals as an Instructional and Self-Assessment Tool for Epistemological Growth

    Directory of Open Access Journals (Sweden)

    Clare Brett

    2009-09-01

    Full Text Available This study looked at the instructional and assessment effects of using learning journals in three distance asynchronous computer conferencing courses (n=18, n=16, n=17. The instructor used a design-research methodology: each iteration of the course involved modifications to how learning journals were used based on analyses of the responses and results from the preceding course. Modifications included: a use of orienting questions; b question content, c journal assessment and d amount of scaffolding. Protocols were analyzed with a view to characterizing students’ epistemic cognition from two perspectives: belief mode (rationalist epistemology, self analysis, norms of inquiry to defend competing beliefs and design mode (knowledge building epistemology, collective responsibility, norms of inquiry to support idea improvement and explanatory coherence. Changes in metacognitive reflection and learning journal activity were related to measures of learning. As a pedagogical tool, learning journals with directed questions (scaffolding encouraged self-awareness of learning and epistemological reflection. Résumé : La présente étude a examiné les effets de l’utilisation de journaux d’apprentissage sur l’enseignement et l’évaluation dans trois cours à distance asynchrones en téléconférence assistée par ordinateur (n = 18, n = 16, n = 17. L’instructeur a utilisé une méthodologie de recherche-conception : à chaque prestation du cours, des modifications étaient apportées à la manière dont les journaux d’apprentissage étaient utilisés en se basant sur l’analyse des réponses et les résultats obtenus lors de la prestation précédente. Les modifications concernaient : a l’utilisation de questions d’orientation; b le contenu des questions; c l’évaluation du journal; d la quantité d’échafaudage. Les protocoles ont été analysés de manière à caractériser la cognition épistémique des étudiants à partir de deux

  13. Learning environment simulator: a tool for local decision makers and first responders

    Energy Technology Data Exchange (ETDEWEB)

    Leclaire, Rene J [Los Alamos National Laboratory; Hirsch, Gary B [CLE, INCORPORATED

    2009-01-01

    The National Infrastructure Simulation and Analysis Center (NISAC) has developed a prototype learning environment simulator (LES) based on the Critical Infrastructure Protection Decision Support System (CIPDSS) infrastructure and scenario models. The LES is designed to engage decision makers at the grass-roots level (local/city/state) to deepen their understanding of an evolving crisis, enhance their intuition and allow them to test their own strategies for events before they occur. An initial version is being developed, centered on a pandemic influenza outbreak and has been successfully tested with a group of hospital administrators and first responders. LES is not a predictive tool but rather a simulated environment allowing the user to experience the complexities of a crisis before it happens. Users can contrast various approaches to the crisis, competing with alternative strategies of their own or other participants. LES is designed to assist decision makers in making informed choices by functionally representing relevant scenarios before they occur, including impacts to critical infrastructures with their interdependencies, and estimating human health & safety and economic impacts. In this paper a brief overview of the underlying models are given followed by a description of the LES, its interface and usage and an overview of the experience testing LES with a group of hospital administrators and first responders. The paper concludes with a brief discussion of the work remaining to make LES operational.

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

    Directory of Open Access Journals (Sweden)

    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.

  15. 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.

  16. The Use of a Metacognitive Tool in an Online Social Supportive Learning Environment: An Activity Theory Analysis

    Science.gov (United States)

    Martinez, Ray Earl

    2010-01-01

    This investigation is an exploratory study of the use of a metacognitive software tool in a social supportive learning environment. The tool combined metacognitive knowledge and regulation functionality embedded within the content of an eight week online graduate education course. Twenty-three learners, who were practicing teachers, used the tool.…

  17. USE OF MULTIPLE RESPONSE QUESTIONS (MRQS DURING LECTURE SESSIONS AS A TOOL TO ENHANCE LEARNING

    Directory of Open Access Journals (Sweden)

    Rosh

    2015-12-01

    Full Text Available INTRODUCTION Lecture classes are time tested solid method of teaching and have lot of advantages and few disadvantages. The main drawback is its unidirectional monotonous nature and many a time students fail to concentrate and understand especially when the sessions are long, and from the students’ point of view, many are boring too. Lecture sessions are still continued because of its various advantages. There are many methods tried to improve efficacy and effectiveness of lecture sessions including reinforcement, questions and discussions. There are many studies incorporating multiple choice questions (MCQs in lecture sessions for this purpose, with positive results. These sessions evoke creative thinking and enhance learning. For this purpose MCQs are to be prepared with care considering the areas to be covered. In order to make lecture classes more impressive, interesting and effective, we tried introducing a short multiple response session in between, along with some rewards for correct responses in terms of study materials. AIMS AND OBJECTIVES To study the impact of incorporation of MRQs during theory sessions to enhance the efficacy of teaching- learning process MATERIAL AND METHODS Study was conducted in a private medical college in Calicut. We surveyed 169 MBBS students initially with questionnaire covering various aspects of a lecture classes in general. For the next 6 months we incorporated MRQs in routine theory classes. Survey was then conducted again on the same group using same questionnaire and the results were compared. Scores were given according to performance, a maximum of 5 per question. RESULTS After 6 months the data showed substantial improvement in the understanding pattern of students. The average score regarding the usefulness increased from 3.57 to 3.91. After the intervention a substantial number agreed that the sessions have become more interesting, the score changed from 2.99 to 3.87. This also increased the

  18. Humour production may enhance observational learning of a new tool-use action in 18-month-old infants.

    Science.gov (United States)

    Esseily, Rana; Rat-Fischer, Lauriane; Somogyi, Eszter; O'Regan, Kevin John; Fagard, Jacqueline

    2016-01-01

    Many studies have shown that making children laugh enhances certain cognitive capacities such as attention, motivation, perception and/or memory, which in turn enhance learning. However, no study thus far has investigated whether laughing has an effect on learning earlier in infancy. The goal of this study was to see whether using humour with young infants in a demonstration of a complex tool-use task can enhance their learning. Fifty-three 18-month-old infants participated in this study and were included either in a humorous or a control demonstration group. In both groups infants observed an adult using a tool to retrieve an out-of-reach toy. What differed between groups was that in the humorous demonstration group, instead of playing with the toy, the adult threw it on the floor immediately after retrieval. The results show that infants who laughed at the demonstration in the humorous demonstration group reproduced significantly more frequent target actions than infants who did not laugh and those in the control group. This effect is discussed with regard to individual differences in terms of temperament and social capacities as well as positive emotion and dopamine release.

  19. 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.

  20. Social media and medical education: Exploring the potential of Twitter as a learning tool.

    Science.gov (United States)

    Jalali, Alireza; Sherbino, Jonathan; Frank, Jason; Sutherland, Stephanie

    2015-04-01

    This study set out to explore the ways in which social media can facilitate learning in medical education. In particular we were interested in determining whether the use of Twitter during an academic conference can promote learning for participants. The Twitter transcript from the annual International Conference on Residency Education (ICRE) 2013 was qualitatively analysed for evidence of the three overarching cognitive themes: (1) preconceptions, (2) frameworks, and (3) metacognition/refl ection in regard to the National Research Council ’ s (NRC) How People Learn framework . Content analysis of the Twitter transcript revealed evidence of the three cognitive themes as related to how people learn. Twitter appears to be most effective at stimulating individuals ’ preconceptions, thereby engaging them with the new material acquired during a medical education conference. The study of social media data, such as the Twitter data used in this study, is in its infancy. Having established that Twitter does hold signifi cant potential as a learning tool during an academic conference, we are now in a better position to more closely examine the spread, depth, and sustainability of such learning during medical education meetings.

  1. Learning with Web Tools, Simulations, and Other Technologies in Science Classrooms

    Science.gov (United States)

    Campbell, Todd; Wang, Shaing Kwei; Hsu, Hui-Yin; Duffy, Aaron M.; Wolf, Paul G.

    2010-10-01

    This position paper proposes the enhancement of teacher and student learning in science classrooms by tapping the enormous potential of information communication and technologies (ICTs) as cognitive tools for engaging students in scientific inquiry. This paper serves to challenge teacher-held assumptions about students learning science `from technology' with a framework and examples of students learning science `with technology'. Whereas a high percentage of students are finding their way in using ICTs outside of school, for the most part they currently are not doing so inside of school in ways that they find meaningful and relevant to their lives. Instead, the pedagogical approaches that are most often experienced are out-of-step with how students use ICTs outside of schools and are not supportive of learning framed by constructivism. Here we describe a theoretical and pedagogical foundation for better connecting the two worlds of students' lives: life in school and life outside of school. This position paper is in response to the changing landscape of students' lives. The position is transformative in nature because it proposes the use of cyber-enabled resources for cultivating and leveraging students new literacy skills by learning `with technology' to enhance science learning.

  2. 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.

  3. Learn by Yourself: The Self-Learning Tools for Qualitative Analysis Software Packages

    Science.gov (United States)

    Freitas, Fábio; Ribeiro, Jaime; Brandão, Catarina; Reis, Luís Paulo; de Souza, Francislê Neri; Costa, António Pedro

    2017-01-01

    Computer Assisted Qualitative Data Analysis Software (CAQDAS) are tools that help researchers to develop qualitative research projects. These software packages help the users with tasks such as transcription analysis, coding and text interpretation, writing and annotation, content search and analysis, recursive abstraction, grounded theory…

  4. Authoring Tool for Identifying Learning Styles, Using Self-Organizing Maps on Mobile Devices

    Directory of Open Access Journals (Sweden)

    Ramón Zatarain Cabada

    2011-05-01

    Full Text Available This work explores a methodological proposal whose main objective is the identification of learning styles using a method of self-organizing maps designed to work, for the most part, on mobile devices. These maps can work in real time and without direct student interaction, which implies the absence of prior information. The results generated are an authoring tool for adaptive courses in Web 2.0 environments.

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

    Science.gov (United States)

    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.

  6. Evaluation of insight training of ambulance drivers in Sweden using DART, a new e-learning tool.

    Science.gov (United States)

    Albertsson, Pontus; Sundström, Anna

    2011-12-01

    The aim of the study was to evaluate whether a new e-learning tool for insight training of ambulance drivers can have an effect on drivers' driving behaviors, perceived driving competence, competence to assess risks, self-reflection, and safety attitudes. A quasi-experimental study design, with participants nonrandomly assigned into a control and intervention group, was used. The intervention group participated in the insight-training course and the control group did not. Both groups completed a self- and peer assessment online questionnaire before and after the training. The main finding is that the ambulance drivers assessed themselves through the instruments after the training, with the e-learning tool Driver Access Recording Tool (DART), as safer drivers in the areas of speed adaptation, closing up, and overtaking. In the answers from the group-based evaluation, the ambulance drivers responded that they were more reflective/analytical, had increased their risk awareness, and had changed their driving behaviors. After insight training, the ambulance drivers in this study assessed themselves as safer drivers in several important areas, including speed adaptation, closing up, and overtaking. In future training of ambulance drivers there should be more focus on insight training instead of previous training focusing on maneuvering capabilities.

  7. 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.

