WorldWideScience

Sample records for providing learning content

  1. Do Gains in Secondary Teachers’ Content Knowledge Provide an ASSET to Student Learning?

    Science.gov (United States)

    Hites, Travis

    2015-01-01

    During the Summer of 2013, a group of East Texas middle and high school science teachers attended the first year of the Astronomy Summer School of East Texas (ASSET), a two-week NASA funded workshop. This workshop focused on providing area teachers with a rigorous two-week experience loaded with interactive content lessons combined with hands-on activities, all relating to the universal laws of astronomy as well as solar system concepts.The effectiveness of this workshop was gauged in part through a series of content surveys given to each participating educator at the beginning and end of the workshop. Similar content surveys were also administered to each teacher's students as pre/post-content surveys in an effort to determine the extent to which teacher gains were transferred into student gains, as well as to judge the effectiveness of the teachers' lessons in conveying these concepts to the students.Overall, students performed best on concepts where teachers exhibited the highest gains in their learning and focused most of their emphasis. A question-by-question analysis, though, suggests that a broad analysis paints an incomplete picture of student learning. We will present an item analysis of student gains by topic along with a comparison of content coverage and teacher gains. Looking beyond these numbers will present results that demonstrate that giving secondary teachers professional development opportunities to increase content knowledge, and tools to present such knowledge to their students, can improve student learning and performance, but is dependent on teacher confidence and level of coverage.This project is supported by the NASA Science Mission Directorate Education and Public Outreach for Earth and Space Science (EPOESS), which is part of the Research Opportunities in Space and Earth Sciences (ROSES), Grant Number NNX12AH11G.

  2. Imitating Podcasts by Providing Audio Content to Support and Enhance Language Learning

    Science.gov (United States)

    Thomas, Simon; Toland, Sean H.

    2015-01-01

    The provision of supplemental educational and instructional content in podcast form is becoming increasingly widespread in first language education. However, amongst second language students in Japan the lack of literature illustrates podcast use has been limited. Imitating podcasts, educational and instructional materials in audio form were…

  3. Learning Content Management Systems

    Directory of Open Access Journals (Sweden)

    Tache JURUBESCU

    2008-01-01

    Full Text Available The paper explains the evolution of e-Learning and related concepts and tools and its connection with other concepts such as Knowledge Management, Human Resources Management, Enterprise Resource Planning, and Information Technology. The paper also distinguished Learning Content Management Systems from Learning Management Systems and Content Management Systems used for general web-based content. The newest Learning Content Management System, very expensive and yet very little implemented is one of the best tools that helps us to cope with the realities of the 21st Century in what learning concerns. The debates over how beneficial one or another system is for an organization, can be driven by costs involved, efficiency envisaged, and availability of the product on the market.

  4. Learning Language through Content: Learning Content through Language.

    Science.gov (United States)

    Met, Myriam

    1991-01-01

    A definition and description of elementary school content-based foreign language instruction notes how it promotes natural language learning and higher-order thinking skills, and also addresses curriculum development, language objective definition, and specific applications in mathematics, science, reading and language arts, social studies, and…

  5. Content and Language Integrated Learning (CLIL): A European Overview

    Science.gov (United States)

    Darn, Steve

    2006-01-01

    This study is designed to provide an insight into current developments in content and language integrated learning in Europe. Content and language integrated learning (CLIL) has become an umbrella term covering a wide variety of approaches to cross-curricular language/content teaching currently taking place in diverse educational contexts.…

  6. Designing Lesson Content in Adaptive Learning Environments

    OpenAIRE

    Danijela Milosevic

    2006-01-01

    Online learning is widely spreading and adaptive learning environments are increasing its potentials. We present a scenario of adapting learning content towards individual student characteristics taking into consideration his/her learning style type and subject matter motivation level. We use an ontology based student model for storing student information. The scenario of designing lesson content tailored to individual student needs is presented as a cross section of learning style and motiva...

  7. Problem Posing as Providing Students with Content-Specific Motives

    NARCIS (Netherlands)

    Klaassen, C.W.J.M.; Doorman, L.M.

    2015-01-01

    We interpret problem posing not as an end in itself, but as a means to add quality to students' process of learning content. Our basic tenet is that all along students know the purpose(s) of what they are doing. This condition is not easily and not often satisfied in education, as we illustrate with

  8. Learning content and the creative cloud

    NARCIS (Netherlands)

    Specht, Marcus

    2012-01-01

    Specht, M. (2012, 18 April). Learning content and the creative cloud. Presentation given at the workshop for creative cloud CLICK workshop Faculteit Bouwkunde & Architectuur TU Delft, Delft, The Netherlands.

  9. Transforming existing content into reusable Learning Objects

    NARCIS (Netherlands)

    Doorten, Monique; Giesbers, Bas; Janssen, José; Daniels, Jan; Koper, Rob

    2003-01-01

    Please cite as: Doorten, M., Giesbers, B., Janssen, J., Daniëls, J, & Koper, E.J.R., (2004). Transforming existing content into reusable learning objects. In R. McGreal, Online Education using Learning Objects (pp. 116-127). London: RoutledgeFalmer.

  10. Content and language integrated learning: principles and perspectives

    OpenAIRE

    BAKLAGOVA J.

    2014-01-01

    This article is devoted to the innovative model for language education Content and Language Integrated Learning (CLIL) which has gained in immense popularity all over the world. Based on communicative approach, CLIL provides progress in language and in the content subject, creativity and independence in language using, developing higher order thinking skills. A successful CLIL lesson should combine such elements as content, communication, cognition and culture

  11. Advancing Climate Literacy through Investment in Science Education Faculty, and Future and Current Science Teachers: Providing Professional Learning, Instructional Materials, and a Model for Locally-Relevant and Culturally-Responsive Content

    Science.gov (United States)

    Halversen, C.; Apple, J. K.; McDonnell, J. D.; Weiss, E.

    2014-12-01

    The Next Generation Science Standards (NGSS) call for 5th grade students to "obtain and combine information about ways individual communities use science ideas to protect Earth's resources and environment". Achieving this, and other objectives in NGSS, will require changes in the educational system for both students and teachers. Teachers need access to high quality instructional materials and continuous professional learning opportunities starting in pre-service education. Students need highly engaging and authentic learning experiences focused on content that is strategically interwoven with science practices. Pre-service and early career teachers, even at the secondary level, often have relatively weak understandings of the complex Earth systems science required for understanding climate change and hold alternative ideas and naïve beliefs about the nature of science. These naïve understandings cause difficulties in portraying and teaching science, especially considering what is being called for in NGSS. The ACLIPSE program focuses on middle school pre-service science teachers and education faculty because: (1) the concepts that underlie climate change align well with the disciplinary core ideas and practices in NGSS for middle grades; and (2) middle school is a critical time for capturing students interest in science as student engagement by eighth grade is the most effective predictor of student pursuit of science in high school and college. Capturing student attention at this age is critical for recruitment to STEM careers and lifelong climate literacy. THE ACLIPSE program uses cutting edge research and technology in ocean observing systems to provide educators with new tools to engage students that will lead to deeper understanding of the interactions between the ocean and climate systems. Establishing authentic, meaningful connections between indigenous and place-based, and technological climate observations will help generate a more holistic perspective

  12. E-Learning--A Provider's Prospective.

    Science.gov (United States)

    Cheong, Chew Seong

    2001-01-01

    Discusses the use of the Internet for electronic lifelong learning services. Highlights include electronic learning as a business; globalization and the knowledge economy; advantages of electronic learning; lifelong electronic learning; and the experiences of one global corporation that developed a Web Site to facilitate lifelong learning. (LRW)

  13. 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.

  14. Providing Leadership for Change in Distance Learning

    Science.gov (United States)

    Burich, Nancy J.

    2004-01-01

    Change in distance learning is occurring at a rapid pace. As new technologies appear, institutions of higher education incorporate them into their course delivery options. Library services must also change to meet new user needs. This article examines the meanings of change and leadership within a distance-learning setting. After describing…

  15. Jellyfish Body Plans Provide Allometric Advantages beyond Low Carbon Content

    OpenAIRE

    Pitt, Kylie; Duarte, Carlos M.; Lucas, Cathy H; Sutherland, Kelly; Condon, Robert H.; Mianzan, Hermes Walter; Purcell, Jennifer; Robinson, Kelly; Uye, Shin-Ichi

    2015-01-01

    Jellyfish form spectacular blooms throughout the world?s oceans. Jellyfish body plans are characterised by high water and low carbon contents which enables them to grow much larger than non-gelatinous animals of equivalent carbon content and to deviate from non-gelatinous pelagic animals when incorporated into allometric relationships. Jellyfish have, however, been argued to conform to allometric relationships when carbon content is used as the metric for comparison. Here we test the hypothe...

  16. Jellyfish body plans provide allometric advantages beyond low carbon content.

    Directory of Open Access Journals (Sweden)

    Kylie A Pitt

    Full Text Available Jellyfish form spectacular blooms throughout the world's oceans. Jellyfish body plans are characterised by high water and low carbon contents which enables them to grow much larger than non-gelatinous animals of equivalent carbon content and to deviate from non-gelatinous pelagic animals when incorporated into allometric relationships. Jellyfish have, however, been argued to conform to allometric relationships when carbon content is used as the metric for comparison. Here we test the hypothesis that differences in allometric relationships for several key functional parameters remain for jellyfish even after their body sizes are scaled to their carbon content. Data on carbon and nitrogen contents, rates of respiration, excretion, growth, longevity and swimming velocity of jellyfish and other pelagic animals were assembled. Allometric relationships between each variable and the equivalent spherical diameters of jellyfish and other pelagic animals were compared before and after sizes of jellyfish were standardised for their carbon content. Before standardisation, the slopes of the allometric relationships for respiration, excretion and growth were the same for jellyfish and other pelagic taxa but the intercepts differed. After standardisation, slopes and intercepts for respiration were similar but excretion rates of jellyfish were 10× slower, and growth rates 2× faster than those of other pelagic animals. Longevity of jellyfish was independent of size. The slope of the allometric relationship of swimming velocity of jellyfish differed from that of other pelagic animals but because they are larger jellyfish operate at Reynolds numbers approximately 10× greater than those of other pelagic animals of comparable carbon content. We conclude that low carbon and high water contents alone do not explain the differences in the intercepts or slopes of the allometric relationships of jellyfish and other pelagic animals and that the evolutionary longevity

  17. Jellyfish body plans provide allometric advantages beyond low carbon content.

    Science.gov (United States)

    Pitt, Kylie A; Duarte, Carlos M; Lucas, Cathy H; Sutherland, Kelly R; Condon, Robert H; Mianzan, Hermes; Purcell, Jennifer E; Robinson, Kelly L; Uye, Shin-Ichi

    2013-01-01

    Jellyfish form spectacular blooms throughout the world's oceans. Jellyfish body plans are characterised by high water and low carbon contents which enables them to grow much larger than non-gelatinous animals of equivalent carbon content and to deviate from non-gelatinous pelagic animals when incorporated into allometric relationships. Jellyfish have, however, been argued to conform to allometric relationships when carbon content is used as the metric for comparison. Here we test the hypothesis that differences in allometric relationships for several key functional parameters remain for jellyfish even after their body sizes are scaled to their carbon content. Data on carbon and nitrogen contents, rates of respiration, excretion, growth, longevity and swimming velocity of jellyfish and other pelagic animals were assembled. Allometric relationships between each variable and the equivalent spherical diameters of jellyfish and other pelagic animals were compared before and after sizes of jellyfish were standardised for their carbon content. Before standardisation, the slopes of the allometric relationships for respiration, excretion and growth were the same for jellyfish and other pelagic taxa but the intercepts differed. After standardisation, slopes and intercepts for respiration were similar but excretion rates of jellyfish were 10× slower, and growth rates 2× faster than those of other pelagic animals. Longevity of jellyfish was independent of size. The slope of the allometric relationship of swimming velocity of jellyfish differed from that of other pelagic animals but because they are larger jellyfish operate at Reynolds numbers approximately 10× greater than those of other pelagic animals of comparable carbon content. We conclude that low carbon and high water contents alone do not explain the differences in the intercepts or slopes of the allometric relationships of jellyfish and other pelagic animals and that the evolutionary longevity of jellyfish and

  18. Provider expectations and father involvement: learning from ...

    African Journals Online (AJOL)

    2013-12-17

    Dec 17, 2013 ... learning from experiences of poor “absent fathers” in Gauteng, South .... of care, moral and ethical guidance, emotional, practical, and psychosocial support of one's partner and economic ... roles have shifted from being the moral teacher and guide, to having responsibility for bread-winning, to being a role ...

  19. 10 Years of "Adult Learning": Content Analysis of an Academic Journal

    Science.gov (United States)

    Cherrstrom, Catherine A.; Robbins, Stacey E.; Bixby, John

    2017-01-01

    Academic publications provide insights into a discipline's history, knowledge base, and research norms, and thus analyzing publication activity provides learning about the field of study. To learn more about the field of adult and continuing education, this study used content analysis to examine 10 years of "Adult Learning" from 2006…

  20. Pedagogical tools in providing inclusive active learning process

    OpenAIRE

    Tupitsa, E.