  8. What Does It Take for an Infant to Learn How to Use a Tool by Observation?

    Science.gov (United States)

    Fagard, Jacqueline; Rat-Fischer, Lauriane; Esseily, Rana; Somogyi, Eszter; O'Regan, J K

    2016-01-01

    Observational learning is probably one of the most powerful factors determining progress during child development. When learning a new skill, infants rely on their own exploration; but they also frequently benefit from an adult's verbal support or from demonstration by an adult modeling the action. At what age and under what conditions does adult demonstration really help the infant to learn a novel behavior? In this review, we summarize recently published work we have conducted on the acquisition of tool use during the second year of life. In particular, we consider under what conditions and to what extent seeing a demonstration from an adult advances an infant's understanding of how to use a tool to obtain an out-of-reach object. Our results show that classic demonstration starts being helpful at 18 months of age. When adults explicitly show their intention prior to demonstration, even 16-month-old infants learn from the demonstration. On the other hand, providing an explicit demonstration ("look at how I do it") is not very useful before infants are ready to succeed by themselves anyway. In contrast, repeated observations of the required action in a social context, without explicit reference to this action, considerably advances the age of success and the usefulness of providing a demonstration. We also show that the effect of demonstration can be enhanced if the demonstration makes the baby laugh. Taken together, the results from this series of studies on observational learning of tool use in infants suggest, first, that when observing a demonstration, infants do not know what to pay attention to: demonstration must be accompanied by rich social cues to be effective; second, infants' attention is inhibited rather than enhanced by an explicit demand of "look at what I do"; and finally a humorous situation considerably helps infants understand the demonstration.

  9. 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.

  10. 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)

  11. Teaching and Learning with ICT Tools: Issues and Challenges from Teachers’ Perceptions

    Directory of Open Access Journals (Sweden)

    Simin Ghavifekr

    2016-04-01

    Full Text Available In this digital era, ICT use in the classroom is important for giving students opportunities to learn and apply the required 21st century skills. Hence studying the issues and challenges related to ICT use in teaching and learning can assist teachers in overcoming the obstacles and become successful technology users.  Therefore, the main purpose of this study is to analyze teachers’ perceptions of the challenges faced in using ICT tools in classrooms. A quantitative research design was used to collect the data randomly from a sample of 100 secondary school teachers in the state of Melaka, Malaysia. Evidence has been collected through distribution of a modified‐ adopted survey questionnaire. Overall, the key issues and challenges found to be significant in using ICT tools by teachers were: limited accessibility and network connection, limited technical support, lack of effective training, limited time and lack of teachers’ competency. Moreover, the results from independent t‐ test show that use of ICT tools by male teachers (M =2.08, SD = .997 in the classroom is higher compared to female teachers (M = 2.04, SD = .992. It is hoped that the outcome of this research provides proper information and recommendation to those responsible for integrating new technologies into the school teaching and learning process.  

  12. What do learners need to know about cinema? film as a learning tool in adult education

    Directory of Open Access Journals (Sweden)

    Vanda de Sousa

    2016-11-01

    Full Text Available The author reflects upon the dominating culture of images in the today’s fragmented and globalised world. She examines the cinematographic text as a tool that can be used in the process of adult education, facilitating the education of the generations who, unlike younger generations, were not born into the world of images. The author argues that teaching and learning about cinema can represent a tool which enables individuals to acquire cinematographic literacy and discover their psychological, cultural and social selves. The author starts by examining the cinematographic text as a consequence of the technological evolution. She goes on to describe the evolution of the cinematographic text, emphasizing its grammar, syntax and semantics, while focusing on the advantage of the cinematographic text and language over other languages, since such text leads to free interpretation and learning. Finally, she discusses film as a teaching and/or learning tool that puts an end to the hermeneutics, reveals the other (not the self, and leads to the comprehension and construction of our individual, social and cultural identity.

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

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

    2012-06-18

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

  15. Collaborative peer review process as an informal interprofessional learning tool: Findings from an exploratory study.

    Science.gov (United States)

    Kwon, Jae Yung; Bulk, Laura Yvonne; Giannone, Zarina; Liva, Sarah; Chakraborty, Bubli; Brown, Helen

    2018-01-01

    Despite numerous studies on formal interprofessional education programes, less attention has been focused on informal interprofessional learning opportunities. To provide such an opportunity, a collaborative peer review process (CPRP) was created as part of a peer-reviewed journal. Replacing the traditional peer review process wherein two or more reviewers review the manuscript separately, the CPRP brings together students from different professions to collaboratively review a manuscript. The aim of this study was to assess whether the CPRP can be used as an informal interprofessional learning tool using an exploratory qualitative approach. Eight students from Counselling Psychology, Occupational and Physical Therapy, Nursing, and Rehabilitation Sciences were invited to participate in interprofessional focus groups. Data were analysed inductively using thematic analysis. Two key themes emerged, revealing that the CPRP created new opportunities for interprofessional learning and gave practice in negotiating feedback. The results reveal that the CPRP has the potential to be a valuable interprofessional learning tool that can also enhance reviewing and constructive feedback skills.

  16. Teaching Theory Construction With Initial Grounded Theory Tools: A Reflection on Lessons and Learning.

    Science.gov (United States)

    Charmaz, Kathy

    2015-12-01

    This article addresses criticisms of qualitative research for spawning studies that lack analytic development and theoretical import. It focuses on teaching initial grounded theory tools while interviewing, coding, and writing memos for the purpose of scaling up the analytic level of students' research and advancing theory construction. Adopting these tools can improve teaching qualitative methods at all levels although doctoral education is emphasized here. What teachers cover in qualitative methods courses matters. The pedagogy presented here requires a supportive environment and relies on demonstration, collective participation, measured tasks, progressive analytic complexity, and accountability. Lessons learned from using initial grounded theory tools are exemplified in a doctoral student's coding and memo-writing excerpts that demonstrate progressive analytic development. The conclusion calls for increasing the number and depth of qualitative methods courses and for creating a cadre of expert qualitative methodologists. © The Author(s) 2015.

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

    Directory of Open Access Journals (Sweden)

    Henning Breuer

    2014-02-01

    Full Text Available 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 (user value innovation that creatively combines ethnographic methods with strategic industry analysis. By focusing on unmet and emerging needs ethnographic research identifies learner values, needs and challenges but does not determine solutions. Blue-ocean strategy tools can identify new opportunities that alter existing offerings but give weak guidance on what will be most relevant to users. The triangulation of both is illustrated through an innovation project in higher education.

  18. 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.

  19. Individual Learning Account Pilot Initiative: A Learning Tool for the 21st Century. Report to the OPM Director.

    Science.gov (United States)

    President's Task Force on Federal Training Technology, Washington, DC.

    The U.S. Office of Personnel Management (OPM) evaluated the feasibility of individual learning accounts (ILAs) as an approach to workforce development. Thirteen federal agencies volunteered to participate in the initiative. Together, they conducted a total of 17 pilot tests. Some pilot tests included all employees in the agency. Others targeted…

  20. YouTube as a potential learning tool to help distinguish tonic-clonic seizures from nonepileptic attacks.

    Science.gov (United States)

    Muhammed, Louwai; Adcock, Jane E; Sen, Arjune

    2014-08-01

    Medical students are increasingly turning to the website YouTube as a learning resource. This study set out to determine whether the videos on YouTube accurately depict the type of seizures that a medical student may search for. Two consultant epileptologists independently assessed the top YouTube videos returned following searches for eight terms relating to different categories of seizures. The videos were rated for their technical quality, concordance of diagnosis with an epileptologist-assigned diagnosis, and efficacy as a learning tool for medical education. Of the 200 videos assessed, 106 (63%) met the inclusion criteria for further analysis. Technical quality was generally good and only interfered with the diagnostic process in 8.5% of the videos. Of the included videos, 40.6-46.2% were judged to depict the purported diagnosis with moderate agreement between raters (75% agreement, κ=0.50). Of the videos returned after searching "tonic-clonic seizure", 28.6-35.7% were judged to show nonepileptic seizures with almost perfect interrater agreement (92.9% agreement, κ=0.84). Of the videos returned following the search "pseudoseizure", 77.8-88.9% of videos were judged to show nonepileptic seizures with substantial agreement (88.9% agreement, κ=0.61). Across all search terms, 19.8-33% of videos were judged as potentially useful as a learning resource, with fair agreement between raters (75.5% agreement, κ=0.38). These findings suggest that the majority of videos on YouTube claiming to show specific seizure subtypes are inaccurate, and YouTube should not be recommended as a learning tool for students. However, a small group of videos provides excellent demonstrations of tonic-clonic and nonepileptic seizures, which could be used by an expert teacher to demonstrate the difference between epileptic and nonepileptic seizures. Copyright © 2014 Elsevier Inc. All rights reserved.

  1. 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.

  2. Characterization of natural anaerobic dechlorination of TCE and 1,1,1-TCA in clay till including isotope fractionation and molecular biological tools

    DEFF Research Database (Denmark)

    Damgaard, Ida; Bælum, J.; Hunkeler, D.

    2010-01-01

    One of the major challenges when using enhanced reductive dechlorination (ERD) as a remediation technology at clay till sites is to obtain good contact between added agents such as donor, bacteria and the contamination. It is unclear whether degradation only takes place in fractures and/or sand l...... including the location of degradation in the fracture matrix geology. An extensive field collection of cores and discrete soil sampling has been conducted and samples have been analysed using state of the art microbial and chemical tools including isotope fractionation....

  3. The Accessibility of Learning Content for All Students, Including Students with Disabilities, Must Be Addressed in the Shift to Digital Instructional Materials. SETDA Policy Brief

    Science.gov (United States)

    Fletcher, Geoff; Levin, Doug; Lipper, Katherine; Leichty, Reg

    2014-01-01

    This is a time of rapid technological advancement, with innovations in education holding great promise for improving teaching and learning, particularly for students with unique needs. High-quality digital educational materials, tools, and resources offer students relevant, up-to-date, and innovative ways to acquire knowledge and skills. Created…

  4. [Blended-learning in psychosomatics and psychotherapy - Increasing the satisfaction and knowledge of students with a web-based e-learning tool].

    Science.gov (United States)

    Ferber, Julia; Schneider, Gudrun; Havlik, Linda; Heuft, Gereon; Friederichs, Hendrik; Schrewe, Franz-Bernhard; Schulz-Steinel, Andrea; Burgmer, Markus

    2014-01-01

    To improve the synergy of established methods of teaching, the Department of Psychosomatics and Psychotherapy, University Hospital Münster, developed a web-based elearning tool using video clips of standardized patients. The effect of this blended-learning approach was evaluated. A multiple-choice test was performed by a naive (without the e-learning tool) and an experimental (with the tool) cohort of medical students to test the groups' expertise in psychosomatics. In addition, participants' satisfaction with the new tool was evaluated (numeric rating scale of 0-10). The experimental cohort was more satisfied with the curriculum and more interested in psychosomatics. Furthermore, the experimental cohort scored significantly better in the multiple-choice test. The new tool proved to be an important addition to the classical curriculum as a blended-learning approach which improves students' satisfaction and knowledge in psychosomatics.