    2014-01-01

    In the publication it is described pedagogical tools while providing inclusive active learning process of children with special educational needs; it is defined the key characteristics of the teacher as mediator; it is determined the main hints of cooperative learning

  1. Enhanced P2P Services Providing Multimedia Content

    Directory of Open Access Journals (Sweden)

    E. Ardizzone

    2007-01-01

    To address this major limitation, we propose an original image and video sharing system, in which a user is able to interactively search interesting resources by means of content-based image and video retrieval techniques. In order to limit the network traffic load, maximizing the usefulness of each peer contacted in the query process, we also propose the adoption of an adaptive overlay routing algorithm, exploiting compact representations of the multimedia resources shared by each peer. Experimental results confirm the validity of the proposed approach, that is capable of dynamically adapting the network topology to peer interests, on the basis of query interactions among users.

  2. Awareness for Contextualized Digital Contents in Ubiquitous Learning Environments

    NARCIS (Netherlands)

    Börner, Dirk

    2010-01-01

    Börner, D. (2009). Awareness for Contextualized Digital Contents in Ubiquitous Learning Environments. Presented at the Doctoral Consortium of the Fourth European Conference on Technology Enhanced Learning (EC-TEL 2009). September, 29-October, 2, 2009, Nice, France.

  3. Content and Language Integrated Learning in Opensimulator Project. Results of a Pilot Implementation in Greece

    Science.gov (United States)

    Fokides, Emmanuel; Zampouli, Constantina

    2017-01-01

    The study presents the results of a pilot implementation of the Content and Language Integrated Learning in OpenSimulator Project-CLILiOP. Content and Language Integrated Learning together with constructivism provided the theoretical basis of the project. A multi-user virtual environment was developed using OpenSimulator, which entailed a tour of…

  4. "UML Quiz": Automatic Conversion of Web-Based E-Learning Content in Mobile Applications

    Science.gov (United States)

    von Franqué, Alexander; Tellioglu, Hilda

    2014-01-01

    Many educational institutions use Learning Management Systems to provide e-learning content to their students. This often includes quizzes that can help students to prepare for exams. However, the content is usually web-optimized and not very usable on mobile devices. In this work a native mobile application ("UML Quiz") that imports…

  5. Model-driven description and validation of composite learning content

    OpenAIRE

    Melia, Mark; Pahl, Claus

    2010-01-01

    Authoring of learning content for courseware systems is a complex activity requiring the combination of a range of design and validation techniques. We introduce the CAVIAr courseware models allowing for learning content description and validation. Model-based representation and analysis of different concerns such as the subject domain, learning context, resources and instructional design used are key contributors to this integrated solution. Personalised learning is particularly difficult to...

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

    Directory of Open Access Journals (Sweden)

    Yuliya V. Vainshtein

    2017-01-01

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

  7. Effects of Short-Term Memory and Content Representation Type on Mobile Language Learning

    Directory of Open Access Journals (Sweden)

    Nian-Shing Chen

    2008-10-01

    Full Text Available Due to the rapid advancements in mobile communication and wireless technologies, many researchers and educators have started to believe that these emerging technologies can be leveraged to support formal and informal learning opportunities. Mobile language learning can be effectively implemented by delivering learning content through mobile phones. Because the screen size of mobile phones is limited, the presentation of materials using different Learning Content Representation (LCR types is an issue that needs to be explored. This study addresses the issue of content adaptation in mobile language learning environments. Two dimensions have been taken into consideration to identify a promising solution: instructional strategies (LCR types: written annotation and pictorial annotation, and learners’ cognitive models (verbal and visual short-term memory. Our findings show that providing learning content with pictorial annotation in a mobile language learning environment can help learners with lower verbal and higher visual ability because such learners find it easier to learn content presented in a visual rather than in a verbal form. Providing learning content with both written and pictorial annotation can also help learners with both high verbal and high visual abilities. According to the Cognitive Load Theory, providing too much information may produce a higher cognitive load and lead to irritation and a lack of concentration. Our findings also suggest that providing just the basic learning materials is more helpful to learners with low verbal and visual abilities.

  8. Evaluation Criterion for Quality Assessment of E-Learning Content

    Science.gov (United States)

    Al-Alwani, Abdulkareem

    2014-01-01

    Research trends related to e-learning systems are oriented towards increasing the efficiency and capacity of the systems, thus they reflect a large variance in performance when considering content conformity and quality standards. The Framework related to standardisation of digital content for e-learning systems is likely to play a significant…

  9. Quality Perception within Corporate E-Learning Providers in Catalonia

    Science.gov (United States)

    Sangra, Albert; Fernandez-Michels, Pedro

    2011-01-01

    Purpose: The paper seeks to describe the Catalan corporate e-learning providers from the perspective of quality perception, quality assessment and quality control. Design/methodology/approach: A literature review reveals key aspects of the definition of quality in e-learning. The results of the review constitute the basis for exploratory research…

  10. Automatic web content categorization machine learning

    OpenAIRE

    Mutsuda Zapater, Masumi

    2012-01-01

    This Master Thesis consists of designing and implementing a web content classification application which include well-known algorithms for document classification such as Naïve Bayes and Maximum Entropy and inspired by proven tools like Rapidminer.

  11. Multi-Channel-Learning (MCL - Ein Referenzmodell für Learning-Content-Systeme (LCS

    Directory of Open Access Journals (Sweden)

    Jan vom Brocke

    2005-12-01

    Full Text Available Lerneinheiten müssen stark variierenden Anforderungen gerecht werden. Neben unterschiedlichen Lerntypen spielen vor allem auch die Umfeldbedingungen eine wesentliche Rolle, in denen Lernprozesse stattfinden. Faktoren wie z. B. die Tagesform führen letztlich dazu, dass nicht einmal für eine einzelne Person konstante Lernpräferenzen herrschen.Mit diesem Beitrag wird vorgeschlagen, zur Lösung des Problems einer Mehrkanalstrategie zu folgen. Allerdings sind spezifische Eigenschaften von Learning-Content-Systemen (LCS notwendig, um ein sog. Multi-Channel-Learning (MCL zu ermöglichen. Diese Eigenschaften werden im Beitrag anhand von Informationsmodellen beschrieben werden. Sie sollen als Referenzmodell dienen, das sowohl bei der Entwicklung als auch bei der Auswahl und Anpassung von LCS hilfreich sein kann.Das Referenzmodell wird deduktiv abgeleitet und anhand praktischer Anwendungen geprüft. Vorgestellt werden sowohl Anwendungs- als auch Organisationssysteme, die nach dem Modell realisiert worden sind. Auf dieser Grundlage kann schließlich eine Nutzenabschätzung des Modells für das Multi-Channel-Learnings vorgenommen werden.This paper presents a reference model for the design of learning-content systems (LCS according to a multi-channel strategy.The model comes into play when various requirements for editing learning contents need to be considered. Both the learner's preferences as well as the situative varieties of the learner's context are of utmost importance for the construction of appropriate learning units. One strategy in order to meet these requirements is the editing of content according to a multi-channel strategy. That way, learners can decide via which channel they prefer to deal with the content in a specific situation. The reference model for MCL that is provided with this paper, supports the implementation of such strategies. It gives a description of essential characteristics of LCS in order to facilitate Multi

  12. Language Learning of Gifted Individuals: A Content Analysis Study

    Science.gov (United States)

    Gokaydin, Beria; Baglama, Basak; Uzunboylu, Huseyin

    2017-01-01

    This study aims to carry out a content analysis of the studies on language learning of gifted individuals and determine the trends in this field. Articles on language learning of gifted individuals published in the Scopus database were examined based on certain criteria including type of publication, year of publication, language, research…

  13. SOFTWARE IMPLEMENTATION FOR SCORM CONTENT MIGRATION IN THE LEARNING MANAGEMENT SYSTEM

    Directory of Open Access Journals (Sweden)

    Y. B. Popova

    2017-01-01

    Full Text Available Using of learning management systems increases the possibility of teachers and students in achieving their goals in education. Such systems provide learning content, help to organize and to monitor training progress, help to collect statistics. However, the transition from one LMS to another there is a problem of content migration, because all training materials and tests should either be recreated, or somehow be migrated to the new system. Content migration by hand is a very time-consuming process, so the leading developers of the learning management systems developed a standard for the organization and storage of content, called SCORM (Eng., Sharable Content Object Reference Model. Created by this standard, the content must migrate to the learning management system provided its support for these systems. SCORM standard allows you to create training content that is not dependent on the learning management system, but the loosely embedded in it. This approach enables teachers to develop unique courses and put them free available or for sale in the Internet for all interested persons, and to use educational content created by the best specialists around the world to carry out their activities. The content on the SCORM standard imposes certain requirements on the learning management systems, as they do not distort the training content and properly interact with the tests. The aim of this article is a software implementation of a content migration by SCORM standard from other learning management systems in its own development used at the Software Department of the Faculty of Information Technology and Robotics of the Belarusian National Technical University.

  14. A Comparison of General and Content-Specific Literacy Strategies for Learning Science Content

    Science.gov (United States)

    Reed, Deborah K.; Whalon, Kelly; Lynn, Devon; Miller, Nicole; Smith, Keely

    2017-01-01

    This study employed an adapted alternating treatments single-case design to explore students' learning of biology content when using a general note-taking (GNT) strategy and a content-specific graphic organizer (CGO) to support reading high school biology texts. The 4 focal participants were 15-18-year-olds committed to a moderate risk juvenile…

  15. Content-Based Instruction and Content and Language Integrated Learning: The Same or Different?

    Science.gov (United States)

    Cenoz, Jasone

    2015-01-01

    This article looks at the characteristics of Content-Based Instruction (CBI) and Content and Language Integrated Learning (CLIL) in order to examine their similarities and differences. The analysis shows that CBI/CLIL programmes share the same essential properties and are not pedagogically different from each other. In fact, the use of an L2 as…

  16. Content Area Textbooks as Sources for Vocabulary Learning

    OpenAIRE

    Bambang Yudi Cahyono

    2016-01-01

    This study examines the potential of content area textbooks as a lexical environment for incidental vocabulary learning. The two questions proposed are how many rarely-used words content area textbooks contain within a particular number of words, and how different or similar the frequency of rarely-used words is in the linguistic studies and non-linguistic studies textbooks. This study concludes that content area textbooks contain a relatively high frequency of words within Nat3 and Nat4 leve...

  17. Providing Health Care Service-learning Experiences for IPPE Credit

    Directory of Open Access Journals (Sweden)

    Kassandra M. Bartelme, Pharm.D.

    2011-01-01

    Full Text Available Service-learning (SL provides an opportunity for students to learn personal and professional skills while providing a useful service to the community. Many pharmacy education programs use SL within their curriculum because of the benefits to the community, the faculty, the learning institution and the student(s. While SL has been used in schools/colleges of pharmacy for many years, SL that also fulfills IPPE requirements is newer. This paper seeks to promote the use of combined SL/IPPE experiences. It provides an example where students volunteered at federally qualified health centers and also reviews the ACPE Standards related to SL. Schools/colleges of pharmacy are encouraged to design mechanisms for students to participate in combined SL/IPPE experiences as part of their IPPE requirements.

  18. Content Area Textbooks as Sources for Vocabulary Learning

    Directory of Open Access Journals (Sweden)

    Bambang Yudi Cahyono

    2016-02-01

    Full Text Available This study examines the potential of content area textbooks as a lexical environment for incidental vocabulary learning. The two questions proposed are how many rarely-used words content area textbooks contain within a particular number of words, and how different or similar the frequency of rarely-used words is in the linguistic studies and non-linguistic studies textbooks. This study concludes that content area textbooks contain a relatively high frequency of words within Nat3 and Nat4 levels. The high percentage of rarely-used words indicates that content area textbooks are rich sources for vocabulary learning. The findings also suggest that different kinds of textbooks in the content courses can be rich lexical environments for the study of second language vocabulary

  19. 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.

  20. Storytelling: A Strategy for Providing Context for Learning.

    Science.gov (United States)

    Billings, Diane M

    2016-03-01

    Storytelling--a narrative of events related to nursing and linked to evidence--provides a context for learning, particularly for learners who require a rich context to understand and integrate concepts related to patient care. This article offers suggestions for developing and using stories in nursing education. Copyright 2016, SLACK Incorporated.

  1. An investigation into e-learning practices: Implications for providers ...

    African Journals Online (AJOL)

    The last decade has seen a considerable growth in the application of e-learning courses in most higher education institutions and in companies that provide inhouse training for employees. Hereby recognition is given that modern information and telecommunication technologies can help educators to meet the dual

  2. Providing Learning Computing Labs using Hosting and Virtualization Technologies

    OpenAIRE

    Armide González; Carmelo Rubén García; Santiago Candela

    2011-01-01

    This paper presents a computing hosting system to provide virtual computing laboratories for learning activities. This system is based on hosting and virtualization technologies. All the components used in its development are free software tools. The computing lab model provided by the system is a more sustainable and scalable alternative than the traditional academic computing lab, and it requires lower costs of installation and operation.

  3. Providing Learning Computing Labs using Hosting and Virtualization Technologies

    Directory of Open Access Journals (Sweden)

    Armide González

    2011-05-01

    Full Text Available This paper presents a computing hosting system to provide virtual computing laboratories for learning activities. This system is based on hosting and virtualization technologies. All the components used in its development are free software tools. The computing lab model provided by the system is a more sustainable and scalable alternative than the traditional academic computing lab, and it requires lower costs of installation and operation.

  4. A deep learning and novelty detection framework for rapid phenotyping in high-content screening

    Science.gov (United States)

    Sommer, Christoph; Hoefler, Rudolf; Samwer, Matthias; Gerlich, Daniel W.

    2017-01-01

    Supervised machine learning is a powerful and widely used method for analyzing high-content screening data. Despite its accuracy, efficiency, and versatility, supervised machine learning has drawbacks, most notably its dependence on a priori knowledge of expected phenotypes and time-consuming classifier training. We provide a solution to these limitations with CellCognition Explorer, a generic novelty detection and deep learning framework. Application to several large-scale screening data sets on nuclear and mitotic cell morphologies demonstrates that CellCognition Explorer enables discovery of rare phenotypes without user training, which has broad implications for improved assay development in high-content screening. PMID:28954863

  5. Speaking and Listening in Content Area Learning

    Science.gov (United States)

    Fisher, Douglas; Frey, Nancy

    2014-01-01

    Oral language development facilitates print literacy. In this article, we focus on the ways in which teachers can ensure students' speaking and listening skills are developed. We provide a review of some time-tests classroom routines as well as some that can be enhanced with technology.

  6. Learning About Semi Conductors for Teaching—the Role Played by Content Knowledge in Pedagogical Content Knowledge (PCK) Development

    Science.gov (United States)

    Rollnick, Marissa

    2017-08-01

    This study focuses on how teachers learn to teach a new topic and the role played by their developing content knowledge as they teach. The paper is based on seven high school science teachers' studies on the teaching of semiconductors, at the time a new topic in the curriculum. Analysis of artefacts such as teacher concept maps, video recordings of lessons, journals and other classroom-based evidence shows how the extent and type of teachers' content knowledge informed their choice of teaching approaches and how their learning of content took place alongside the development of teaching strategies. The development of content knowledge was combined with increased understanding of how to teach the topic in almost all cases. Evidence of development of teachers' PCK was found in their increased ability to design teaching strategies, and their use of representations and suitable assessment tasks for their lessons. Some specific common teaching strategies were identified across the teachers. These strategies could add to the canon of teachers' topic - specific professional knowledge for semiconductors. The study provides increased understanding of how teachers simultaneously master content and its teaching and how mediated self-reflection is a fruitful approach for assisting teachers to learn to teach a new topic.

  7. Resolving the Problem of Intelligent Learning Content in Learning Management Systems

    Science.gov (United States)

    Rey-Lopez, Marta; Brusilovsky, Peter; Meccawy, Maram; Diaz-Redondo, Rebeca; Fernandez-Vilas, Ana; Ashman, Helen

    2008-01-01

    Current e-learning standardization initiatives have put much effort into easing interoperability between systems and the reusability of contents. For this to be possible, one of the most relevant areas is the definition of a run-time environment, which allows Learning Management Systems to launch, track and communicate with learning objects.…

  8. Content of Orthopedic Patient Education Provided by Nurses in Seven European Countries.

    Science.gov (United States)

    Charalambous, Andreas; Papastavrou, E; Valkeapää, K; Zabalegui, A; Ingadóttir, B; Lemonidou, C; Fatkulina, N; Jouko, K; Leino-Kilpi, H

    2017-07-01

    Patients' and their significant others' education during the perioperative phase is an important and challenging aspect of care. This study explored the content of education provided by nurses to arthroplasty patients and their significant others. Data were collected with the Education of Patients-NURSE content (EPNURSE-Content), Received Knowledge of Hospital Patient (RKhp), and Received Knowledge of Significant Other (RKso) scales. The results showed that the content of education emphasized biophysiological and functional needs, differed between countries, and was related to how physically demanding nurses found their job to be and the amount of education provided. There is congruence between the received knowledge of patients and their significant others in relation to the content of education provided by nurses. The findings can support nurses in developing aid material for patients and significant others explaining the nature of education and advising them what to expect and how to optimize their participation in the process.

  9. Supporting Content and Language Integrated Learning through Technology

    Science.gov (United States)

    Gimeno-Sanz, Ana; Ó Dónaill, Caoimhín; Andersen, Kent

    2014-01-01

    This paper describes Clilstore and how this tool can support Content and Language Integrated Learning (CLIL), which involves teaching a curricular subject through the medium of a foreign language, as was evidenced through data collected from two surveys conducted with secondary school teachers from various European countries. [For full…

  10. Learning through Hallmark People in the Content Areas

    Science.gov (United States)

    Ciecierski, Lisa M.; Bintz, William P.

    2018-01-01

    This article shares aspects to consider when designing and implementing content area instruction through the study of people. It begins with a description of an inquiry that investigated students' learning with the use of authentic literature and meaningful writing in social studies, and then extends to a discussion of how to apply these same…

  11. Cooperative Learning in Turkey: A Content Analysis of Theses

    Science.gov (United States)

    Dirlikli, Murat

    2016-01-01

    This study is a content analysis of theses concerning cooperative learning prepared in Turkey between the years 1993 and 2014. A total of 220 theses which were accessible online (open access) at the site of Council of Higher Education (CoHE) were analyzed. The publishing classification form used in this study was prepared analyzing similar forms…

  12. The Power of Collaboration: Learning to Teach Antiracist Content

    Science.gov (United States)

    Attwood, Polly F.

    2011-01-01

    In this article the author examines the experiences of eight teacher educators within a collaborative teaching community as they learned to meet the unique challenges of teaching antiracist content. Such spaces can be powerful places of mentoring and retreat that sustain the legacy of critical multicultural education, yet they remain…

  13. A Streaming Content Distribution Network for E-Learning Support

    Science.gov (United States)

    Esteve, M.; Molina, B.; Palau, C.; Fortino, G.

    2006-01-01

    To date e-Learning material has usually been accessed and delivered through a central web server. As the number of users, the amount of information, the frequency of accesses and the volume of data increase, together with the introduction of multimedia streaming applications, a decentralized content distribution architecture is necessary. In this…

  14. Efficient content production for a university multimedia learning environment

    Science.gov (United States)

    Kurtze, Ali; Grau, Ronald; Creutzburg, Reiner

    2005-03-01

    The use of multimedia learning environments in educational institutions is often associated with the need of uncomplicated content production and moreover, the problem to animate users to maintain the system and its content. A recently developed prototype, 'Instant Seminar,' which is being used at the University of Applied Sciences Brandenburg in Germany, can be seen as an approach for creating an easy-to-use, low-price learning management system (LMS) for multimedia learning environments. The system could be suitable as a solution for those universities wishing to extend their teachings with an electronic learning environment, but which are presently not prepared for a commercial LMS implementation, mostly due to financial or organizational reasons. 'Instant Seminar' follows the didactic concept of 'Hybrid Learning Arrangements' and we considered corresponding features for communication and personal tutoring as part of the design. Important part of the prototype is a production tool called 'Lecture Wizard,' which is basically a Web-based application running on Apache and MySQL servers. It employs Windows Media Services to allow production, modification and broadcasting of AV streams corresponding with the other content of created lectures. Produced streams may have different bandwidths and the distribution of lectures is possible within local and wide area networks. Recently, 'Instant Seminar' has been further developed to serve mobile devices.

  15. Combining Digital Archives Content with Serious Game Approach to Create a Gamified Learning Experience

    Directory of Open Access Journals (Sweden)

    D.-T. Shih

    2015-08-01

    Full Text Available This paper presents an interdisciplinary to develop content-aware application that combines game with learning on specific categories of digital archives. The employment of content-oriented game enhances the gamification and efficacy of learning in culture education on architectures and history of Hsinchu County, Taiwan. The gamified form of the application is used as a backbone to support and provide a strong stimulation to engage users in learning art and culture, therefore this research is implementing under the goal of “The Digital ARt/ARchitecture Project”. The purpose of the abovementioned project is to develop interactive serious game approaches and applications for Hsinchu County historical archives and architectures. Therefore, we present two applications, “3D AR for Hukou Old ” and “Hsinchu County History Museum AR Tour” which are in form of augmented reality (AR. By using AR imaging techniques to blend real object and virtual content, the users can immerse in virtual exhibitions of Hukou Old Street and Hsinchu County History Museum, and to learn in ubiquitous computing environment. This paper proposes a content system that includes tools and materials used to create representations of digitized cultural archives including historical artifacts, documents, customs, religion, and architectures. The Digital ARt / ARchitecture Project is based on the concept of serious game and consists of three aspects: content creation, target management, and AR presentation. The project focuses on developing a proper approach to serve as an interactive game, and to offer a learning opportunity for appreciating historic architectures by playing AR cards. Furthermore, the card game aims to provide multi-faceted understanding and learning experience to help user learning through 3D objects, hyperlinked web data, and the manipulation of learning mode, and then effectively developing their learning levels on cultural and historical archives in

  16. Combining Digital Archives Content with Serious Game Approach to Create a Gamified Learning Experience

    Science.gov (United States)

    Shih, D.-T.; Lin, C. L.; Tseng, C.-Y.

    2015-08-01

    This paper presents an interdisciplinary to develop content-aware application that combines game with learning on specific categories of digital archives. The employment of content-oriented game enhances the gamification and efficacy of learning in culture education on architectures and history of Hsinchu County, Taiwan. The gamified form of the application is used as a backbone to support and provide a strong stimulation to engage users in learning art and culture, therefore this research is implementing under the goal of "The Digital ARt/ARchitecture Project". The purpose of the abovementioned project is to develop interactive serious game approaches and applications for Hsinchu County historical archives and architectures. Therefore, we present two applications, "3D AR for Hukou Old " and "Hsinchu County History Museum AR Tour" which are in form of augmented reality (AR). By using AR imaging techniques to blend real object and virtual content, the users can immerse in virtual exhibitions of Hukou Old Street and Hsinchu County History Museum, and to learn in ubiquitous computing environment. This paper proposes a content system that includes tools and materials used to create representations of digitized cultural archives including historical artifacts, documents, customs, religion, and architectures. The Digital ARt / ARchitecture Project is based on the concept of serious game and consists of three aspects: content creation, target management, and AR presentation. The project focuses on developing a proper approach to serve as an interactive game, and to offer a learning opportunity for appreciating historic architectures by playing AR cards. Furthermore, the card game aims to provide multi-faceted understanding and learning experience to help user learning through 3D objects, hyperlinked web data, and the manipulation of learning mode, and then effectively developing their learning levels on cultural and historical archives in Hsinchu County.

  17. Learning and the diffusion of regime contention in the Arab Spring

    Directory of Open Access Journals (Sweden)

    Justus Bamert

    2015-07-01

    Full Text Available The Arab Spring has become a prominent example of the spread of cross-national regime contention. It is widely accepted that successful regime contention (in Tunisia and Egypt triggered protests in other countries. Both scholars and other observers have suggested that protesters learned from successful regime contention. Thus far, available evidence has been either anecdotal or qualitative. This article provides a quantitative analysis of the diffusion of regime contention in 20 countries in the Middle East and North Africa (MENA region between December 2010 and April 2011. Results show that protests that led to a regime change were much more likely to be imitated elsewhere, but especially in the first couple of weeks and without taking the specificity of the context into account. Our analysis thus suggests that regime contention diffused through bounded learning during the Arab Spring.

  18. When Teaching Makes a Difference: Developing science teachers' pedagogical content knowledge through learning study

    Science.gov (United States)

    Nilsson, Pernilla

    2014-07-01

    It is a common view that developing teachers' competence to restructure or reframe their knowledge and beliefs is inevitably a complex challenge. This paper reports on a research project with the aim to develop science teachers' pedagogical content knowledge (PCK) through their participation in a learning study. A learning study is a collegial process in which teachers work together with a researcher to explore their own teaching activities in order to identify what is critical for their students' learning. During one semester, three secondary science teachers worked in a learning study together with a researcher in a cyclical process in order to create prerequisites and further identify conditions for students' learning. During the learning study, data were collected from video-recorded lessons and stimulated recall sessions in which the teachers and the researcher reflected on the lessons to analyze their development of PCK, their students' learning and the impact of that knowledge on their own teaching. The results provide an insight into how the teachers developed their self-understanding in which they questioned their own epistemological beliefs, aims and objectives of teaching and taken-for-granted assumptions about science teaching and learning. As such, the study provides an understanding of teacher professional learning through a careful investigation of how teachers' PCK is enhanced through their participation in the learning study, and further, how students' learning might be developed as a consequence.