  5. Developing an audiovisual notebook as a self-learning tool in histology: perceptions of teachers and students.

    Science.gov (United States)

    Campos-Sánchez, Antonio; López-Núñez, Juan-Antonio; Scionti, Giuseppe; Garzón, Ingrid; González-Andrades, Miguel; Alaminos, Miguel; Sola, Tomás

    2014-01-01

    Videos can be used as didactic tools for self-learning under several circumstances, including those cases in which students are responsible for the development of this resource as an audiovisual notebook. We compared students' and teachers' perceptions regarding the main features that an audiovisual notebook should include. Four questionnaires with items about information, images, text and music, and filmmaking were used to investigate students' (n = 115) and teachers' perceptions (n = 28) regarding the development of a video focused on a histological technique. The results show that both students and teachers significantly prioritize informative components, images and filmmaking more than text and music. The scores were significantly higher for teachers than for students for all four components analyzed. The highest scores were given to items related to practical and medically oriented elements, and the lowest values were given to theoretical and complementary elements. For most items, there were no differences between genders. A strong positive correlation was found between the scores given to each item by teachers and students. These results show that both students' and teachers' perceptions tend to coincide for most items, and suggest that audiovisual notebooks developed by students would emphasize the same items as those perceived by teachers to be the most relevant. Further, these findings suggest that the use of video as an audiovisual learning notebook would not only preserve the curricular objectives but would also offer the advantages of self-learning processes. © 2013 American Association of Anatomists.

  6. Proceedings of the Workshop on Methods & Tools for Computer Supported Collaborative Creativity Process: Linking creativity & informal learning

    NARCIS (Netherlands)

    Retalis, Symeon; Sloep, Peter

    2009-01-01

    Retalis, S., & Sloep, P. B. (Eds.) (2009). Collection of 4 symposium papers at EC-TEL 2009. Proceedings of the Workshop on Methods & Tools for Computer Supported Collaborative Creativity Process: Linking creativity & informal learning. September, 30, 2009, Nice,

  7. A Novel Teaching Tool Combined With Active-Learning to Teach Antimicrobial Spectrum Activity.

    Science.gov (United States)

    MacDougall, Conan

    2017-03-25

    Objective. To design instructional methods that would promote long-term retention of knowledge of antimicrobial pharmacology, particularly the spectrum of activity for antimicrobial agents, in pharmacy students. Design. An active-learning approach was used to teach selected sessions in a required antimicrobial pharmacology course. Students were expected to review key concepts from the course reader prior to the in-class sessions. During class, brief concept reviews were followed by active-learning exercises, including a novel schematic method for learning antimicrobial spectrum of activity ("flower diagrams"). Assessment. At the beginning of the next quarter (approximately 10 weeks after the in-class sessions), 360 students (three yearly cohorts) completed a low-stakes multiple-choice examination on the concepts in antimicrobial spectrum of activity. When data for students was pooled across years, the mean number of correct items was 75.3% for the items that tested content delivered with the active-learning method vs 70.4% for items that tested content delivered via traditional lecture (mean difference 4.9%). Instructor ratings on student evaluations of the active-learning approach were high (mean scores 4.5-4.8 on a 5-point scale) and student comments were positive about the active-learning approach and flower diagrams. Conclusion. An active-learning approach led to modestly higher scores in a test of long-term retention of pharmacology knowledge and was well-received by students.

  8. 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.

  9. Twelve tips for using Twitter as a learning tool in medical education.

    Science.gov (United States)

    Forgie, Sarah Edith; Duff, Jon P; Ross, Shelley

    2013-01-01

    Twitter is an online social networking service, accessible from any Internet-capable device. While other social networking sites are online confessionals or portfolios of personal current events, Twitter is designed and used as a vehicle to converse and share ideas. For this reason, we believe that Twitter may be the most likely candidate for integrating social networking with medical education. Using current research in medical education, motivation and the use of social media in higher education, we aim to show the ways Twitter may be used as a learning tool in medical education. A literature search of several databases, online sources and blogs was carried out examining the use of Twitter in higher education. We created 12 tips for using Twitter as a learning tool and organized them into: the mechanics of using Twitter, suggestions and evidence for incorporating Twitter into many medical education contexts, and promoting research into the use of Twitter in medical education. Twitter is a relatively new social medium, and its use in higher education is in its infancy. With further research and thoughtful application of media literacy, Twitter is likely to become a useful adjunct for more personalized teaching and learning in medical education.

  10. Students' Learning Experiences from Didactic Teaching Sessions Including Patient Case Examples as Either Text or Video: A Qualitative Study.

    Science.gov (United States)

    Pedersen, Kamilla; Moeller, Martin Holdgaard; Paltved, Charlotte; Mors, Ole; Ringsted, Charlotte; Morcke, Anne Mette

    2017-10-06

    The aim of this study was to explore medical students' learning experiences from the didactic teaching formats using either text-based patient cases or video-based patient cases with similar content. The authors explored how the two different patient case formats influenced students' perceptions of psychiatric patients and students' reflections on meeting and communicating with psychiatric patients. The authors conducted group interviews with 30 medical students who volunteered to participate in interviews and applied inductive thematic content analysis to the transcribed interviews. Students taught with text-based patient cases emphasized excitement and drama towards the personal clinical narratives presented by the teachers during the course, but never referred to the patient cases. Authority and boundary setting were regarded as important in managing patients. Students taught with video-based patient cases, in contrast, often referred to the patient cases when highlighting new insights, including the importance of patient perspectives when communicating with patients. The format of patient cases included in teaching may have a substantial impact on students' patient-centeredness. Video-based patient cases are probably more effective than text-based patient cases in fostering patient-centered perspectives in medical students. Teachers sharing stories from their own clinical experiences stimulates both engagement and excitement, but may also provoke unintended stigma and influence an authoritative approach in medical students towards managing patients in clinical psychiatry.

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

    Science.gov (United States)

    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…

  12. Getting The Picture: Our Changing Climate- A new learning tool for climate science

    Science.gov (United States)

    Yager, K.; Balog, J. D.

    2014-12-01

    Earth Vision Trust (EVT), founded by James Balog- photographer and scientist, has developed a free, online, multimedia climate science education tool for students and educators. Getting The Picture (GTP) creates a new learning experience, drawing upon powerful archives of Extreme Ice Survey's unique photographs and time-lapse videos of changing glaciers around the world. GTP combines the latest in climate science through interactive tools that make the basic scientific tenets of climate science accessible and easy to understand. The aim is to use a multidisciplinary approach to encourage critical thinking about the way our planet is changing due to anthropogenic activities, and to inspire students to find their own voice regarding our changing climate The essence of this resource is storytelling through the use of inspiring images, field expedition notes and dynamic multimedia tools. EVT presents climate education in a new light, illustrating the complex interaction between humans and nature through their Art + Science approach. The overarching goal is to educate and empower young people to take personal action. GTP is aligned with national educational and science standards (NGSS, CCSS, Climate Literacy) so it may be used in conventional classrooms as well as education centers, museum kiosks or anywhere with Internet access. Getting The Picture extends far beyond traditional learning to provide an engaging experience for students, educators and all those who wish to explore the latest in climate science.

  13. Evaluating the Usability of a Professional Modeling Tool Repurposed for Middle School Learning

    Science.gov (United States)

    Peters, Vanessa L.; Songer, Nancy Butler

    2013-10-01

    This paper reports the results of a three-stage usability test of a modeling tool designed to support learners' deep understanding of the impacts of climate change on ecosystems. The design process involved repurposing an existing modeling technology used by professional scientists into a learning tool specifically designed for middle school students. To evaluate usability, we analyzed students' task performance and task completion time as they worked on an activity with the repurposed modeling technology. In stage 1, we conducted remote testing of an early modeling prototype with urban middle school students (n = 84). In stages 2 and 3, we used screencasting software to record students' mouse and keyboard movements during collaborative think-alouds (n = 22) and conducted a qualitative analysis of their peer discussions. Taken together, the study findings revealed two kinds of usability issues that interfered with students' productive use of the tool: issues related to the use of data and information, and issues related to the use of the modeling technology. The study findings resulted in design improvements that led to stronger usability outcomes and higher task performance among students. In this paper, we describe our methods for usability testing, our research findings, and our design solutions for supporting students' use of the modeling technology and use of data. The paper concludes with implications for the design and study of modeling technologies for science learning.

  14. A Tool and Process that Facilitate Community Capacity Building and Social Learning for Natural Resource Management

    Directory of Open Access Journals (Sweden)

    Christopher M. Raymond

    2013-03-01

    Full Text Available This study presents a self-assessment tool and process that facilitate community capacity building and social learning for natural resource management. The tool and process provide opportunities for rural landholders and project teams both to self-assess their capacity to plan and deliver natural resource management (NRM programs and to reflect on their capacities relative to other organizations and institutions that operate in their region. We first outline the tool and process and then present a critical review of the pilot in the South Australian Arid Lands NRM region, South Australia. Results indicate that participants representing local, organizational, and institutional tiers of government were able to arrive at a group consensus position on the strength, importance, and confidence of a variety of capacities for NRM categorized broadly as human, social, physical, and financial. During the process, participants learned a lot about their current capacity as well as capacity needs. Broad conclusions are discussed with reference to the iterative process for assessing and reflecting on community capacity.

  15. Bridging the Design-Science Gap with Tools: Science Learning and Design Behaviors in a Simulated Environment for Engineering Design

    Science.gov (United States)

    Chao, Jie; Xie, Charles; Nourian, Saeid; Chen, Guanhua; Bailey, Siobhan; Goldstein, Molly H.; Purzer, Senay; Adams, Robin S.; Tutwiler, M. Shane

    2017-01-01

    Many pedagogical innovations aim to integrate engineering design and science learning. However, students frequently show little attempt or have difficulties in connecting their design projects with the underlying science. Drawing upon the Cultural-Historical Activity Theory, we argue that the design tools available in a learning environment…

  16. 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…

  17. QR Codes as Mobile Learning Tools for Labor Room Nurses at the San Pablo Colleges Medical Center

    Science.gov (United States)

    Del Rosario-Raymundo, Maria Rowena

    2017-01-01

    Purpose: The purpose of this paper is to explore the use of QR codes as mobile learning tools and examine factors that impact on their usefulness, acceptability and feasibility in assisting the nurses' learning. Design/Methodology/Approach: Study participants consisted of 14 regular, full-time, board-certified LR nurses. Over a two-week period,…

  18. Comprehensive survey of deep learning in remote sensing: theories, tools, and challenges for the community

    Science.gov (United States)

    Ball, John E.; Anderson, Derek T.; Chan, Chee Seng

    2017-10-01

    In recent years, deep learning (DL), a rebranding of neural networks (NNs), has risen to the top in numerous areas, namely computer vision (CV), speech recognition, and natural language processing. Whereas remote sensing (RS) possesses a number of unique challenges, primarily related to sensors and applications, inevitably RS draws from many of the same theories as CV, e.g., statistics, fusion, and machine learning, to name a few. This means that the RS community should not only be aware of advancements such as DL, but also be leading researchers in this area. Herein, we provide the most comprehensive survey of state-of-the-art RS DL research. We also review recent new developments in the DL field that can be used in DL for RS. Namely, we focus on theories, tools, and challenges for the RS community. Specifically, we focus on unsolved challenges and opportunities as they relate to (i) inadequate data sets, (ii) human-understandable solutions for modeling physical phenomena, (iii) big data, (iv) nontraditional heterogeneous data sources, (v) DL architectures and learning algorithms for spectral, spatial, and temporal data, (vi) transfer learning, (vii) an improved theoretical understanding of DL systems, (viii) high barriers to entry, and (ix) training and optimizing the DL.

  19. A Practical Framework Toward Prediction of Breaking Force and Disintegration of Tablet Formulations Using Machine Learning Tools.