  19. Guidance Provided by Teacher and Simulation for Inquiry-Based Learning: a Case Study

    Science.gov (United States)

    Lehtinen, Antti; Viiri, Jouni

    2017-04-01

    Current research indicates that inquiry-based learning should be guided in order to achieve optimal learning outcomes. The need for guidance is even greater when simulations are used because of their high information content and the difficulty of extracting information from them. Previous research on guidance for learning with simulations has concentrated on guidance provided by the simulation. Little research has been done on the role of the teacher in guiding learners with inquiry-based activities using simulations. This descriptive study focuses on guidance provided during small group investigations; pre-service teachers ( n = 8) guided third and fifth graders using a particular simulation. Data was collected using screen capture videos. The data was analyzed using a combination of theory- and data-driven analysis. Forms of guidance provided by the simulation and by the teachers were divided into the same categories. The distribution of the guidance between the teacher and the simulation was also analyzed. The categories for forms of guidance provided by simulations proved to be applicable to guidance provided by the teachers as well. Teachers offered more various forms of guidance than the simulation. The teachers adapted their guidance and used different patterns to complement the guidance provided by the simulation. The results of the study show that guidance provided by teachers and simulations have different affordances, and both should be present in the classroom for optimal support of learning. This has implications for both teaching with simulations and development of new simulations.

  20. The Development of SCORM-Conformant Learning Content Based on the Learning Cycle Using Participatory Design

    Science.gov (United States)

    Su, C. Y.; Chiu, C. H.; Wang, T. I.

    2010-01-01

    This study incorporates the 5E learning cycle strategy to design and develop Sharable Content Object Reference Model-conformant materials for elementary science education. The 5E learning cycle that supports the constructivist approach has been widely applied in science education. The strategy consists of five phases: engagement, exploration,…

  1. AMELIE: Authoring Multimedia-Enhanced Learning Interactive Environment for medical contents.

    Science.gov (United States)

    Sánchez-González, P; Oropesa, I; García-Novoa, J; Gómez, E J

    2013-01-01

    This paper presents the AMELIE Authoring Tool for medical e-learning applications. The tool allows for the creation of enhanced-video based didactic contents, and can be adjusted to any number of platforms and applications. Validation provides preliminary good results on its acceptance and usefulness.

  2. Providing pervasive Learning eXperiences by Combining Internet of Things and e-Learning standards

    Directory of Open Access Journals (Sweden)

    Aroua TAAMALLAH

    2015-12-01

    Full Text Available Nowadays, learning is more and more taking place anywhere and anytime. This implies that e-learning environments are expanded from only virtual learning environments to both virtual and physical ones. Thanks to the evolution of Internet, ICT (Information and Communication Technology and Internet of Things, new learning scenarios could be experienced by learners either individually or collaboratively. These learning scenarios are Pervasive in such a way that they allow to mix virtual and physical learning environments as well. They are therefore characterized by possible interactions of the learner with the physical environment, the Learner's contextual data detection as well as the adaptation of pedagogical strategies and services according to this context. This paper aims to take advantage of this trend and keep up also with existing e-Learning standards such as IMS LD and LOM. The solution proposed is therefore to extend these standards models with that of Internet of Things and to provide an adaptation approach of learning activities based on learner's context and her/his track using the eXperience API. In this context and in order to allow both reasoning capabilities and interoperability between the proposed models Ontological representations and implementation are therefore proposed. Moreover a technical architecture highlighting the required software components and their interactions is provided. And finally, a relevant pervasive learning scenario is implemented and experimented.

  3. A Novel Stackelberg-Bertrand Game Model for Pricing Content Provider

    Directory of Open Access Journals (Sweden)

    Cheng Zhang

    2015-11-01

    Full Text Available With the popularity of smart devices such as smartphone, tablet, contents that traditionally be viewed on a personal computer, can also be viewed on these smart devices. The demand for contents thus is increasing year by year, which makes the content providers (CPs get great revenue from either users’ subscription or advertisement. On the other hand, Internet service providers (ISPs, who keep investing in the network technology or capacity capacity to support the huge traffic generated by contents, do not benefit directly from the content traffic. One choice for ISPs is to charge CPs to share the revenue from the huge content traffic. Then ISPs have enough incentives to invest in network infrastructure to improve quality of services (QoS, which eventually benefit CPs and users. This paper presents a novel economic model called Stackelberg-Bertrand game to capture the interaction and competitions among ISPs, CPs and users when ISPs charge CPs. A generic user demand function is assumed to capture the sensitivity of demand to prices of ISPs and CPs. The numerical results show that the price elasticity of ISP and CP plays an important part on the payoff of the ISP and CP.

  4. Writing about the Personal Utility of Learning Contents in a Learning Journal Improves Learning Motivation and Comprehension

    OpenAIRE

    Schmidt, Kristin; Maier, Julia; Nückles, Matthias

    2012-01-01

    Reflecting on the personal utility and value of learning contents is important for motivation building and engagement in high quality learning processes. We investigated the effects of a personal-utility prompt in journal writing on students’ learning motivation and comprehension in biology education. 40 students of a German secondary school took part in a quasi-experimental field study. The students kept a weekly learning journal over six weeks. For writing their journal entries, the student...

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

    Science.gov (United States)

    Schlichting, Margaret L.; Preston, Alison R.

    2014-01-01

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

  6. [Practical chemistry education provided by team-based learning (TBL) and peer evaluation].

    Science.gov (United States)

    Yasuhara, Tomohisa; Konishi, Motomi; Nishida, Takahiro; Kushihata, Taro; Sone, Tomomichi; Kurio, Wasako; Yamamoto, Yumi; Nishikawa, Tomoe; Yanada, Kazuo; Nakamura, Mitsutaka

    2014-01-01

    Learning chemistry is cumulative: basic knowledge and chemical calculation skills are required to gain understanding of higher content. However, we often suffer from students' lack of learning skills to acquire these concepts. One of the reasons is the lack of adequate training in the knowledge and skills of chemistry, and one of the reasons for this lack is the lack of adequate evaluation of training procedures and content. Team-based learning (TBL) is a strong method for providing training in the knowledge and skills of chemistry and reaffirms the knowledge and skills of students of various levels. In our faculty, TBL exercises are provided for first-year students concurrently with lectures in physical chemistry and analytical chemistry. In this study, we researched the adoption of a peer evaluation process for this participatory learning model. Questionnaires taken after TBL exercises in the previous year showed a positive response to TBL. Further, a questionnaire taken after TBL exercises in the spring semester of the current year also yielded a positive response not only to TBL but also to peer evaluation. In addition, a significant correlation was observed between the improvement of students' grades in chemistry classes and the feeling the percentage (20%) of peer evaluation in overall evaluation low (logistic regression analysis, p=0.022). On the basis of the findings, we argue that TBL provides a generic, practical learning environment including an effective focus on learning strategy and evaluation of knowledge, skills, and attitudes, and studies on the educational effects of TBL and peer evaluation.

  7. Cultural Challenges in Developing E-Learning Content

    Directory of Open Access Journals (Sweden)

    Marianne Amir Azer

    2011-03-01

    Full Text Available Education is an important component of any nation’s development process. Society has been credited with creating technology, but technology is simultaneously creating society. One of the key benefits of such technology creation includes learning and curriculum development, which is otherwise referred to as e-leaning, and more appropriately referred to as global e-learning. Global e-learning raises some implications, which include communication, culture, and technology, that must be addressed before successful implementation and outcome can occur. In this paper, we discuss cultural related issues such as culture influence on e-learning and the dimensions of cultural variability. In addition, we present the main challenges to provide e-learning opportunities. Finally, a case study for facing the cultural challenges is presented; this will be followed by concluding remarks at the end of this paper.

  8. Influences of Multimedia Lesson Contents On Effective Learning

    Directory of Open Access Journals (Sweden)

    Tuncay Yavuz Ozdemir

    2013-11-01

    Full Text Available In the information era that we experience today, there is a rapid change in the methods, techniques and materials used for education and teaching. The usage of information and communication technology-assisted teaching materials are becoming more commonplace. Parallel to these developments, the Ministry of National Education took steps to develop IT substructures of all schools in the country and implemented many projects. The purpose of this study is to determine whether or not the multimedia lesson content used by teachers affect effective learning. This study is a qualitative study, conducted with 45 teachers working in primary schools during the 2011-2012 academic year. According to the study findings, participants believe that using multimedia lesson content during lectures increases student motivation, makes students more curious and interested, and think that using multimedia lesson content has positive effects.

  9. Using deep learning for content-based medical image retrieval

    Science.gov (United States)

    Sun, Qinpei; Yang, Yuanyuan; Sun, Jianyong; Yang, Zhiming; Zhang, Jianguo

    2017-03-01

    Content-Based medical image retrieval (CBMIR) is been highly active research area from past few years. The retrieval performance of a CBMIR system crucially depends on the feature representation, which have been extensively studied by researchers for decades. Although a variety of techniques have been proposed, it remains one of the most challenging problems in current CBMIR research, which is mainly due to the well-known "semantic gap" issue that exists between low-level image pixels captured by machines and high-level semantic concepts perceived by human[1]. Recent years have witnessed some important advances of new techniques in machine learning. One important breakthrough technique is known as "deep learning". Unlike conventional machine learning methods that are often using "shallow" architectures, deep learning mimics the human brain that is organized in a deep architecture and processes information through multiple stages of transformation and representation. This means that we do not need to spend enormous energy to extract features manually. In this presentation, we propose a novel framework which uses deep learning to retrieval the medical image to improve the accuracy and speed of a CBIR in integrated RIS/PACS.

  10. k-MED - from a local project to a service provider for eLearning

    Directory of Open Access Journals (Sweden)

    Wagner, Richard

    2006-11-01

    Full Text Available k-MED evolved from a single medical subject project in 1999 to a provider of comprehensive technology, infrastructure and content for authors and learners. It currently offers about 170 courses covering 16 medical subjects. The k-MED community consists of medical authors and experts for technology, graphical and instructional design. It has its proprietary authoring tools and an internet based learning management system, both being continually improved corresponding to service experiences. k-MED aims at ongoing development as a service provider for educational institutions for undergraduate or continuing medical education. For further information see http://www.k-med.org.

  11. Providing Author-Defined State Data Storage to Learning Objects

    Science.gov (United States)

    Kassahun, Ayalew; Beulens, Adrie; Hartog, Rob

    2006-01-01

    Two major trends in eLearning are the shift from presentational towards activating learning objects and the shift from proprietary towards SCORM conformant delivery systems. In a large program on the design, development and use of digital learning material for food and biotechnology in higher education, a large amount of experience has been gained…

  12. Evaluation and lessons learned from an undergraduate service learning course providing youth-focused relationship education.

    Science.gov (United States)

    McElwain, Alyssa; Finnegan, Vanessa; Whittaker, Angela; Kerpelman, Jennifer; Adler-Baeder, Francesca; Duke, Adrienne

    2016-10-01

    Adolescent romantic relationships are known to have a significant impact on individual well-being and development. However, few teens experience formal education about the knowledge and skills necessary for building healthy romantic relationships. In response, a statewide relationship education initiative was developed at a large university in a Southeastern state. Undergraduates who enrolled in a service learning course in Human Development and Family Studies partnered with this initiative and implemented a relationship education program targeting high school students. A service learning model is used in this initiative because it offers opportunities for students' professional development and experiential learning. The present article provides a formative and illustrative summative evaluation of the service learning program. Specifically, the primary aims of this paper are to 1) provide an overview of the service learning course components; 2) describe preparation of the service learning students and their implementation of the relationship education program; 3) discuss challenges and lessons learned; and 4) offer initial evidence of effectiveness by showing change in targeted outcomes for the high school student recipients of the relationship education program. Copyright © 2016 Elsevier Ltd. All rights reserved.

  13. Content-based VLE designs improve learning efficiency in constructivist statistics education.

    Directory of Open Access Journals (Sweden)

    Patrick Wessa

    Full Text Available BACKGROUND: We introduced a series of computer-supported workshops in our undergraduate statistics courses, in the hope that it would help students to gain a deeper understanding of statistical concepts. This raised questions about the appropriate design of the Virtual Learning Environment (VLE in which such an approach had to be implemented. Therefore, we investigated two competing software design models for VLEs. In the first system, all learning features were a function of the classical VLE. The second system was designed from the perspective that learning features should be a function of the course's core content (statistical analyses, which required us to develop a specific-purpose Statistical Learning Environment (SLE based on Reproducible Computing and newly developed Peer Review (PR technology. OBJECTIVES: The main research question is whether the second VLE design improved learning efficiency as compared to the standard type of VLE design that is commonly used in education. As a secondary objective we provide empirical evidence about the usefulness of PR as a constructivist learning activity which supports non-rote learning. Finally, this paper illustrates that it is possible to introduce a constructivist learning approach in large student populations, based on adequately designed educational technology, without subsuming educational content to technological convenience. METHODS: Both VLE systems were tested within a two-year quasi-experiment based on a Reliable Nonequivalent Group Design. This approach allowed us to draw valid conclusions about the treatment effect of the changed VLE design, even though the systems were implemented in successive years. The methodological aspects about the experiment's internal validity are explained extensively. RESULTS: The effect of the design change is shown to have substantially increased the efficiency of constructivist, computer-assisted learning activities for all cohorts of the student

  14. Designing Content-Language Integrated Learning Materials for Late Immersion Students

    Science.gov (United States)

    Kong, Stella

    2015-01-01

    Immersion education, a variant of content-based instruction, is characterised by the dual curriculum goals of content and language learning. The content and language learning goals become increasingly complex and challenging at the late immersion level. One way to help students achieve these goals is by planning content and language learning…

  15. Incorporation of Socio-scientific Content into Active Learning Activities

    Science.gov (United States)

    King, D. B.; Lewis, J. E.; Anderson, K.; Latch, D.; Sutheimer, S.; Webster, G.; Moog, R.

    2014-12-01

    Active learning has gained increasing support as an effective pedagogical technique to improve student learning. One way to promote active learning in the classroom is the use of in-class activities in place of lecturing. As part of an NSF-funded project, a set of in-class activities have been created that use climate change topics to teach chemistry content. These activities use the Process Oriented Guided Inquiry Learning (POGIL) methodology. In this pedagogical approach a set of models and a series of critical thinking questions are used to guide students through the introduction to or application of course content. Students complete the activities in their groups, with the faculty member as a facilitator of learning. Through assigned group roles and intentionally designed activity structure, process skills, such as teamwork, communication, and information processing, are developed during completion of the activity. Each of these climate change activities contains a socio-scientific component, e.g., social, ethical and economic data. In one activity, greenhouse gases are used to explain the concept of dipole moment. Data about natural and anthropogenic production rates, global warming potential and atmospheric lifetimes for a list of greenhouse gases are presented. The students are asked to identify which greenhouse gas they would regulate, with a corresponding explanation for their choice. They are also asked to identify the disadvantages of regulating the gas they chose in the previous question. In another activity, where carbon sequestration is used to demonstrate the utility of a phase diagram, students use economic and environmental data to choose the best location for sequestration. Too often discussions about climate change (both in and outside the classroom) consist of purely emotional responses. These activities force students to use data to support their arguments and hypothesize about what other data could be used in the corresponding discussion to

  16. Usage patterns of blue flower color representation by Encyclopedia of Life content providers

    OpenAIRE

    Chantal-Marie Wright; Katja Seltmann

    2014-01-01

    Abstract Encyclopedia of Life (EOL) is a resource for community-driven biodiversity data, focusing on species information and images. Research into blue flowers to compare color ('blueness') at different elevations revealed that data content providers describe flowers as blue for any color hue in the range from blue to magenta. We propose methods for standardizing color values and color searching within EOL by means of an expanded color vocabulary and improved access to image metadata, in ord...

  17. Integrity of Evidence-Based Practice: Are Providers Modifying Practice Content or Practice Sequencing?

    OpenAIRE

    Park, Alayna L.; Chorpita, Bruce F.; Regan, Jennifer; Weisz, John R

    2014-01-01

    This study examined patterns of evidence-based treatment (EBT) implementation within community settings by evaluating integrity along separate dimensions of practice content (PC; a session included the prescribed procedure) and practice sequencing (a session occurred in the prescribed sequence) within a recent randomized effectiveness trial. We measured whether sessions showed integrity to PC and to flexible or linear practice sequences. Findings revealed that providers tended to incorporate ...

  18. A Service Learning Program in Providing Nutrition Education to Children

    OpenAIRE

    Falter, Rebecca A.; Pignotti-Dumas, Karla; Popish, Sarah J.; Petrelli, Heather M.W.; Best, Mark A.; Wilkinson, Julie J.

    2011-01-01

    Objective. To implement a service learning program in nutrition and assess its impact on pharmacy students' communication skills and professionalism and elementary school children's knowledge of nutrition concepts.

  19. A service learning program in providing nutrition education to children

    National Research Council Canada - National Science Library

    Falter, Rebecca A; Pignotti-Dumas, Karla; Popish, Sarah J; Petrelli, Heather M W; Best, Mark A; Wilkinson, Julie J

    2011-01-01

    To implement a service learning program in nutrition and assess its impact on pharmacy students' communication skills and professionalism and elementary school children's knowledge of nutrition concepts...

  20. Health organizations providing and seeking social support: a Twitter-based content analysis.

    Science.gov (United States)

    Rui, Jian Raymond; Chen, Yixin; Damiano, Amanda

    2013-09-01

    Providing and seeking social support are important aspects of social exchange. New communication technologies, especially social network sites (SNSs), facilitate the process of support exchange. An increasing number of health organizations are using SNSs. However, how they provide and seek social support via SNSs has yet to garner academic attention. This study examined the types of social support provided and sought by health organizations on Twitter. A content analysis was conducted on 1,500 tweets sent by a random sample of 58 health organizations within 2 months. Findings indicate that providing informational and emotional support, as well as seeking instrumental support, were the main types of social support exchanged by health organizations through Twitter. This study provides a typology for studying social support exchanges by health organizations, and recommends strategies for health organizations regarding the effective use of Twitter.

  1. Three Metacognitive Approaches to Training Pre-Service Teachers in Different Learning Phases of Technological Pedagogical Content Knowledge

    Science.gov (United States)

    Kramarski, Bracha; Michalsky, Tova

    2009-01-01

    Our study investigated 3 metacognitive approaches provided during different phases of learning technological pedagogical content knowledge (TPCK) in a Web-based learning environment. These metacognitive approaches were based on self-question prompts (Kramarski & Mevarech, 2003) which appeared in pop-up screens and fostered the Self-Regulated…

  2. Speech-Assisted Learning Provides Unique Braille Instruction.

    Science.gov (United States)

    Mangold, Sally S.

    2003-01-01

    This article describes Speech Assisted Learning (SAL), a portable, interactive Braille learning station that combines synthesized speech, full-page paper Braille exercises, and bar-code technology. Findings from field-testing of SAL with 25 individuals with visual impairments (grades K-adult) and 12 teachers indicate students acquired new…

  3. Providing varying degrees of guidance for Work-Integrated Learning

    NARCIS (Netherlands)

    Lindstaedt, S.N.; Kump, B.; Beham, G.; Pammer, V.; Ley, T.; Dotan, A.; de Hoog, Robert; Wolpers, M.; Kirschner, P.A.; Scheffel, M.; Lindstaedt, S.; Dimitrova, V.

    2010-01-01

    We present a work-integrated learning (WIL) concept which aims at empowering employees to learn while performing their work tasks. Within three usage scenarios we introduce the APOSDLE environment which embodies the WIL concept and helps knowledge workers move fluidly along the whole spectrum of WIL

  4. Securing the anonymity of content providers in the World Wide Web

    Science.gov (United States)

    Demuth, Thomas; Rieke, Andreas

    1999-04-01

    Nowadays the World Wide Web (WWW) is an established service used by people all over the world. Most of them do not recognize the fact that they reveal plenty of information about themselves or their affiliation and computer equipment to the providers of web pages they connect to. As a result, a lot of services offer users to access web pages unrecognized or without risk of being backtracked, respectively. This kind of anonymity is called user or client anonymity. But on the other hand, an equivalent protection for content providers does not exist, although this feature is desirable for many situations in which the identity of a publisher or content provider shall be hidden. We call this property server anonymity. We will introduce the first system with the primary target to offer anonymity for providers of information in the WWW. Beside this property, it provides also client anonymity. Based on David Chaum's idea of mixes and in relation to the context of the WWW, we explain the term 'server anonymity' motivating the system JANUS which offers both client and server anonymity.

  5. Guidance Provided by Teacher and Simulation for Inquiry-Based Learning: A Case Study

    Science.gov (United States)

    Lehtinen, Antti; Viiri, Jouni

    2017-01-01

    Current research indicates that inquiry-based learning should be guided in order to achieve optimal learning outcomes. The need for guidance is even greater when simulations are used because of their high information content and the difficulty of extracting information from them. Previous research on guidance for learning with simulations has…

  6. QTL mapping of fruit mineral contents provides new chances for molecular breeding of tomato nutritional traits.

    Science.gov (United States)

    Capel, Carmen; Yuste-Lisbona, Fernando J; López-Casado, Gloria; Angosto, Trinidad; Heredia, Antonio; Cuartero, Jesús; Fernández-Muñoz, Rafael; Lozano, Rafael; Capel, Juan

    2017-05-01

    Agronomical characterization of a RIL population for fruit mineral contents allowed for the identification of QTL controlling these fruit quality traits, flanked by co-dominant markers useful for marker-assisted breeding. Tomato quality is a multi-variant attribute directly depending on fruit chemical composition, which in turn determines the benefits of tomato consumption for human health. Commercially available tomato varieties possess limited variability in fruit quality traits. Wild species, such as Solanum pimpinellifolium, could provide different nutritional advantages and can be used for tomato breeding to improve overall fruit quality. Determining the genetic basis of the inheritance of all the traits that contribute to tomato fruit quality will increase the efficiency of the breeding program necessary to take advantage of the wild species variability. A high-density linkage map has been constructed from a recombinant inbred line (RIL) population derived from a cross between tomato Solanum lycopersicum and the wild-relative species S. pimpinellifolium. The RIL population was evaluated for fruit mineral contents during three consecutive growing seasons. The data obtained allowed for the identification of main QTL and novel epistatic interaction among QTL controlling fruit mineral contents on the basis of a multiple-environment analysis. Most of the QTL were flanked by candidate genes providing valuable information for both tomato breeding for new varieties with novel nutritional properties and the starting point to identify the genes underlying these QTL, which will help to reveal the genetic basis of tomato fruit nutritional properties.

  7. Usability principles to design mobile workplace learning content

    Directory of Open Access Journals (Sweden)

    Alessia Messuti

    2015-04-01

    Full Text Available The article describes the design of a mobile workplace learning tool for trainers of the International Training Centre of the International Labour Organization. The motivation behind is to provide trainers with a practical tool that will enable them to recall information at the moment of need and continue to learn in context. On this purpose a set of visual augmented reality cards was created, taking into consideration the fundamental mobile learning and usability principles. The nature of the article is empirical as it reports an experiment carried out with trainers which aimed at testing cards usability and learnability. Results show that the integration of both online and offline strategies was perceived as an added value as trainers could choose to retrieve information as they mostly like; finally, it also resulted in high usability scores, an aspect that contributes to their effectiveness at the workplace.

  8. Reinforcement learning agents providing advice in complex video games

    Science.gov (United States)

    Taylor, Matthew E.; Carboni, Nicholas; Fachantidis, Anestis; Vlahavas, Ioannis; Torrey, Lisa

    2014-01-01

    This article introduces a teacher-student framework for reinforcement learning, synthesising and extending material that appeared in conference proceedings [Torrey, L., & Taylor, M. E. (2013)]. Teaching on a budget: Agents advising agents in reinforcement learning. {Proceedings of the international conference on autonomous agents and multiagent systems}] and in a non-archival workshop paper [Carboni, N., &Taylor, M. E. (2013, May)]. Preliminary results for 1 vs. 1 tactics in StarCraft. {Proceedings of the adaptive and learning agents workshop (at AAMAS-13)}]. In this framework, a teacher agent instructs a student agent by suggesting actions the student should take as it learns. However, the teacher may only give such advice a limited number of times. We present several novel algorithms that teachers can use to budget their advice effectively, and we evaluate them in two complex video games: StarCraft and Pac-Man. Our results show that the same amount of advice, given at different moments, can have different effects on student learning, and that teachers can significantly affect student learning even when students use different learning methods and state representations.

  9. Teaching with Stories as the Content and Context for Learning

    Directory of Open Access Journals (Sweden)

    Frances Vitali

    2016-02-01

    Full Text Available Undergraduate teacher education program students have the opportunity to work with diverse student populations in a local school district in the Four Corners Area in the Northwest part of New Mexico. The family oral history practicum is a way to connect theory and practice while recognizing the issue that language is not a neutral landscape. What better way to demonstrate this complementarity than through stories. The goal is to bring an awareness of respect for oral language in relationship to literate language and explore how to balance both perspectives in school culture as prospective teachers. Preservice teacher candidates become storytelling coaches and team up with third graders in semester long storytelling projects, collaborating with local elementary school teachers. Students' family stories become the content and context for teaching and learning. With a diverse classroom population of Navajo, Hispanic, Mexican, and White students, family stories are the heart and central theme of the project. Storytelling coaches learn the nuances of diversity when theory is massaged with authentic experience of students as they share what they have learned beside their young storytellers and authors.