    Science.gov (United States)

    Akseli, Ilgaz; Xie, Jingjin; Schultz, Leon; Ladyzhynsky, Nadia; Bramante, Tommasina; He, Xiaorong; Deanne, Rich; Horspool, Keith R; Schwabe, Robert

    2017-01-01

    Enabling the paradigm of quality by design requires the ability to quantitatively correlate material properties and process variables to measureable product performance attributes. Conventional, quality-by-test methods for determining tablet breaking force and disintegration time usually involve destructive tests, which consume significant amount of time and labor and provide limited information. Recent advances in material characterization, statistical analysis, and machine learning have provided multiple tools that have the potential to develop nondestructive, fast, and accurate approaches in drug product development. In this work, a methodology to predict the breaking force and disintegration time of tablet formulations using nondestructive ultrasonics and machine learning tools was developed. The input variables to the model include intrinsic properties of formulation and extrinsic process variables influencing the tablet during manufacturing. The model has been applied to predict breaking force and disintegration time using small quantities of active pharmaceutical ingredient and prototype formulation designs. The novel approach presented is a step forward toward rational design of a robust drug product based on insight into the performance of common materials during formulation and process development. It may also help expedite drug product development timeline and reduce active pharmaceutical ingredient usage while improving efficiency of the overall process. Copyright © 2016 American Pharmacists Association®. Published by Elsevier Inc. All rights reserved.

  20. Electronic Dictionary as a Tool for Integration of Additional Learning Content

    Directory of Open Access Journals (Sweden)

    Stefka Kovacheva

    2015-12-01

    Full Text Available Electronic Dictionary as a Tool for Integration of Additional Learning Content This article discusses electronic dictionary as an element of the „Bulgarian cultural and historical heritage under the protection of UNESCO” database developed in IMI (BAS, that will be used to integrate additional learning content. The electronic dictionary is described as an easily accessible book of reference, offering information to the shape, meaning, usage and the origin of words in connection to the cultural-historical heritage sites in Bulgaria, protected by UNESCO. The dictionary targets 9–11 year old students from Bulgarian schools, who study the subjects “Man and Society” in 4th grade and “History and Civilization” in 5th grade.

  1. Use of online interactive tools in an open distance learning context: Health studies students' perspective*

    Directory of Open Access Journals (Sweden)

    Kefiloe A. Maboe

    2017-10-01

    Full Text Available 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 interaction to facilitate teaching and learning. Objective: The purpose of this study was to determine how the discussion forum as an online interactive tool be used in an ODL institution to enhance student-to-student and student-to-lecturer online interactions. Design: Quantitative and descriptive in nature. Method: No sampling was done. An online questionnaire was sent to all 410 second and third years Health Services Management students around the world registered with a specific ODL institution during the second semester. Eighty seven students responded to the questionnaire. Data analysis was done quantitatively and descriptively in the form of diagrams. Results: The findings indicated that 84.9% of students own computers, and 100% own cellular phones, but only 3.8% participated in online discussion forum. Some students indicated that they were technologically challenged. Some lecturers interact minimally online and are not supportive to them. The institution does not give them the support they need to acquire the necessary skills to utilise these technologies. Conclusion: The article suggests that lecturers, active interaction in an online discussion forum as a way of supporting students, are fundamental to effective teaching and learning.The university should consider providing intensive mentoring to students to enable them to utilise the available technologies optimally.

  2. 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...

  3. Radiation protection education and training infrastructure. Open and distance learning tools for training in radiation protection

    Energy Technology Data Exchange (ETDEWEB)

    Marco, M.; Rodriguez, M.; Gonzalez Giralda, C.G.; Bailador Ferreras, A.B. [CIEMAT, Madrid (Spain); Coeck, M.C. [Studiecentrum voor Kernenergie - Centre d' Etude de l' Energie Nucleaire, Mol (Belgium); Etard, C.E. [CEA Saclay, 91 - Gif sur Yvette (France). INSTN, Institut National des Sciences et Techniques Nucleaires; Moebius, S.M. [FZK -FTU, Munich (Germany); Schmitt-Hanning, A.S. [BfS, Karlsruhe (Germany); Luciani, A.I. [ENEA, Bologna (Italy); Van Der Steen, J.V. [NRG, Petten (Netherlands)

    2006-07-01

    Full text: A sustainable Education and Training (E.T.) infrastructure for Radiation Protection is an essential component to combat the decline in expertise and to ensure the continuation of the high level of radiation protection knowledge in the future. Such infrastructure has to be built in such a way that both the initial training (Education) and the unceasing maintenance of the level of competencies (referred to as 'Training') are available. The E.N.E.T.R.A.P. project intends to develop the E.T. infrastructure mentioned. To achieve the aims of the different tasks and activities, the work programme for the E.N.E.T.R.A.P. Network is divided in eight work packages developed by 11 partners: Each partner will assume responsibility for the W.P.s. C.I.E.M.A.T. is involved in the W.P.-5 'New concepts and new tools for an E.R.P.C.'. The tasks of the W.P.-5 are focussed in the investigation of the electronic tools used in R.P. training and education. This paper presents the first results of this working group. The first task is an approach to the development and usage of learning resources. A review on the e-learning methodologies, the present state of art and its evolution, are being carried out. Results will be used to select the best way to host learning activities in the framework of the E.N.E.T.R.A.P. project. Another important task is to identify, analyse and evaluate the Open and Distance learning tools and material existing for train ing in Radiation Protection. A review on the evolutions, approaches and methodologies aiming to provide education and training in radiation protection, will be carried out. The results of this task will be a summary of links referred to the most interesting R.P. e-learning. Finally, taking in account the previous results a pilot R.P. module of E.R.P.C. should be prepared. (authors)

  4. Radiation protection education and training infrastructure. Open and distance learning tools for training in radiation protection

    International Nuclear Information System (INIS)

    Marco, M.; Rodriguez, M.; Gonzalez Giralda, C.G.; Bailador Ferreras, A.B.; Coeck, M.C.; Etard, C.E.; Schmitt-Hanning, A.S.; Luciani, A.I.; Van Der Steen, J.V.

    2006-01-01

    Full text: A sustainable Education and Training (E.T.) infrastructure for Radiation Protection is an essential component to combat the decline in expertise and to ensure the continuation of the high level of radiation protection knowledge in the future. Such infrastructure has to be built in such a way that both the initial training (Education) and the unceasing maintenance of the level of competencies (referred to as 'Training') are available. The E.N.E.T.R.A.P. project intends to develop the E.T. infrastructure mentioned. To achieve the aims of the different tasks and activities, the work programme for the E.N.E.T.R.A.P. Network is divided in eight work packages developed by 11 partners: Each partner will assume responsibility for the W.P.s. C.I.E.M.A.T. is involved in the W.P.-5 'New concepts and new tools for an E.R.P.C.'. The tasks of the W.P.-5 are focussed in the investigation of the electronic tools used in R.P. training and education. This paper presents the first results of this working group. The first task is an approach to the development and usage of learning resources. A review on the e-learning methodologies, the present state of art and its evolution, are being carried out. Results will be used to select the best way to host learning activities in the framework of the E.N.E.T.R.A.P. project. Another important task is to identify, analyse and evaluate the Open and Distance learning tools and material existing for train ing in Radiation Protection. A review on the evolutions, approaches and methodologies aiming to provide education and training in radiation protection, will be carried out. The results of this task will be a summary of links referred to the most interesting R.P. e-learning. Finally, taking in account the previous results a pilot R.P. module of E.R.P.C. should be prepared. (authors)

  5. 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

  6. A Vocabulary Learning Tool for L2 Undergraduates Reading Science and Technology Textbooks

    Science.gov (United States)

    Hsu, Chihcheng; Yang, Fang-Chuan Ou

    2013-05-01

    Students of English as a second language who major in science and technology use English-language textbooks to ensure that they can read English materials upon graduation. Research indicates that teachers spend little time helping these students on the linguistic complexity of such textbooks. Vocabulary, grammar, and article structure are elements of this complexity, but to many students, these elements can be akin to locked doors. This study presents MyVLS-Reader, which focuses on unlocking the first of these doors-vocabulary-while assisting in reading. With explicit vocabulary learning, students learn and memorize individual vocabulary, but the context is lost if the depth of learning discards context. In implicit vocabulary learning, students acquire vocabulary through repeated exposure to contexts, but repeated encounters with new words are required. Few e-learning systems combine both vocabulary-learning approaches. MyVLS-Reader achieves such synergy by (1) using a keyword setting to provide context-matched vocabulary explanation while reading and (2) embedding multiple learning choices, such as keyword setting, the review and memorization of explicit vocabulary, and the option to ask instructors. This study includes two rounds of evaluations: (1) an evaluation of the learning achievements of control and treatment groups and (2) a quantitative and qualitative investigation of perceptions regarding the use of MyVLS-Reader. The evaluation results indicate that the treatment group developed a better vocabulary than the control group in significantly less time. The use of MyVLS-Reader also slightly improved higher-order thinking skills. This result suggests that MyVLS-Reader can effective assist students in building their vocabulary while reading.

  7. 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.

  8. 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.

  9. Science Learning with Information Technologies as a Tool for "Scientific Thinking" in Engineering Education

    Science.gov (United States)

    Smirnov, Eugeny; Bogun, Vitali

    2011-01-01

    New methodologies in science (or mathematics) learning process and scientific thinking in the classroom activity of engineer students with ICT (information and communication technology), including graphic calculator are presented: visual modelling with ICT, action research with graphic calculator, insight in classroom and communications and…

  10. The KnowRISK project: Tools and strategies for risk communication and learning

    Science.gov (United States)

    Musacchio, Gemma; Amaral Ferreira, Mónica; Falsaperla, Susanna; Piangiamore, Giovanna Lucia; Pino, Nicola Alessandro; Solarino, Stefano; Crescimbene, Massimo; Eva, Elena; Reitano, Danilo; Þorvaldsdottir, Solveig; Sousa Silva, Delta; Rupakhety, Rajesh; Sousa Oliveira, Carlos

    2016-04-01

    Damage of non-structural elements of buildings (i.e. partitions, ceilings, cladding, electrical and mechanical systems and furniture) is known to cause injuries and human losses. Also it has a significant impact on earthquake resilience and is yet being worldwide underestimated. The project KnowRISK (Know your city, Reduce seISmic risK through non-structural elements) is financed by the European Commission to develop prevention measures that may reduce non-structural damage in urban areas. Pilot areas of the project are within the three European participating countries, namely Portugal, Iceland and Italy. They were chosen because they are prone to damage level 2 and 3 (EMS-98, European Macroseismic Scale) that typically affects non-structural elements. We will develop and test a risk communication strategy taking into account the needs of households and schools, putting into practice a portfolio of best practice to reduce the most common non-structural vulnerabilities. We will target our actions to different societal groups, considering their cultural background and social vulnerabilities, and implement a participatory approach that will promote engagement and interaction between the scientific community, practitioners and citizens to foster knowledge on everyone's own neighborhoods, resilience and vulnerability. A Practical Guide for citizens will highlight that low-cost actions can be implemented to increase safety of households, meant as being the places where the most vulnerable societal groups, including children and elderly people, spend much of their time. Since our actions towards communication will include education, we will define tools that allow a clear and direct understanding of elements exposed to risk. Schools will be one of our target societal groups and their central role played at the community level will ensure spreading and strengthening of the communication process. Schools are often located in old or re-adapted buildings, formerly used for

  11. Transforming narratives into educational tools: the collaborative development of a transformative learning tool based on Nicaraguan adolescents' creative writing about intimate partner violence.