  10. Use of clinical simulation for learning procedural content in nursing

    Directory of Open Access Journals (Sweden)

    Lizette Martínez Felipe

    2017-01-01

    Full Text Available Introduction: The clinical simulator, specifically the simulated patient, generates a significant learning and an approach to reality, preparing the undergraduate student for better performance and quality in the care. Objective: To evaluate the influence of the use of the simulated patient to get a meaningful learning of the content about the procedure "wound healing" and how this learning has been used in the clinical practice. Materials and Methods: A quantitative, comparative quasi-experimental study was designed. The use of the simulated patient was implemented in a group of 60 students from the first year of the nursing degree; while in another group, also of 60 students, traditional teaching was used. Subsequently, in clinical practice, the execution of the procedure was evaluated against real patients in both groups. Results: Concerning the student's perception, it was found that both groups reported the importance of the use of specific instructional strategies such as simulation. There were significant differences between groups in knowledge level, skills, and procedure execution. The execution improved in the intervention group. Conclusions: The students perceive the difference between the two methods. However, they say that it is better to continue teaching by repetition (traditional. They diminish abilities acquired in analogous practice, especially that carried out by simulators. However, when facing the real patient's attention, those who used the simulator perform the procedures better.

  11. Writing about the Personal Utility of Learning Contents in a Learning Journal Improves Learning Motivation and Comprehension

    Directory of Open Access Journals (Sweden)

    Kristin Schmidt

    2012-01-01

    Full Text Available Reflecting on the personal utility and value of learning contents is important for motivation building and engagement in high quality learning processes. We investigated the effects of a personal-utility prompt in journal writing on students’ learning motivation and comprehension in biology education. 40 students of a German secondary school took part in a quasi-experimental field study. The students kept a weekly learning journal over six weeks. For writing their journal entries, the students received a brief instruction that either did or did not include a personal-utility prompt. Results showed that the personal-utility prompt successfully supported the students in reflecting about the personal utility of the learning contents. Consequently, students in the personal-utility prompt condition reported higher degrees of learning motivation and achieved better comprehension scores as compared to students who had no personal-utility prompt available. Evidently, using journal writing to reflect upon the utility and value of learning contents is a beneficial method to support students’ learning motivation and comprehension in secondary science education.

  12. Content-Based Visual Landmark Search via Multimodal Hypergraph Learning.

    Science.gov (United States)

    Zhu, Lei; Shen, Jialie; Jin, Hai; Zheng, Ran; Xie, Liang

    2015-12-01

    While content-based landmark image search has recently received a lot of attention and became a very active domain, it still remains a challenging problem. Among the various reasons, high diverse visual content is the most significant one. It is common that for the same landmark, images with a wide range of visual appearances can be found from different sources and different landmarks may share very similar sets of images. As a consequence, it is very hard to accurately estimate the similarities between the landmarks purely based on single type of visual feature. Moreover, the relationships between landmark images can be very complex and how to develop an effective modeling scheme to characterize the associations still remains an open question. Motivated by these concerns, we propose multimodal hypergraph (MMHG) to characterize the complex associations between landmark images. In MMHG, images are modeled as independent vertices and hyperedges contain several vertices corresponding to particular views. Multiple hypergraphs are firstly constructed independently based on different visual modalities to describe the hidden high-order relations from different aspects. Then, they are integrated together to involve discriminative information from heterogeneous sources. We also propose a novel content-based visual landmark search system based on MMHG to facilitate effective search. Distinguished from the existing approaches, we design a unified computational module to support query-specific combination weight learning. An extensive experiment study on a large-scale test collection demonstrates the effectiveness of our scheme over state-of-the-art approaches.

  13. Task-Based Learning and Content and Language Integrated Learning Materials Design: Process and Product

    Science.gov (United States)

    Moore, Pat; Lorenzo, Francisco

    2015-01-01

    Content and language integrated learning (CLIL) represents an increasingly popular approach to bilingual education in Europe. In this article, we describe and discuss a project which, in response to teachers' pleas for materials, led to the production of a significant bank of task-based primary and secondary CLIL units for three L2s (English,…

  14. Polimedia: Using advanced screencasting for effective e-learning content production

    Directory of Open Access Journals (Sweden)

    Carlos Turro

    2009-06-01

    Full Text Available In this paper we present Polimedia, a system designed to help teachers producing high quality e-learning content without technological knowledge. We achieve this by using a special TV-like recording studio that gets teachers' video and learning material in a way that resembles standard slide presentations. We present the architecture of the system and we provide examples and results of its usage at Universidad Politecnica de Valencia, where we have used this system with more than 200 teachers and 2,500 recording tracks.

  15. Interactive Multimodal Molecular Set – Designing Ludic Engaging Science Learning Content

    DEFF Research Database (Denmark)

    Thorsen, Tine Pinholt; Christiansen, Kasper Holm Bonde; Jakobsen Sillesen, Kristian

    2014-01-01

    This paper reports on an exploratory study investigating 10 primary school students’ interaction with an interactive multimodal molecular set fostering ludic engaging science learning content in primary schools (8th and 9th grade). The concept of the prototype design was to bridge the physical...... and virtual worlds with electronic tags and, through this, blend the familiarity of the computer and toys, to create a tool that provided a ludic approach to learning about atoms and molecules. The study was inspired by the participatory design and informant design methodologies and included design...

  16. Usage patterns of blue flower color representation by Encyclopedia of Life content providers.

    Science.gov (United States)

    Wright, Chantal-Marie; Seltmann, Katja C

    2014-01-01

    Encyclopedia of Life (EOL) is a resource for community-driven biodiversity data, focusing on species information and images. Research into blue flowers to compare color ('blueness') at different elevations revealed that data content providers describe flowers as blue for any color hue in the range from blue to magenta. We propose methods for standardizing color values and color searching within EOL by means of an expanded color vocabulary and improved access to image metadata, in order to improve the research capacity of this valuable resource.

  17. Content and Language Integrated Learning with Technologies: A Global Online Training Experience

    Science.gov (United States)

    Cinganotto, Letizia

    2016-01-01

    The focus of this report is the link between CLIL (Content and Language Integrated Learning) and CALL (Computer-Assisted Language Learning), and in particular, the added value technologies can bring to the learning/teaching of a foreign language and to the delivery of subject content through a foreign language. An example of a free online global…

  18. Content and Language Integrated Learning by Interaction. Fremdsprachendidaktik inhalts-und lernerorientiert. Volume 26

    Science.gov (United States)

    Kupetz, Rita, Ed.; Becker, Carmen, Ed.

    2014-01-01

    Content and Language Integrated Learning (CLIL) is an established approach to support multilingualism in Europe by teaching various school subjects in an additional language. The practices used, however, vary considerably. Our book considers this diversity by looking at CLIL scenarios, defined as learning environments supporting content learning,…

  19. Design of Open Content Social Learning Based on the Activities of Learner and Similar Learners

    Science.gov (United States)

    John, Benneaser; Jayakumar, J.; Thavavel, V.; Arumugam, Muthukumar; Poornaselvan, K. J.

    2017-01-01

    Teaching and learning are increasingly taking advantage of the rapid growth in Internet resources, open content, mobile technologies and social media platforms. However, due to the generally unstructured nature and overwhelming quantity of learning content, effective learning remains challenging. In an effort to close this gap, the authors…

  20. Developing Pedagogical Content Knowledge: Lessons Learned from Intervention Studies

    Directory of Open Access Journals (Sweden)

    Marie Evens

    2015-01-01

    Full Text Available Pedagogical content knowledge (PCK is generally accepted as positively impacting teaching quality and student learning. Therefore, research on PCK development in (prospective teachers is highly relevant. Based on a search in three databases (ERIC, PsycInfo, and Web of Science, a systematic review is conducted on intervention studies aiming at PCK development. The research questions are threefold: (1 How are the studies designed? (2 How are the interventions designed? and (3 What elements of interventions contribute to PCK development? The results show that most intervention studies are conducted in math and science education and use a qualitative methodology. Reflection, PCK courses, contact with other teachers, and experiences in educational practice are typically part of effective interventions. The review enables the identification of clear guidelines that may strengthen future research on stimulating PCK.

  1. On providing the fault-tolerant operation of information systems based on open content management systems

    Science.gov (United States)

    Kratov, Sergey

    2018-01-01

    Modern information systems designed to service a wide range of users, regardless of their subject area, are increasingly based on Web technologies and are available to users via Internet. The article discusses the issues of providing the fault-tolerant operation of such information systems, based on free and open source content management systems. The toolkit available to administrators of similar systems is shown; the scenarios for using these tools are described. Options for organizing backups and restoring the operability of systems after failures are suggested. Application of the proposed methods and approaches allows providing continuous monitoring of the state of systems, timely response to the emergence of possible problems and their prompt solution.

  2. Developing a Comprehensive Learning Community Program: Providing a Historical Perspective

    Science.gov (United States)

    Workman, Jamie L.; Redington, Lyn

    2015-01-01

    This is the first of a three-part series which will share information about how a mid-size, comprehensive university developed a learning community program, including a residential curriculum. Through intentional collaboration and partnerships, the team, comprised of faculty and staff throughout the university, developed a "multi-year plan…

  3. Content-Adaptive Sketch Portrait Generation by Decompositional Representation Learning.

    Science.gov (United States)

    Zhang, Dongyu; Lin, Liang; Chen, Tianshui; Wu, Xian; Tan, Wenwei; Izquierdo, Ebroul

    2017-01-01

    Sketch portrait generation benefits a wide range of applications such as digital entertainment and law enforcement. Although plenty of efforts have been dedicated to this task, several issues still remain unsolved for generating vivid and detail-preserving personal sketch portraits. For example, quite a few artifacts may exist in synthesizing hairpins and glasses, and textural details may be lost in the regions of hair or mustache. Moreover, the generalization ability of current systems is somewhat limited since they usually require elaborately collecting a dictionary of examples or carefully tuning features/components. In this paper, we present a novel representation learning framework that generates an end-to-end photo-sketch mapping through structure and texture decomposition. In the training stage, we first decompose the input face photo into different components according to their representational contents (i.e., structural and textural parts) by using a pre-trained convolutional neural network (CNN). Then, we utilize a branched fully CNN for learning structural and textural representations, respectively. In addition, we design a sorted matching mean square error metric to measure texture patterns in the loss function. In the stage of sketch rendering, our approach automatically generates structural and textural representations for the input photo and produces the final result via a probabilistic fusion scheme. Extensive experiments on several challenging benchmarks suggest that our approach outperforms example-based synthesis algorithms in terms of both perceptual and objective metrics. In addition, the proposed method also has better generalization ability across data set without additional training.

  4. HBB-Next: Providing independent content recommendations in a next-generation hybrid broadcast broadband TV ecosystem

    NARCIS (Netherlands)

    Deventer, M.O. van; Wit, J.J. de; Gerrits, B.M.; Guelbahar, M.; Probst, M.

    2012-01-01

    The European FP7 project HBB-Next envisions a future in which connected televisions and hybrid broadcast broadband (HbbTV) offer consumers access to large amounts of scheduled and on demand content. Companion screens provide access to auxiliary content that may, or may not, be related to the content

  5. Providing Pediatric Palliative Care Education Using Problem-Based Learning.

    Science.gov (United States)

    Moody, Karen; McHugh, Marlene; Baker, Rebecca; Cohen, Hillel; Pinto, Priya; Deutsch, Stephanie; Santizo, Ruth O; Schechter, Miriam; Fausto, James; Joo, Pablo

    2018-01-01

    The Institute of Medicine and the American Academy of Pediatrics has called for improvement in education and training of pediatricians in pediatric palliative care (PPC). Given the shortage of PPC physicians and the immediate need for PPC medical education, this study reports the outcomes of a problem-based learning (PBL) module facilitated by academic general and subspecialty pediatric faculty (non-PPC specialists) to third year medical students. Objectives/Setting: To test the effectiveness of a PPC-PBL module on third year medical students' and pediatric faculty's declarative knowledge, attitudes toward, perceived exposure, and self-assessed competency in PPC objectives. A PBL module was developed using three PPC learning objectives as a framework: define core concepts in palliative care; list the components of a total pain assessment; and describe key principles in establishing therapeutic relationships with patients. A PPC physician and nurse practitioner guided pediatric faculty on facilitating the PPC-PBL. In Part 1, students identified domains of palliative care for a child with refractory leukemia and self-assigned questions to research and present at the follow-up session. In Part 2, students were expected to develop a care plan demonstrating the three PPC objectives. Measures included a knowledge exam and a survey instrument to assess secondary outcomes. Students' declarative knowledge, perceived exposure, and self-assessed competency in all three PPC learning objectives improved significantly after the PPC-PBL, p = 0.002, p 80%). Students and faculty rated palliative care education as "important or very important" at baseline and follow-up. This study suggests that key concepts in PPC can be taught to medical students utilizing a PBL format and pediatric faculty resulting in improved knowledge and self-assessed competency in PPC.