    Science.gov (United States)

    Singleton, Robyn; Picado Araúz, María de la Paz; Trocin, Kathleen; Winskell, Kate

    2017-01-01

    The use of narrative has become increasingly popular in the public health, community development, and education fields. Via emotionally engaging plotlines with authentic, captivating characters, stories provide an opportunity for participants to be carried away imaginatively into the characters' world while connecting the story with their own lived experiences. Stories have been highlighted as valuable tools in transformative learning. However, little published literature exists demonstrating applications of stories in group-based transformative learning curricula. This paper describes the creation of a narrative-based transformative learning tool based on an analysis of Nicaraguan adolescents' meaning-making around intimate partner violence (IPV) in their creative narratives. In collaboration with a Nicaraguan organization, US researchers analyzed a sample of narratives ( n = 55; 16 male-authored, 39 female-authored) on IPV submitted to a 2014 scriptwriting competition by adolescents aged 15-19. The data were particularly timely in that they responded to a new law protecting victims of gender-based violence, Law 779, and contradicted social-conservative claims that the Law 779 destroys family unity. We incorporated results from this analysis into the creation of the transformative learning tool, separated into thematic sections. The tool's sections (which comprise one story and three corresponding activities) aim to facilitate critical reflection, interpersonal dialogue, and self- and collective efficacy for social action around the following themes derived from the analysis: IPV and social support; IPV and romantic love; masculinity; warning signs of IPV; and sexual abuse. As a collaboration between a public health research team based at a US university and a Nicaraguan community-based organization, it demonstrates the potential in the age of increasingly smooth electronic communication for novel community-university partnerships to facilitate the development of

  12. 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.

  13. Excellence in Physics Education Award Talk: Curriculum Development for Active Learning using Real Time Graphing and Data Collection Tools

    Science.gov (United States)

    Laws, Priscilla

    2010-02-01

    In June 1986 Ronald Thornton (at the Tufts University Center for Science and Mathematics Teaching) and Priscilla Laws (at Dickinson College) applied independently for grants to develop curricular materials based on both the outcomes of Physics Education Research and the use of Microcomputer Based Laboratory Tools (MBL) developed by Robert Tinker, Ron Thornton and others at Technical Education Research Centers (TERC). Thornton proposed to develop a series of Tools for Scientific Thinking (TST) laboratory exercises to address known learning difficulties using carefully sequenced MBL observations. These TST laboratories were to be beta tested at several types of institutions. Laws proposed to develop a Workshop Physics Activity Guide for a 2 semester calculus-based introductory course sequence centering on MBL-based guided inquiry. Workshop Physics was to be designed to replace traditional lectures and separate labs in relatively small classes and was to be tested at Dickinson College. In September 1986 a project officer at the Fund for Post-Secondary Education (FIPSE) awarded grants to Laws and Thornton provided that they would collaborate. David Sokoloff (at the University of Oregon) joined Thornton to develop and test the TST laboratories. This talk will describe the 23 year collaboration between Thornton, Laws, and Sokoloff that led to the development of a suite of Activity Based Physics curricular materials, new apparatus and enhanced computer tools for real time graphing, data collection and mathematical modeling. The Suite includes TST Labs, the Workshop Physics Activity Guide, RealTime Physics Laboratory Modules, and a series of Interactive Lecture Demonstrations. A textbook and a guide to using the Suite were also developed. The vital importance of obtaining continued grant support, doing continuous research on student learning, collaborating with instructors at other institutions, and forging relationships with vendors and publishers will be described. )

  14. Quality of clinical brain tumor MR spectra judged by humans and machine learning tools.

    Science.gov (United States)

    Kyathanahally, Sreenath P; Mocioiu, Victor; Pedrosa de Barros, Nuno; Slotboom, Johannes; Wright, Alan J; Julià-Sapé, Margarida; Arús, Carles; Kreis, Roland

    2018-05-01

    To investigate and compare human judgment and machine learning tools for quality assessment of clinical MR spectra of brain tumors. A very large set of 2574 single voxel spectra with short and long echo time from the eTUMOUR and INTERPRET databases were used for this analysis. Original human quality ratings from these studies as well as new human guidelines were used to train different machine learning algorithms for automatic quality control (AQC) based on various feature extraction methods and classification tools. The performance was compared with variance in human judgment. AQC built using the RUSBoost classifier that combats imbalanced training data performed best. When furnished with a large range of spectral and derived features where the most crucial ones had been selected by the TreeBagger algorithm it showed better specificity (98%) in judging spectra from an independent test-set than previously published methods. Optimal performance was reached with a virtual three-class ranking system. Our results suggest that feature space should be relatively large for the case of MR tumor spectra and that three-class labels may be beneficial for AQC. The best AQC algorithm showed a performance in rejecting spectra that was comparable to that of a panel of human expert spectroscopists. Magn Reson Med 79:2500-2510, 2018. © 2017 International Society for Magnetic Resonance in Medicine. © 2017 International Society for Magnetic Resonance in Medicine.

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

    Science.gov (United States)

    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

  16. The Use of PDB database as a Tool for Biochemistry Active Learning of Undergraduate Students

    Directory of Open Access Journals (Sweden)

    T.M.F. Günther et al.

    2017-07-01

    Full Text Available Traditional Biochemistry teaching-learning is still an ongoing practice at UFSC. There are few published reports about innovative pedagogical practices of this discipline at this University. To ensure motivation through active learning of Basic Biochemistry we started to apply new methodologies back to 2005. This approach intended to stimulate undergraduate students in learning Biochemistry proactively. Objectives: Use PDB as a tool to improve skills related to Biochemistry education, while using specific information available; provide virtual data in order to stimulate student autonomy in active teaching-learning processes through methodologies based on the use of safe and suitable scientific information. Material and Methods: At the beginning, students were exposed to Biochemistry of Proteins content through traditional lectures. On the following stage, an introduction to PDB was made at the digital environment (http://www.rcsb.org/pdb/home/home.do depicting scientific information. Students received a model-instruction describing myoglobin characteristics at PDB (https://pdb101.rcsb.org/motm/1. This Powerpoint™ presentation gave clues on how the work was to be done. A lottery was made and each pair of students was allowed to select a protein and then developed Powerpoint™ presentations. Proteins were chosen from the PDB categories and obtained from the academic educational plan for Basic Biochemistry related to the Nutrition-Course. The Moodle plataform provided virtual materials, allowing full interactivity to all student presentations. Results and Discussion: There was total adherence to the pedagogical proposal. The student presentations in Powerpoint™ were adequate and made available to the attendees in the Moodle platform. Items surveyed in the presented script with the highest hit rates (grade ten were: biological importance (100%, amino acid composition (92.30%, structural information (89.75%, occurrence (89.74%, URL cited (79

  17. Anatomy education environment measurement inventory: A valid tool to measure the anatomy learning environment.

    Science.gov (United States)

    Hadie, Siti Nurma Hanim; Hassan, Asma'; Ismail, Zul Izhar Mohd; Asari, Mohd Asnizam; Khan, Aaijaz Ahmed; Kasim, Fazlina; Yusof, Nurul Aiman Mohd; Manan Sulong, Husnaida Abdul; Tg Muda, Tg Fatimah Murniwati; Arifin, Wan Nor; Yusoff, Muhamad Saiful Bahri

    2017-09-01

    Students' perceptions of the education environment influence their learning. Ever since the major medical curriculum reform, anatomy education has undergone several changes in terms of its curriculum, teaching modalities, learning resources, and assessment methods. By measuring students' perceptions concerning anatomy education environment, valuable information can be obtained to facilitate improvements in teaching and learning. Hence, it is important to use a valid inventory that specifically measures attributes of the anatomy education environment. In this study, a new 11-factor, 132-items Anatomy Education Environment Measurement Inventory (AEEMI) was developed using Delphi technique and was validated in a Malaysian public medical school. The inventory was found to have satisfactory content evidence (scale-level content validity index [total] = 0.646); good response process evidence (scale-level face validity index [total] = 0.867); and acceptable to high internal consistency, with the Raykov composite reliability estimates of the six factors are in the range of 0.604-0.876. The best fit model of the AEEMI is achieved with six domains and 25 items (X 2  = 415.67, P education environment in Malaysia. A concerted collaboration should be initiated toward developing a valid universal tool that, using the methods outlined in this study, measures the anatomy education environment across different institutions and countries. Anat Sci Educ 10: 423-432. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

  18. Brand new eyes: Thematic audits as a QA-tool for learning

    DEFF Research Database (Denmark)

    Silleborg, Ellen; Bendixen, Carsten; Jacobsen, Jens Christian

    2014-01-01

    What set of eyes do you put forward when you array a thematic audit trail – e.g. the eyes of a judge, a listener or a negotiator? A preliminary answer to this could be: “What we learn from an audit depends on our methodology”. Yes – so let’s work with it! The workshop is dedicated to questions li...... to programme theory. Afterwards we invite you to share your experiences and points of views about audits. The goal is to strengthen our use of audits as a tool for learning and QA in higher education.......What set of eyes do you put forward when you array a thematic audit trail – e.g. the eyes of a judge, a listener or a negotiator? A preliminary answer to this could be: “What we learn from an audit depends on our methodology”. Yes – so let’s work with it! The workshop is dedicated to questions like...

  19. 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

  20. 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.

  1. Utilization of debate as an educational tool to learn health economics for dental students in Malaysia.

    Science.gov (United States)

    Khan, Saad A; Omar, Hanan; Babar, Muneer Gohar; Toh, Chooi G

    2012-12-01

    Health economics, a special branch of science applying economic principles to the health delivery system, is a relatively young subdiscipline. The literature is scanty about teaching health economics in the medical and dental fields. Delivery methods of this topic vary from one university to another, with lectures, seminars, and independent learning reported as teaching/learning tools used for the topic. Ideally, debates should foster the development of logical reasoning and communication skills. Health economics in dentistry is taught under the community oral health module that constitutes part of an outcome-based dental curriculum in a private dental school in Kuala Lumpur, Malaysia. For this study, the students were divided into two groups: active participants (active debaters) and supporting participants (nonactive debaters). The debate style chosen for this activity was parliamentary style. Active and nonactive debaters' perceptions were evaluated before and after the activity through a structured questionnaire using a five-point rating scale addressing the topic and perceptions about debate as an educational tool. Cronbach's alpha coefficient was used as a measure of internal consistency for the questionnaire items. Among a total of eighty-two third-year dental students of two successive cohorts (thirty-eight students and forty-four students), seventy-three completed the questionnaire, yielding a response rate of 89 percent. Students' responses to the questionnaire were analyzed with the Kruskal-Wallis analysis of variance test. Results revealed that the students felt that their interest in debate, knowledge of the topic, and reinforcement of the previous knowledge had improved following participation in the debate. Within the limitations of this study, it can be concluded that debate was a useful tool in teaching health economics to dental students.