  6. Content-Related Knowledge of Biology Teachers from Secondary Schools: Structure and Learning Opportunities

    Science.gov (United States)

    Großschedl, Jörg; Mahler, Daniela; Kleickmann, Thilo; Harms, Ute

    2014-01-01

    Teachers' content-related knowledge is a key factor influencing the learning progress of students. Different models of content-related knowledge have been proposed by educational researchers; most of them take into account three categories: content knowledge, pedagogical content knowledge, and curricular knowledge. As there is no consensus about…

  7. Evaluating the role of key learning theories in ECHO: a telehealth educational program for primary care providers.

    Science.gov (United States)

    Socolovsky, Carmela; Masi, Christopher; Hamlish, Tamara; Aduana, Glen; Arora, Sanjeev; Bakris, George; Johnson, Daniel

    2013-01-01

    ECHO (Extension for Community Healthcare Outcomes) is a telehealth educational program that uses videoconference technology to train community-based primary care providers (PCP's) on the management of complex, chronic diseases. The main components of ECHO are didactics, case presentations, and case-based learning. ECHO was developed using the key principles of Social Cognitive Theory, Situated Learning Theory, and Community of Practice Theory. In a prior study, we implemented an ECHO curriculum to improve management of resistant hypertension. The goals of the current study were to determine the extent to which the learning theories served as the foundation of the ECHO curriculum and identify opportunities to more effectively incorporate key principles of these theories into the ECHO program. We conducted semi-structured interviews with the nine clinicians who participated in the pilot curriculum. A community-based PCP assisted with question development, analysis, and manuscript preparation. We analyzed the interview transcripts using Directed Content Analysis. Transcript analysis supported the contention that ECHO is based upon Social Cognitive Theory, Situated Learning Theory, and Community of Practice Theory. Comments from study participants highlighted benefits of each theory's principles. Conversely, they also suggested we could improve our implementation of ECHO by adhering more closely to specific learning theory strategies. Our results indicate that ECHO indeed reflects the key tenants of Social Cognitive Theory, Situated Learning Theory, and Community of Practice Theory. Several aspects of our ECHO curriculum can be improved by more complete application of these learning theories.

  8. Student Thinking Processes While Constructing Graphic Representations of Textbook Content: What Insights Do Think-Alouds Provide?

    Science.gov (United States)

    Scott, D. Beth; Dreher, Mariam Jean

    2016-01-01

    This study examined the thinking processes students engage in while constructing graphic representations of textbook content. Twenty-eight students who either used graphic representations in a routine manner during social studies instruction or learned to construct graphic representations based on the rhetorical patterns used to organize textbook…

  9. Teaching and Learning Writing through Providing Teacher’s Feedback

    Directory of Open Access Journals (Sweden)

    Sihem Boubekeur

    2015-11-01

    Full Text Available Teaching English as a foreign language refers to instructing English to learners who are non native speakers. Mastering the language very well does not mean neither that the teacher can instruct writing in a good way; nor the student can compose coherently. Writing is a fundamental skill in both learning and teaching processes; in which EFL students need to master. Yet; the latter is considered as a complex and difficult task in that learners have to explore their thoughts and ideas via communicating on a paper; but clearly. Thus; since learners are required to write extended essays appropriately; they need to be aware of their mistakes via receiving teachers’ feedback which could be an effective strategy that enhances the students’ writing capacities.

  10. Analysis of Documents Published in Scopus Database on Foreign Language Learning through Mobile Learning: A Content Analysis

    Science.gov (United States)

    Uzunboylu, Huseyin; Genc, Zeynep

    2017-01-01

    The purpose of this study is to determine the recent trends in foreign language learning through mobile learning. The study was conducted employing document analysis and related content analysis among the qualitative research methodology. Through the search conducted on Scopus database with the key words "mobile learning and foreign language…

  11. Effect of collaborative testing on learning and retention of course content in nursing students.

    Science.gov (United States)

    Rivaz, Mozhgan; Momennasab, Marzieh; Shokrollahi, Paymaneh

    2015-10-01

    Collaborative testing is a learning strategy that provides students with the opportunity to learn and practice collaboration. This study aimed to determine the effect of collaborative testing on test performance and retention of course content in nursing students of Shiraz University of Medical Sciences, Shiraz, Iran. This quasi-experimental study was carried out on 84 students enrolled in the course of Medical-Surgical 2 in Spring 2013 and Fall 2013 semesters. The control group consisting of 39 students participated in the first mid-term exam in an individual format. The intervention group, on the other hand, consisted of 45 students who took the test in a two-stage process. The first stage included an individual testing, while the second stage was a collaborative one given in groups of five individuals chosen randomly. Four weeks later, in order to investigate retention of the course content, both groups took part in the second mid-term exam held individually. The study findings showed significant difference between the mean scores in the intervention group in the Fall 2013 semester (p=0.001). Besides, a statistically significant difference was found between the two groups regarding the tests mean scores (p=0.001). Moreover, retention of course content improved in the collaborative group (p=0.001). The results indicated an increase in test performance and a long-term learning enhancement in collaborative testing compared with the traditional method. Collaborative testing, as an active learning technique and a valuable assessment method, can help nursing instructors provide the alumni with strong problem-solving and critical thinking abilities at healthcare environments.

  12. Effect of collaborative testing on learning and retention of course content in nursing students

    Directory of Open Access Journals (Sweden)

    MOZHGAN RIVAZ

    2015-10-01

    Full Text Available Introduction: Collaborative testing is a learning strategy that provides students with the opportunity to learn and practice collaboration. This study aimed to determine the effect of collaborative testing on test performance and retention of course content in nursing students of Shiraz University of Medical Sciences, Shiraz, Iran. Methods: This quasi-experimental study was carried out on 84 students enrolled in the course of Medical-Surgical 2 in Spring 2013 and Fall 2013 semesters. The control group consisting of 39 students participated in the first mid-term exam in an individual format. The intervention group, on the other hand, consisted of 45 students who took the test in a two-stage process. The first stage included an individual testing, while the second stage was a collaborative one given in groups of five individuals chosen randomly. Four weeks later, in order to investigate retention of the course content, both groups took part in the second mid-term exam held individually. Results: The study findings showed significant difference between the mean scores in the intervention group in the Fall 2013 semester (p=0.001. Besides, a statistically significant difference was found between the two groups regarding the tests mean scores (p=0.001. Moreover, retention of course content improved in the collaborative group (p=0.001. Conclusion: The results indicated an increase in test performance and a long-term learning enhancement in collaborative testing compared with the traditional method. Collaborative testing, as an active learning technique and a valuable assessment method, can help nursing instructors provide the alumni with strong problemsolving and critical thinking abilities at healthcare environments.

  13. LEARNING SKILLS AS PART CONTENT MASTERY SERVICE IN GUIDANCE COUNSELING

    Directory of Open Access Journals (Sweden)

    Ida Umami

    2015-06-01

    Full Text Available Abstrack: This paper aimed to get the profile of efforts of guidance teachers in improving students’ learning skills. It is hoped that this papaer is useful for guidance teachers, subject teachers and student as well in improving their learning skills. The learning skill quality of the students was low while their learning problems were on medium level. Guidance given by guidance teachers to students to master learning skills was not yet optimal. There was cooperation among teachers and guidance teachers but it was still limited to physics teachers and it had skills came from both guidance teachers and students themselves. Keywords: guidance teachers, learning skill, students.

  14. A Generational Opportunity: A 21st Century Learning Content Delivery System

    Science.gov (United States)

    McElroy, Patrick

    2007-01-01

    This paper describes a collaboratively developed, open marketplace for network-based learning and research content for the higher education community. It explores how available technologies and standards can facilitate a new knowledge creation industry for higher education learning content that engages all stakeholders in new ways. The Advisory…

  15. A Learning Content Authoring Approach Based on Semantic Technologies and Social Networking: An Empirical Study

    Science.gov (United States)

    Nesic, Sasa; Gasevic, Dragan; Jazayeri, Mehdi; Landoni, Monica

    2011-01-01

    Semantic web technologies have been applied to many aspects of learning content authoring including semantic annotation, semantic search, dynamic assembly, and personalization of learning content. At the same time, social networking services have started to play an important role in the authoring process by supporting authors' collaborative…

  16. Sinkronisasi Content E-learning Terdistribusi Berbasis Model Komunikasi Indirect Menggunakan Sistem Publish-Subscribe

    Directory of Open Access Journals (Sweden)

    Sufrendo Saputra

    2017-01-01

    Full Text Available Sinkronisasi content antar e-learning memungkinkan beberapa e-learning memiliki content yang sama secara konsisten. Perubahan content pada salah satu e-learning akan membuat sistem memastikan e-learning lain mengetahui perubahan tersebut. Model komunikasi yang memungkinkan adanya sinkronisasi ini merupakan komunikasi indirect berbasis publish-subscribe. Setiap e-learning memiliki content-nya masing-masing yang secara otomatis akan di-publish oleh sistem. E-learning lain yang tergabung dalam sistem sinkronisasi kemudian dapat memilih content mana yang ingin di-subscribe. Jika terdapat perubahan pada sebuah content, dan content tersebut memiliki subscriber, maka sistem akan memberitahu subscriber bahwa telah terjadi perubahan pada content. Teknologi utama yang digunakan dalam sistem ini adalah Moodle, PHP, dan Java. Moodle sebagai modul yang digunakan untuk mensimulasikan e-learning. PHP dan Java sebagai framework dari sistem sinkronisasi. Model komunikasi yang digunakan merupakan komunikasi indirect berbasis publish-subscribe. Model komunikasi ini menempatkan sebuah perantara bagi komunikasi antar e-learning.

  17. Providing pervasive Learning eXperiences by Combining Internet of Things and e-Learning standards

    OpenAIRE

    Taamallah, Aroua; Khemaja, Maha

    2015-01-01

    Nowadays, learning is more and more taking place anywhere and anytime. This implies that e-learning environments are expanded from only virtual learning environments to both virtual and physical ones. Thanks to the evolution of Internet, ICT (Information and Communication Technology) and Internet of Things, new learning scenarios could be experienced by learners either individually or collaboratively. These learning scenarios are Pervasive in such a way that they allow to mix virtual and phys...

  18. CONTENT AND LANGUAGE INTEGRATED LEARNING IN RUSSIAN TECHNICAL UNIVERSITIES

    Directory of Open Access Journals (Sweden)

    T. V. Sidorenko

    2017-01-01

    Full Text Available Introduction. The paper presents an overview of and reasons behind Content-Language Integrated Learning (CLIL. Nowadays, CLIL is clearly on its way to becoming an option – not yet an obligation – for higher education in the world. Against the background of internationalization and globalization perspectives, educational institutions around the globe face the need to create borderless education that entails the challenge of programme competitiveness and language acquisition. CLIL is considered as a driver for both. The efficacy of the approach made Russian educators look at its side taking into account the lack of «drag and drop» practices and the specificity of Russian university environment, including national specificity of the country in general.The aim of the article is to work out some recommendations for smooth implementation of CLIL in Russian higher education.Methodology and research methods. The methods involve system-based and comparative analysis, generalization and modeling.Results and scientific novelty. The existing theories and descriptors specifying CLIL approach are analysed; the review of CLIL implementation in higher education abroad is drawn up. The possibilities of inclusion of elements of CLIL approach in educational process of modern higher education institution for the purpose of improvement of language training of experts and a condition of internationalization of high school education in general are considered from the positions of national specifics of the Russian system of higher education, and also culturological, social, economic and political factors.Practical significance of the published material consists in suggestions and recommendations for improvement of university graduates’ language training, which has to correspond ideally to the level sufficient for implementation of international professional activity. According to the authors, the requirement of such preparation should be recorded in educational

  19. Exploring the value of peer feedback in online learning for the provider

    NARCIS (Netherlands)

    Marijke Kral; Gino Camp; Esther van Popta; Robert Jan Simons; Rob L. Martens

    2017-01-01

    This paper reviews studies of peer feedback from the novel perspective of the providers of that feedback. The possible learning benefits of providing peer feedback in online learning have not been extensively studied. The goal of this study was therefore to explore the process of providing online

  20. XLearning Object Organization Behaviors in a Home-Made Learning Content Management System

    Science.gov (United States)

    Akpinar, Yavuzz; Simsek, Huseyin

    2006-01-01

    This study designed, implemented and evaluated a learning content management system to facilitate creating both standard based and free style learning objects. The system, BULeCoMas, also enabled users to tag learning objects with usage data and tools supported with components accommodated under a Global Activity Center, are Global Task Pool,…

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

    Science.gov (United States)

    Cronise, Rita

    2016-09-01

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

  2. Reinforcing communication skills while registered nurses simultaneously learn course content: a response to learning needs.