  2. A resilient and efficient CFD framework: Statistical learning tools for multi-fidelity and heterogeneous information fusion

    Science.gov (United States)

    Lee, Seungjoon; Kevrekidis, Ioannis G.; Karniadakis, George Em

    2017-09-01

    Exascale-level simulations require fault-resilient algorithms that are robust against repeated and expected software and/or hardware failures during computations, which may render the simulation results unsatisfactory. If each processor can share some global information about the simulation from a coarse, limited accuracy but relatively costless auxiliary simulator we can effectively fill-in the missing spatial data at the required times by a statistical learning technique - multi-level Gaussian process regression, on the fly; this has been demonstrated in previous work [1]. Based on the previous work, we also employ another (nonlinear) statistical learning technique, Diffusion Maps, that detects computational redundancy in time and hence accelerate the simulation by projective time integration, giving the overall computation a "patch dynamics" flavor. Furthermore, we are now able to perform information fusion with multi-fidelity and heterogeneous data (including stochastic data). Finally, we set the foundations of a new framework in CFD, called patch simulation, that combines information fusion techniques from, in principle, multiple fidelity and resolution simulations (and even experiments) with a new adaptive timestep refinement technique. We present two benchmark problems (the heat equation and the Navier-Stokes equations) to demonstrate the new capability that statistical learning tools can bring to traditional scientific computing algorithms. For each problem, we rely on heterogeneous and multi-fidelity data, either from a coarse simulation of the same equation or from a stochastic, particle-based, more "microscopic" simulation. We consider, as such "auxiliary" models, a Monte Carlo random walk for the heat equation and a dissipative particle dynamics (DPD) model for the Navier-Stokes equations. More broadly, in this paper we demonstrate the symbiotic and synergistic combination of statistical learning, domain decomposition, and scientific computing in

  3. Infrastructure requirement of knowledge management system model of statistical learning tool (SLT) for education community

    Science.gov (United States)

    Abdullah, Rusli; Samah, Bahaman Abu; Bolong, Jusang; D'Silva, Jeffrey Lawrence; Shaffril, Hayrol Azril Mohamed

    2014-09-01

    Today, teaching and learning (T&L) using technology as tool is becoming more important especially in the field of statistics as a part of the subject matter in higher education system environment. Eventhough, there are many types of technology of statistical learnig tool (SLT) which can be used to support and enhance T&L environment, however, there is lack of a common standard knowledge management as a knowledge portal for guidance especially in relation to infrastructure requirement of SLT in servicing the community of user (CoU) such as educators, students and other parties who are interested in performing this technology as a tool for their T&L. Therefore, there is a need of a common standard infrastructure requirement of knowledge portal in helping CoU for managing of statistical knowledge in acquiring, storing, desseminating and applying of the statistical knowedge for their specific purposes. Futhermore, by having this infrastructure requirement of knowledge portal model of SLT as a guidance in promoting knowledge of best practise among the CoU, it can also enhance the quality and productivity of their work towards excellence of statistical knowledge application in education system environment.

  4. Western land managers will need all available tools for adapting to climate change, including grazing: a critique of Beschta et al.

    Science.gov (United States)

    Svejcar, Tony; Boyd, Chad; Davies, Kirk; Madsen, Matthew; Bates, Jon; Sheley, Roger; Marlow, Clayton; Bohnert, David; Borman, Mike; Mata-Gonzàlez, Ricardo; Buckhouse, John; Stringham, Tamzen; Perryman, Barry; Swanson, Sherman; Tate, Kenneth; George, Mel; Ruyle, George; Roundy, Bruce; Call, Chris; Jensen, Kevin; Launchbaugh, Karen; Gearhart, Amanda; Vermeire, Lance; Tanaka, John; Derner, Justin; Frasier, Gary; Havstad, Kris

    2014-06-01

    In a previous article, Beschta et al. (Environ Manag 51(2):474-491, 2013) argue that grazing by large ungulates (both native and domestic) should be eliminated or greatly reduced on western public lands to reduce potential climate change impacts. The authors did not present a balanced synthesis of the scientific literature, and their publication is more of an opinion article. Their conclusions do not reflect the complexities associated with herbivore grazing. Because grazing is a complex ecological process, synthesis of the scientific literature can be a challenge. Legacy effects of uncontrolled grazing during the homestead era further complicate analysis of current grazing impacts. Interactions of climate change and grazing will depend on the specific situation. For example, increasing atmospheric CO₂ and temperatures may increase accumulation of fine fuels (primarily grasses) and thus increase wildfire risk. Prescribed grazing by livestock is one of the few management tools available for reducing fine fuel accumulation. While there are certainly points on the landscape where herbivore impacts can be identified, there are also vast grazed areas where impacts are minimal. Broad scale reduction of domestic and wild herbivores to help native plant communities cope with climate change will be unnecessary because over the past 20-50 years land managers have actively sought to bring populations of native and domestic herbivores in balance with the potential of vegetation and soils. To cope with a changing climate, land managers will need access to all available vegetation management tools, including grazing.

  5. 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.

  6. ROAST: Peer Review as a Learning and Assessment Tool in Graduate Education

    Science.gov (United States)

    Somerville, R. C.

    2003-12-01

    Constructivist learning theory and inquiry-based educational practice stress the parallels between learning and research. Although peer review has long been a central feature of the working lives of research scientists, it has rarely found its way into the classroom. Motivated by this thought, an imaginary journal, Reviews of Atmospheric Science Topics (ROAST), has been integrated into a graduate-level course in atmospheric thermodynamics. The instructor acts as editor of ROAST. Students in the class are divided into teams and assigned topics on which to write survey papers and give in-class presentations, using the text, the Internet, the library, and other resources. The assigned topics range over the subject matter of the course. The submitted survey papers are sent by the ROAST editor to other members of the class, acting as anonymous reviewers. Just as in the case of real research journals, the editor asks the authors to respond to criticisms of reviewers and then sends the revised papers back to the reviewers. Each student is thus a researcher and co-author of one paper as well as an anonymous reviewer of several others. ROAST has proven to be not only a useful means of fostering learning, but also a natural and effective assessment tool. The peer review mechanism allows the student authors to address the defects in their papers, and hence in their learning, as pointed out not by an authority figure or an examination but by their own peers. As an important side benefit, the students gain experience with the peer review process itself and come to appreciate its strengths and weaknesses in evaluating scientific papers.

  7. The skeletons in our closet: E-learning tools and what happens when one side does not fit all.

    Science.gov (United States)

    Van Nuland, Sonya E; Rogers, Kem A

    2017-11-01

    In the anatomical sciences, e-learning tools have become a critical component of teaching anatomy when physical space and cadaveric resources are limited. However, studies that use empirical evidence to compare their efficacy to visual-kinesthetic learning modalities are scarce. The study examined how a visual-kinesthetic experience, involving a physical skeleton, impacts learning when compared with virtual manipulation of a simple two-dimensional (2D) e-learning tool, A.D.A.M. Interactive Anatomy. Students from The University of Western Ontario, Canada (n = 77) participated in a dual-task study to: (1) investigate if a dual-task paradigm is an effective tool for measuring cognitive load across these different learning modalities; and (2) to assess the impact of knowledge recall and spatial ability when using them. Students were assessed using knowledge scores, Stroop task reaction times, and mental rotation test scores. Results demonstrated that the dual-task paradigm was not an effective tool for measuring cognitive load across different learning modalities with respect to kinesthetic learning. However, our study highlighted that handing physical specimens yielded major, positive impacts on performance that a simple commercial e-learning tool failed to deliver (P < 0.001). Furthermore, students with low spatial ability were significantly disadvantaged when they studied the bony joint and were tested on contralateral images (P = 0.046, R = 0.326). This suggests that, despite limbs being mirror images, students should be taught the anatomy of, as well as procedures on, both sides of the human body, enhancing the ability of all students, regardless of spatial ability, to take anatomical knowledge into the clinic and perform successfully. Anat Sci Educ 10: 570-588. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

  8. Machine learning methods as a tool to analyse incomplete or irregularly sampled radon time series data.

    Science.gov (United States)

    Janik, M; Bossew, P; Kurihara, O

    2018-07-15

    Machine learning is a class of statistical techniques which has proven to be a powerful tool for modelling the behaviour of complex systems, in which response quantities depend on assumed controls or predictors in a complicated way. In this paper, as our first purpose, we propose the application of machine learning to reconstruct incomplete or irregularly sampled data of time series indoor radon ( 222 Rn). The physical assumption underlying the modelling is that Rn concentration in the air is controlled by environmental variables such as air temperature and pressure. The algorithms "learn" from complete sections of multivariate series, derive a dependence model and apply it to sections where the controls are available, but not the response (Rn), and in this way complete the Rn series. Three machine learning techniques are applied in this study, namely random forest, its extension called the gradient boosting machine and deep learning. For a comparison, we apply the classical multiple regression in a generalized linear model version. Performance of the models is evaluated through different metrics. The performance of the gradient boosting machine is found to be superior to that of the other techniques. By applying learning machines, we show, as our second purpose, that missing data or periods of Rn series data can be reconstructed and resampled on a regular grid reasonably, if data of appropriate physical controls are available. The techniques also identify to which degree the assumed controls contribute to imputing missing Rn values. Our third purpose, though no less important from the viewpoint of physics, is identifying to which degree physical, in this case environmental variables, are relevant as Rn predictors, or in other words, which predictors explain most of the temporal variability of Rn. We show that variables which contribute most to the Rn series reconstruction, are temperature, relative humidity and day of the year. The first two are physical

  9. [An evaluation of a new Dutch suicide prevention tool (KEHR); datadriven evaluation and learning].

    Science.gov (United States)

    de Groot, M H; de Winter, R F P; van der Plas, W; Kerkhof, A J F M

    2016-01-01

    Multidisciplinary evaluation of suicide cases effectively decreases the suicide rate in mental health care. A new suicide prevention tool (KEHR) can be used in this connection. KEHR has been developed on the basis of the Dutch multidisciplinary practice guideline on the assessment and treatment of suicidal behaviour. The guideline can serve as a frame of reference for the multidisciplinary evaluation of suicide cases. KEHR aims to provide professionals with a better method for preventing suicide. To describe and evaluate the recently developed KEHR strategy for reducing the number of suicide cases in mental health care. Naturalistic and observational study. In the course of a year 22 out of 23 suicide cases that had occurred in the pilot institution were evaluated with the help of the KEHR system. Outcomes were discussed with members of multidisciplinary teams. Quantitative and qualitative methods were used in the evaluation process. Professionals from the main disciplines involved were very willing to use the new tool and were prepared to reflect on their views on the outcomes. The professionals were ready to learn from the suicide cases. Data collected with the tool provided information that can be used to improve guideline adherence. However, the use of KEHR did not lead automatically to the formulation of adjustments and improvements relating to suicidal patients. A specific procedure for improving individual and team performance needs to be developed and tested thoroughly. KEHR is a promising strategy for improving and enhancing the guideline on the diagnosis and treatment of suicidal behaviour of patients in mental health care. Special procedures need to be developed and studied in order to implement the improvements deemed necessary as a result of the pilot study. The KEHR tool (in the Dutch language) is accessible to mental health care workers after online registration (www.mijnkehr.nl).

  10. Do emergency medicine residents and faculty have similar learning styles when assessed with the Kolb learning style assessment tool?

    Science.gov (United States)

    Fredette, Jenna; O'Brien, Corinne; Poole, Christy; Nomura, Jason

    2015-04-01

    Experiential learning theory and the Kolb Learning Style Inventory (Kolb LSI) have influenced educators worldwide for decades. Knowledge of learning styles can create efficient learning environments, increase information retention, and improve learner satisfaction. Learning styles have been examined in medicine previously, but not specifically with Emergency Medicine (EM) residents and attendings. Using the Kolb LSI, the learning styles of Emergency Medicine residents and attendings were assessed. The findings showed that the majority of EM residents and attendings shared the accommodating learning style. This result was different than prior studies that found the majority of medical professionals had a converging learning style and other studies that found attendings often have different learning styles than residents. The issue of learning styles among emergency medical residents and attendings is important because learning style knowledge may have an impact on how a residency program structures curriculum and how EM residents are successfully, efficiently, and creatively educated.

  11. 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.

  12. Robust iterative learning contouring controller with disturbance observer for machine tool feed drives.

    Science.gov (United States)

    Simba, Kenneth Renny; Bui, Ba Dinh; Msukwa, Mathew Renny; Uchiyama, Naoki

    2018-04-01

    In feed drive systems, particularly machine tools, a contour error is more significant than the individual axial tracking errors from the view point of enhancing precision in manufacturing and production systems. The contour error must be within the permissible tolerance of given products. In machining complex or sharp-corner products, large contour errors occur mainly owing to discontinuous trajectories and the existence of nonlinear uncertainties. Therefore, it is indispensable to design robust controllers that can enhance the tracking ability of feed drive systems. In this study, an iterative learning contouring controller consisting of a classical Proportional-Derivative (PD) controller and disturbance observer is proposed. The proposed controller was evaluated experimentally by using a typical sharp-corner trajectory, and its performance was compared with that of conventional controllers. The results revealed that the maximum contour error can be reduced by about 37% on average. Copyright © 2018 ISA. Published by Elsevier Ltd. All rights reserved.

  13. Real-time dosimetry system in catheterisation laboratory: utility as a learning tool in radiation protection

    International Nuclear Information System (INIS)

    Pinto Monedero, M.; Rodriguez Cobo, C.; Pifarre Martinez, X.; Ruiz Martin, J.; Barros Candelero, J.M.; Goicolea Ruigomez, J.; Diaz Blaires, G.; Garcia Lunar, I.

    2015-01-01

    Document available in abstract form only. Full text of publication follows: Workers at the catheter laboratory are among the most exposed to ionising radiation in hospitals. However, it is difficult to be certain of the radiation doses received by the staff, as personal dosemeters are often misused, and thus, the dose history is not reliable. Moreover, the information provided by personal dosemeters corresponds to the monthly accumulated dose, so corrective actions tends to be delayed. The purpose of this work is, on the one hand, to use a real-time dosimetry system to establish the occupational doses per procedure of workers at the catheter laboratories and, on the other hand, to evaluate its utility as a learning tool for radiation protection purposes with the simultaneous video recording of the interventions. (authors)

  14. 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...

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

    Science.gov (United States)

    Twyman, Janet; Redding, Sam

    2015-01-01

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

  16. Robotic education, a tool for the theaching-learning of the science and technology

    Directory of Open Access Journals (Sweden)

    Kathia Pittí Patiño

    2012-07-01

    Full Text Available Normal.dotm 0 0 1 113 649 Universidad de Salamanca 5 1 797 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 presents and analyzes the educational robotics as a tool to support teaching and learning process at the level of pre-media, primarily engaged in complex subjects such as mathematics, physics and computer science, among others. The study was limited to high schools in the province of Chiriqui, Panama, took a sample of six schools in the province and for each school involved both students and teachers. The main objective of the project was to demonstrate how robotics education, facilitates and encourages teaching and learning of science and technology. The results showed that robotics could become an excellent tool to understand abstract concepts and complex subjects in the area of science and technology, as well as allowing developing basic skills such as teamwork.

  17. Cloud-Based SimJavaWeb Software Tool to Learn Simulation

    Directory of Open Access Journals (Sweden)

    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

  18. Tools to Make Online Students and Community Partners in a Service Learning Project More "AT-EASE"--Evidence from a Finance Class

    Science.gov (United States)

    Butchey, Deanne

    2014-01-01

    The impact of service learning as a pedagogy to ensure efficient and effective experiential learning is well recognized, but in business schools, there is a perception that a steep learning curve exists for the students, faculty, and community. We use a tool to motivate and build competence in participants of a service learning project undertaken…

  19. Evaluation of Brainstorming Session as a Teaching-learning Tool among Postgraduate Medical Biochemistry Students.

    Science.gov (United States)

    Goswami, Binita; Jain, Anju; Koner, Bidhan Chandra

    2017-12-01

    The thrust for postgraduate teaching should be self-directed learning with equal participation by all students in academic discussions. Group discussions involve conduction of the discourse by a leader who guides the discussion as well as points out any wrong information. This discourages quieter students from participation with the fear of rebuke. Brainstorming is devoid of all such fallacies with no judgment and reprimand. The aim of this study was to use brainstorming as a teaching-learning tool among postgraduate students of medical biochemistry. The project was commenced after due approvals from the research and ethical committee. The participants were enrolled after informed consent and sensitization. All the pro forma and questionnaires were duly validated by experts. After piloting and incorporation of the suggestions for improvisation, the main sessions were planned and implemented. The response was judged by posttest scores and feedback forms. There was an improvement of understanding of the biochemical concepts as assessed by the posttest scores and solving of a similar clinical problem. The students expressed satisfaction with the conduction, timing, and discussion of the clinical problems. The drawbacks of traditional teaching as expressed during the feedback stage were also taken care of by the brainstorming sessions. Our project made the students and the faculty aware about the utility of brainstorming for teaching purposes in medical education which till now was considered efficacious only for troubleshooting in advertising and management institutions. The students were satisfied with this technique for understanding of biochemical concepts.

  20. Investigating the Impact of Using a CAD Simulation Tool on Students' Learning of Design Thinking

    Science.gov (United States)

    Taleyarkhan, Manaz; Dasgupta, Chandan; Garcia, John Mendoza; Magana, Alejandra J.

    2018-02-01

    Engineering design thinking is hard to teach and still harder to learn by novices primarily due to the undetermined nature of engineering problems that often results in multiple solutions. In this paper, we investigate the effect of teaching engineering design thinking to freshmen students by using a computer-aided Design (CAD) simulation software. We present a framework for characterizing different levels of engineering design thinking displayed by students who interacted with the CAD simulation software in the context of a collaborative assignment. This framework describes the presence of four levels of engineering design thinking—beginning designer, adept beginning designer, informed designer, adept informed designer. We present the characteristics associated with each of these four levels as they pertain to four engineering design strategies that students pursued in this study—understanding the design challenge, building knowledge, weighing options and making tradeoffs, and reflecting on the process. Students demonstrated significant improvements in two strategies—understanding the design challenge and building knowledge. We discuss the affordances of the CAD simulation tool along with the learning environment that potentially helped students move towards Adept informed designers while pursuing these design strategies.

  1. Beyond the bolus: transgenic tools for investigating the neurophysiology of learning and memory.

    Science.gov (United States)

    Lykken, Christine; Kentros, Clifford G

    2014-10-01

    Understanding the neural mechanisms underlying learning and memory in the entorhinal-hippocampal circuit is a central challenge of systems neuroscience. For more than 40 years, electrophysiological recordings in awake, behaving animals have been used to relate the receptive fields of neurons in this circuit to learning and memory. However, the vast majority of such studies are purely observational, as electrical, surgical, and pharmacological circuit manipulations are both challenging and relatively coarse, being unable to distinguish between specific classes of neurons. Recent advances in molecular genetic tools can overcome many of these limitations, enabling unprecedented control over neural activity in behaving animals. Expression of pharmaco- or optogenetic transgenes in cell-type-specific "driver" lines provides unparalleled anatomical and cell-type specificity, especially when delivered by viral complementation. Pharmacogenetic transgenes are specially designed neurotransmitter receptors exclusively activated by otherwise inactive synthetic ligands and have kinetics similar to traditional pharmacology. Optogenetic transgenes use light to control the membrane potential, and thereby operate at the millisecond timescale. Thus, activation of pharmacogenetic transgenes in specific neuronal cell types while recording from other parts of the circuit allows investigation of the role of those neurons in the steady state, whereas optogenetic transgenes allow one to determine the immediate network response. © 2014 Lykken and Kentros; Published by Cold Spring Harbor Laboratory Press.

  2. 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...

  3. OBJECTIVE STRUCTURED PRACTICAL EXAMINATION AS A LEARNING AND EVALUATION TOOL FOR BIOCHEMISTRY- FIRST EXPERIENCE

    Directory of Open Access Journals (Sweden)

    Vidyabati Devi Rajkumari

    2017-06-01

    Full Text Available BACKGROUND Assessment plays an important role in helping learners identify their own learning needs. The objective structured practical examination assesses practical skills in an objective and structured manner with direct observation of the students’ performance during planned clinical test. The aim of the study is to evaluate OSPE as a method of learning and formative assessment to the practical skill and to explore faculty perception of OSPE as a learning and assessment tool. MATERIALS AND METHODS A total of 98 students of first year MBBS student admitted for 2015-16 batch of Jawaharlal Nehru Institute of Medical Sciences, Imphal, were the subjects for the study. Day one- Group A (1-50 students were evaluated by OSPE method of assessment. Day two- Group B (51-98 were evaluated by standard practical examination. To avoid examiners Bias on Day 3- Group C (51- 98 who were evaluated by SPE were evaluated by OSPE with minor variations. Group A underwent OSPE. Questionnaire was given to students after the assessment on the fourth day to get the feedback. RESULTS Independent sample t-test comparing mean percent scores of OSPE and SPE between the groups. There is no statistically significant difference in the mean percent scores for OSPE and SPE among the two groups. Paired sample t-test comparing mean percent scores of OSPE and SPE of group B students. The mean percentage score for OSPE is higher than the percentage scores obtained in SPE among the group B students, but the difference was not found to be statistically significant. The feedback from the students showed that more than 80% agreed that OSPE was less stressful to perform that it was a more objective assessment. CONCLUSION In conclusion, OSPE has several distinct advantages. From our first experience, we found that OSPE was more objective, measured practical skills better and eliminated examiner bias.

  4. 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.

  5. The use of a video game as an educational tool to learn the history of Peru

    Directory of Open Access Journals (Sweden)

    Ines Susana Evaristo Chiyong

    2016-06-01

    Full Text Available Teaching history is a complex task due to the pedagogical challenges that teachers face, especially because the goal is to promote critical thinking and create a feeling of patriotism among students. However, this objective is hard to achieve because History learning is based on memorization. This situation calls for a look into new technologies such as video games, that serve as educational tools which may potentially help solve this problem. Thus, the present study aims to demonstrate the usefulness and effectiveness of a real time strategy (RTS game based on historical events about Peruvian independence. In order to achieve this goal, an intervention with three groups was conducted, consisting of 561 students from eight schools in Lima. One group used only the video game, another group was taught only by a teacher, and a third group was exposed to both stimuli. Academic performance of students on the subject with a test input and output was measured. The results showed that the use of the video game, in addition to history classes, had a better impact on student grades and performance. This would suggest that this type of game could be used as a pedagogical tool in History teaching.

  6. 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.

  7. An Observation Tool for Comprehensive Pedagogy in Content and Language Integrated Learning (CLIL: Examples from Primary Education

    Directory of Open Access Journals (Sweden)

    Taina M Wewer

    2017-08-01

    Full Text Available This article on principles and practices in Content and Language Integrated Learning (CLIL is also applicable for general foreign and second language instruction. Since there is no ‘one size fits all’ CLIL pedagogy, the origin of the article lies in the need of educators to obtain and exchange ideas of and tools for actual classroom practices (Pérez Cañado, 2017, and ensure that all key features of CLIL are present in instruction. Although there are a few handbooks available for launching CLIL and adopting CLIL pedagogy (e.g., Coyle, Hood, & Marsh, 2010; Mehisto, Marsh, & Frigols, 2008, these provide principles and general examples of content-based instruction at higher levels of education rather than more detailed advice on how to operate in the beginning phases with young language learners, hence the focus on primary education. The Observation Tool for Effective CLIL Teaching created by de Graaff, Koopman, Anikina, and Gerrit (2007 was chosen as the starting point and was complemented with three additional fields that were not markedly included in the original model: cultural aspects, affects, and assessment.

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

    Science.gov (United States)

    Samur, Yavuz

    2011-01-01

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

  9. The experience of using an e-learning tool for radioprotection training for diagnostic radiology and health workers

    International Nuclear Information System (INIS)

    Lykawka, R.; Goulart, J.M.; Anés, M.; Dias, J.H.; Motta, V.B.; Bacelar, A.

    2017-01-01

    Radiation protection training is a subject issue addressed in Brazilian health care regulation and intends to create safer procedures and facilities. In this paper we report our experience on implementing an e-learning radiation protection course for radiation occupationally workers and a specific course for non-occupationally workers. The attendees were selected respecting their occupancies and the evaluation about radiation exposure risk. We compared attendee ratio for presential and e-learning for both courses. The course 1 has achieve for presential 25,54% and for e-learning 78,82%, and course 2 for presential 4,90% and 80,97% for e-learning. The e-learning platform has become a suitable tool to increase the adherence of radiation exposed and non-exposed occupationally workers. (author)

  10. The experience of using an e-learning tool for radioprotection training for diagnostic radiology and health workers

    Energy Technology Data Exchange (ETDEWEB)

    Lykawka, R.; Goulart, J.M.; Anés, M.; Dias, J.H.; Motta, V.B.; Bacelar, A., E-mail: manes@hcpa.edu.br [Hospital de Clínicas de Porto Alegre, RS (Brazil). Serviço de Física Médica e Radioproteção

    2017-07-01

    Radiation protection training is a subject issue addressed in Brazilian health care regulation and intends to create safer procedures and facilities. In this paper we report our experience on implementing an e-learning radiation protection course for radiation occupationally workers and a specific course for non-occupationally workers. The attendees were selected respecting their occupancies and the evaluation about radiation exposure risk. We compared attendee ratio for presential and e-learning for both courses. The course 1 has achieve for presential 25,54% and for e-learning 78,82%, and course 2 for presential 4,90% and 80,97% for e-learning. The e-learning platform has become a suitable tool to increase the adherence of radiation exposed and non-exposed occupationally workers. (author)

  11. Commentary on "Theory-Led Design of Instruments and Representations in Learning Analytics: Developing a Novel Tool for Orchestration of Online Collaborative Learning"

    Science.gov (United States)

    Teplovs, Chris

    2015-01-01

    This commentary reflects on the contributions to learning analytics and theory by a paper that describes how multiple theoretical frameworks were woven together to inform the creation of a new, automated discourse analysis tool. The commentary highlights the contributions of the original paper, provides some alternative approaches, and touches on…

  12. Activities, Animations, and Online Tools to Enable Undergraduate Student Learning of Geohazards, Climate Change, and Water Resources

    Science.gov (United States)

    Pratt-Sitaula, B. A.; Walker, B.; Douglas, B. J.; Cronin, V. S.; Funning, G.; Stearns, L. A.; Charlevoix, D.; Miller, M. M.

    2017-12-01

    The NSF-funded GEodesy Tools for Societal Issues (GETSI) project is developing teaching resources for use in introductory and majors-level courses, emphasizing a broad range of geodetic methods and data applied to societally important issues. The modules include a variety of hands-on activities, demonstrations, animations, and interactive online tools in order to facilitate student learning and engagement. A selection of these activities will be showcased at the AGU session. These activities and data analysis exercises are embedded in 4-6 units per module. Modules can take 2-3 weeks of course time total or individual units and activities can be selected and used over just 1-2 class periods. Existing modules are available online via serc.carleton.edu/getsi/ and include "Ice mass and sea level changes", "Imaging active tectonics with LiDAR and InSAR", "Measuring water resources with GPS, gravity, and traditional methods", "Surface process hazards", and "GPS, strain, and earthquakes". Modules, and their activities and demonstrations were designed by teams of faculty and content experts and underwent rigorous classroom testing and review using the process developed by the Science Education Resource Center's InTeGrate Project (serc.carleton.edu/integrate). All modules are aligned to Earth Science and Climate literacy principles. GETSI collaborating institutions are UNAVCO (which runs NSF's Geodetic Facility), Indiana University, and Mt San Antonio College. Initial funding came from NSF's TUES (Transforming Undergraduate Education in STEM). A second phase of funding from NSF IUSE (Improving Undergraduate STEM Education) is just starting and will fund another six modules (including their demonstrations, activities, and hands-on activities) as well as considerably more instructor professional development to facilitate implementation and use.

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

    Directory of Open Access Journals (Sweden)

    M.L. Luiele

    2005-07-01

    Full Text Available 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 easy, playful, and more comprehensive way than  usually  is done by lectures.  The CD-room will present three  main subjects:  (i Theoretical aspects of enzymes; (ii Experimental and Interactive; and (iii Applications.  The first part  will bring short  texts  on the  structure and  function  of enzymes as well as some of their  history.   There  will be also a interactive show of some structures of enzymes,  collected  at  the  Protein Data  Bank,  where important  residues  and  location  of the  active  site will be shown in evidence.   In the  second part  of the CD-rom,  the student will be able to choose from different conditions  (substrate or concentration, pH, and temperature to visualize the kinetics  of a reaction  in a virtual  spctrophotometer where the changes  in absorbance  with  time  will be based  on actual  experiments done at the laboratory. The kinetic data  bank  includes reaction with  chymotrypsin, trypsin, glucose-6-phosphate dehydrogenase, and alkaline phosphatase. From the experiments it will be possible to show how the rate  of a reaction is measured,  and how the kinetic constants can be obtained. The interactive part will show schematics where the  conditions  can be changed  and  a cartoon  corresponding  to the  situation will be displayed and will change according to the movement of a cursor.  Part III will describe some applications of

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

    Science.gov (United States)

    Greenberg, Katherine Blumoff; Baldwin, Constance

    2016-08-01

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

  15. Physics & Preservice Teachers Partnership Project (P4): An interdisciplinary peer learning tool

    Science.gov (United States)

    Simmonds, Paul J.; Wenner, Julianne A.

    Physics graduate students (PGs) and teacher candidates (TCs) often graduate with specific weaknesses. PGs frequently lack training in teaching and effective communication. TCs are typically underprepared for teaching science, and physics in particular. In response to these challenges, we created P4 . P4 is an innovative model for peer learning, creating interdisciplinary partnerships that help college physics instructors train their students in the ``soft skills'' prized in both academia and industry, while helping teacher educators infuse more content knowledge into science methods courses. In P4, PGs plan a lesson and deliver physics content to TCs. TCs then use this content to design and execute a 15-minute elementary science lesson. Framed by the concept of peer learning, we expected P4 would help PGs develop their teaching and communication skills, and TCs learn more physics. We studied the affordances and constraints of P4 to inform future iterations. Overall, P4 was successful, with both PGs and TCs reporting benefits. Affordances for PGs included the chance to plan and teach a class; TCs benefitted from working with experts to increase content knowledge. We will share the full findings and implications of our study, and outline next steps for P4.

  16. A Semantic Web-Based Authoring Tool to Facilitate the Planning of Collaborative Learning Scenarios Compliant with Learning Theories

    Science.gov (United States)

    Isotani, Seiji; Mizoguchi, Riichiro; Isotani, Sadao; Capeli, Olimpio M.; Isotani, Naoko; de Albuquerque, Antonio R. P. L.; Bittencourt, Ig. I.; Jaques, Patricia

    2013-01-01

    When the goal of group activities is to support long-term learning, the task of designing well-thought-out collaborative learning (CL) scenarios is an important key to success. To help students adequately acquire and develop their knowledge and skills, a teacher can plan a scenario that increases the probability for learning to occur. Such a…

  17. Is video review of patient encounters an effective tool for medical student learning? A review of the literature

    Directory of Open Access Journals (Sweden)

    Hammoud MM

    2012-03-01

    Full Text Available Maya M Hammoud1, Helen K Morgan1, Mary E Edwards2, Jennifer A Lyon2, Casey White31Department of Obstetrics and Gynecology, University of Michigan Medical School, Ann Arbor, MI, USA; 2Health Sciences Center Libraries, University of Florida, Gainesville, FL, USA; 3Graduate Medical Education, Faculty Affairs and Department of Anesthesiology, University of Florida College of Medicine, Gainesville, FL, USAPurpose: To determine if video review of student performance during patient encounters is an effective tool for medical student learning.Methods: Multiple bibliographic databases that include medical, general health care, education, psychology, and behavioral science literature were searched for the following terms: medical students, medical education, undergraduate medical education, education, self-assessment, self-evaluation, self-appraisal, feedback, videotape, video recording, televised, and DVD. The authors examined all abstracts resulting from this search and reviewed the full text of the relevant articles as well as additional articles identified in the reference lists of the relevant articles. Studies were classified by year of student (preclinical or clinical and study design (controlled or non-controlled.Results: A total of 67 articles met the final search criteria and were fully reviewed. Most studies were non-controlled and performed in the clinical years. Although the studies were quite variable in quality, design, and outcomes, in general video recording of performance and subsequent review by students with expert feedback had positive outcomes in improving feedback and ultimate performance. Video review with self-assessment alone was not found to be generally effective, but when linked with expert feedback it was superior to traditional feedback alone.Conclusion: There are many methods for integrating effective use of video-captured performance into a program of learning. We recommend combining student self-assessment with feedback

  18. Evaluating Student-Generated Film as a Learning Tool for Qualitative Methods: Geographical "Drifts" and the City

    Science.gov (United States)

    Anderson, Jon

    2013-01-01

    Film as a tool for learning offers considerable opportunity for enhancing student understanding. This paper reflects on the experiences of a project that required students to make a short film demonstrating their practical understanding of qualitative methods. In the psychogeographical tradition, students were asked to "drift" across the…

  19. The Role of Perceived User-Interface Design in Continued Usage Intention of Self-Paced E-Learning Tools

    Science.gov (United States)

    Cho, Vincent; Cheng, T. C. Edwin; Lai, W. M. Jennifer

    2009-01-01

    While past studies on user-interface design focused on a particular system or application using the experimental approach, we propose a theoretical model to assess the impact of perceived user-interface design (PUID) on continued usage intention (CUI) of self-paced e-learning tools in general. We argue that the impact of PUID is mediated by two…

  20. Factors that Influence the Perceived Advantages and Relevance of Facebook as a Learning Tool: An Extension of the UTAUT

    Science.gov (United States)

    Escobar-Rodríguez, Tomás; Carvajal-Trujillo, Elena; Monge-Lozano, Pedro

    2014-01-01

    Social media technologies are becoming a fundamental component of education. This study extends the Unified Theory of Acceptance and Use of Technology (UTAUT) to identify factors that influence the perceived advantages and relevance of Facebook as a learning tool. The proposed model is based on previous models of UTAUT. Constructs from previous…