    Science.gov (United States)

    DeSimone, B B

    1994-01-01

    This article describes the implementation and evaluation of Integrated Skills Reinforcement (ISR) in a baccalaureate nursing course entitled "Principles of Health Assessment" for 15 registered nurse students. ISR is a comprehensive teaching-learning approach that simultaneously reinforces student writing, reading, speaking, and listening skills while they learn course content. The purpose of this study was to assess the influence of ISR on writing skills and student satisfaction. A learner's guide and teacher's guide, created in advance by the teacher, described specific language activities and assignments that were implemented throughout the ISR course. During each class, the teacher promoted discussion, collaboration, and co-inquiry among students, using course content as the vehicle of exchange. Writing was assessed at the beginning and end of the course. The influence of ISR on the content, organization, sentence structure, tone, and strength of position of student writing was analyzed. Writing samples were scored by an independent evaluator trained in methods of holistic scoring. Ninety-three per cent (14 of 15 students) achieved writing growth from .5 to 1.5 points on a scale of 6 points. Student response to both the ISR approach and specific ISR activities was assessed by teacher-created surveys administered at the middle-end of the course. One hundred per cent of the students at the end of this project agreed that the ISR activities, specifically the writing and reading activities, helped them better understand the course content. These responses differed from evaluations written by the same students at the middle of the course. The ISR approach fostered analysis and communication through active collaboration, behaviors cited as critical for effective participation of nurses in today's complex health care environment.

  3. Learning about Semi Conductors for Teaching--The Role Played by Content Knowledge in Pedagogical Content Knowledge (PCK) Development

    Science.gov (United States)

    Rollnick, Marissa

    2017-01-01

    This study focuses on how teachers learn to teach a new topic and the role played by their developing content knowledge as they teach. The paper is based on seven high school science teachers' studies on the teaching of semiconductors, at the time a new topic in the curriculum. Analysis of artefacts such as teacher concept maps, video recordings…

  4. Incorporating Cross-Cultural Videoconferencing to Enhance Content and Language Integrated Learning (CLIL) at the Tertiary Level

    Science.gov (United States)

    Loranc-Paszylk, Barbara

    2016-01-01

    This paper attempts to provide evidence of cross-cultural videoconferencing affordances with reference to a Content and Language Integrated Learning (CLIL) context at the tertiary level. At the core of CLIL lie student-centered paradigms of teaching methodologies that invite task and project work and authentic and meaningful communication, while…

  5. Didactics as a Content-Oriented Approach to Research on the Learning of Physics, Mathematics and Natural Language.

    Science.gov (United States)

    Vergnaud, Gerard

    In response to theories of learning that attempt to get rid of contents, two arguments are provided which suggest that it is theoretically disputable that knowledge develops along the same kind of process for biology and history, physics and mathematics, or the geometry of the triangle, and the geometry of space. The first is that empirical…

  6. Research Trends in Technology-Based Learning from 2000 to 2009: A Content Analysis of Publications in Selected Journals

    Science.gov (United States)

    Hsu, Yu-Chen; Ho, Hsin Ning Jessie; Tsai, Chin-Chung; Hwang, Gwo-Jen; Chu, Hui-Chun; Wang, Chin-Yeh; Chen, Nian-Shing

    2012-01-01

    This paper provides a content analysis of studies in technology-based learning (TBL) that were published in five Social Sciences Citation Index (SSCI) journals (i.e. "the British Journal of Educational Technology, Computers & Education, Educational Technology Research & Development, Educational Technology & Society, the Journal of Computer…

  7. Developing a Technological Pedagogical Content Knowledge (TPACK) Assessment for Preservice Teachers Learning to Teach English as a Foreign Language

    Science.gov (United States)

    Baser, Derya; Kopcha, Theodore J.; Ozden, M. Yasar

    2016-01-01

    This paper reports the development and validation process of a self-assessment survey that examines technological pedagogical content knowledge (TPACK) among preservice teachers learning to teach English as a foreign language (EFL). The survey, called TPACK-EFL, aims to provide an assessment tool for preservice foreign language teachers that…

  8. Visual interfaces as an approach for providing mobile services and mobile content to low literate users in South Africa

    CSIR Research Space (South Africa)

    Matyila, M

    2014-05-01

    Full Text Available in the related mobile applications. Exploring typical challenges experienced by low literate users and adapting these mobile applications using visual interfaces can provide low literate users with usable access to mobile services and mobile content....

  9. NASA SMD STEM Activation: Enabling NASA Science Experts and Content into the Learning Environment

    Science.gov (United States)

    Hasan, Hashima; Erickson, Kristen

    2018-01-01

    The NASA Science Mission Directorate (SMD) restructured its efforts to enhance learning in science, technology, engineering, and mathematics (STEM) content areas through a cooperative agreement notice issued in 2015. This effort resulted in the competitive selection of 27 organizations to implement a strategic approach that leverages SMD’s unique assets. Three of these are exclusively directed towards Astrophysics. These unique assets include SMD’s science and engineering content and Science Discipline Subject Matter Experts. Awardees began their work during 2016 and span all areas of Earth and space science and the audiences NASA SMD intends to reach. The goal of the restructured STEM Activation program is to further enable NASA science experts and content into the learning environment more effectively and efficiently with learners of all ages. The objectives are to enable STEM education, improve US scientific literacy, advance national educational goals, and leverage efforts through partnerships. This presentation will provide an overview of the NASA SMD STEM Activation landscape and its commitment to meeting user needs.

  10. Textbooks for Content and Language Integrated Learning: policy, market and appropriate didactics?

    Directory of Open Access Journals (Sweden)

    María Ángeles Martín del Pozo

    2015-02-01

    Full Text Available The paper begins by approaching the concept of CLIL (Content and Language Integrated Learning providing a brief overview of the history of bilingual education. The influence of the linguistic policies of the European Union is discussed along with some beliefs about language teaching and how both have influenced the celerity of CLIL implementation, momentum and expansion. There are some indicators of the lack of a theoretical framework for CLIL, of insufficient teacher education and or inadequacy of materials. It is necessary to reflect systematically on to what extent commercially published textbooks match the demands of bilingual education. The second section centers on CLIL textbooks, mainly those commercialized by publishers, by referring to some recent studies which attempt to approach systematically their design and use. Since, by definition CLIL includes both content and language, our research question is if content books (in English also include content and language objectives. A corpus of 25 books from different subjects, years, and publishers is analyzed. The analysis shows an insufficient presence of linguistic objectives. Some reflections are made about this scarcity with the warning that this lack could hindrance an efficient implementation of CLIL. Thus, it could be said that these textbooks are not the product of discipline or didactic considerations but the result of the logic of market, publishers and linguistic policy.How to reference this articleMartín del Pozo, M. A., Rascón Estébanez, D. (2015. Textbooks for Content and Language Integrated Learning: policy, market and appropriate didactics?. Foro de Educación, 13(18, pp. 123-141. doi: http://dx.doi.org/10.14516/fde.2015.013.018.007 

  11. Engaging Micro-Businesses: A Guide for Learning Providers Delivering Skills Provision for Unemployed Adults

    Science.gov (United States)

    National Institute of Adult Continuing Education, 2012

    2012-01-01

    This guide is primarily aimed at skills providers for unemployed adults, but will also be of interest to learning providers that wish to engage micro-businesses for the purpose of delivering other forms of provision such as apprenticeships and work-based learning through full cost recovery. The National Institute of Adult Continuing Education…

  12. Can Interaction Content Analysis Research Contribute to Distance Learning?

    Science.gov (United States)

    Offir, Baruch; Barth, Ingrid; Lev, Joseph; Shteinbok, Arkady

    2005-01-01

    In this paper we propose that Interaction Analysis studies, which focus on the process-product relationship between types of teacher--student interactions and learning outcomes, present only part of the learning picture. Clearly, not all teacher?student interaction patterns are equally effective for students at different ages and stages of…

  13. Enhancing e-Learning Content by Using Semantic Web Technologies

    Science.gov (United States)

    García-González, Herminio; Gayo, José Emilio Labra; del Puerto Paule-Ruiz, María

    2017-01-01

    We describe a new educational tool that relies on Semantic Web technologies to enhance lessons content. We conducted an experiment with 32 students whose results demonstrate better performance when exposed to our tool in comparison with a plain native tool. Consequently, this prototype opens new possibilities in lessons content enhancement.

  14. Providing pervasive Learning eXperiences by Combining Internet of Things and e-Learning standards

    National Research Council Canada - National Science Library

    Aroua TAAMALLAH; Maha KHEMAJA

    2015-01-01

    .... Thanks to the evolution of Internet, ICT (Information and Communication Technology) and Internet of Things, new learning scenarios could be experienced by learners either individually or collaboratively...

  15. Promoting autonomous learning in English through the implementation of Content and Language Integrated Learning (CLIL in science and maths subjects

    Directory of Open Access Journals (Sweden)

    Andriani Putu Fika

    2018-01-01

    Full Text Available Autonomous learning is a concept in which the learner has the ability to take charge of their own learning. It becomes a notable aspect that should be perceived by students. The aim of this research is for finding out the strategies used by grade two teachers in Bali Kiddy Primary School to promote autonomous learning in English through the implementation of Content and Language Integrated Learning in science and maths subjects. This study was designed in the form of descriptive qualitative study. The data were collected through observation, interview, and document study. The result of the study shows that there are some strategies of promoting autonomous learning in English through the implementation of CLIL in Science and Maths subjects. Those strategies are table of content training, questioning & presenting, journal writing, choosing activities, and using online activity. Those strategies can be adopted or even adapted as the way to promote autonomous learning in English subject.

  16. Student and Instructor Perceptions of Using ATutor as the Learning Content Management System for Learning at a Distance in Thailand

    Science.gov (United States)

    Sanserm, Sineenuch Khrutmuang

    2010-01-01

    Scope and Method of Study: The purpose of this study was to examine students' and instructors' perceptions of using ATutor as the learning content management system (LCMS) in e-learning courses at a distance university in Thailand. The population was composed of all 222 graduate students (census) and 10 instructors from an agricultural college at…

  17. Authentic Education by Providing a Situation for Student-Selected Problem-Based Learning

    Science.gov (United States)

    Strimel, Greg

    2014-01-01

    Students are seldom given an authentic experience within school that allows them the opportunity to solve real-life complex engineering design problems that have meaning to their lives and/ or the greater society. They are often confined to learning environments that are limited by the restrictions set by course content for assessment purposes and…

  18. Negotiating Content with Learners Using Technology Enhanced Teaching and Learning Solutions

    Directory of Open Access Journals (Sweden)

    Richard Smith

    2011-09-01

    Full Text Available This paper examines issues around learning ‘content’ and its place in the new digital learning culture. We focus on the increasing demands of digital learners for content that is relevant and the challenges this poses if educators are to stay relevant to them. We say ‘relevance’ is best achieved when content is negotiated with learners in collaboration with instructors. We describe strategies in which technology enhanced teaching and learning solutions have enabled learners to negotiate and create digitised learning content that is educationally, culturally and socially relevant. We cite two case studies that exemplify this approach: a trial of negotiated content with primary school aged digital learners at Brisbane School of Distance Education (BSDE, Australia, and the content decision-making processes used for the development of e-learning courses for hearing health professionals and Auditory-Verbal Therapy at Hear and Say WorldWide Brisbane, Australia. We focus on the changing demands and skill sets of digital learners, their learning managers and subject matter experts, and the use of technology enhanced teaching and learning solutions as the negotiating tool in the development of digital content that is academically rigorous and also learner friendly.

  19. Property content guides children's memory for social learning episodes.

    Science.gov (United States)

    Riggs, Anne E; Kalish, Charles W; Alibali, Martha W

    2014-05-01

    How do children's interpretations of the generality of learning episodes affect what they encode? In the present studies, we investigated the hypothesis that children encode distinct aspects of learning episodes containing generalizable and non-generalizable properties. Two studies with preschool (N=50) and young school-aged children (N=49) reveal that their encoding is contingent on the generalizability of the property they are learning. Children remembered generalizable properties (e.g., morphological or normative properties) more than non-generalizable properties (e.g., historical events or preferences). Conversely, they remembered category exemplars associated with non-generalizable properties more than category exemplars associated with generalizable properties. The findings highlight the utility of remembering distinct aspects of social learning episodes for children's future generalization. Copyright © 2014 Elsevier B.V. All rights reserved.

  20. Pilot Study of an Interprofessional Palliative Care Curriculum: Course Content and Participant-Reported Learning Gains.

    Science.gov (United States)

    Starks, Helene; Coats, Heather; Paganelli, Tia; Mauksch, Larry; van Schaik, Eileen; Lindhorst, Taryn; Hurd, Caroline; Doorenbos, Ardith

    2018-03-01

    The National Consensus Project for Quality Palliative Care Clinical Practice Guidelines recommend that palliative care clinicians work together as interprofessional teams. We created and piloted a 9-month curriculum that focused on 3 related domains: (1) patient-centered, narrative communication skills; (2) interprofessional team practice; and (3) metrics and systems integration. The multifaceted curriculum was delivered through 16 webinars, 8 online modules, 4 in-person workshops, reflective skill practice, written reflections, and small group online discussions. Report evaluations of the course content and skill self-assessments from 24 interprofessional palliative care clinicians. Participants rated each learning activity and completed a retrospective pre-post test skill assessment. Learning gains were measured as the difference in the percentage of participants reporting "strong" or "highly competent" skill levels at baseline and the end of the course. Participants also provided examples of how they used the skills in practice. Participants achieved an average learning gain of 50% across all domains, and in each domain communication (54%), interprofessional team practice (52%), and metrics and systems integration (34%). They also gave high ratings for the curriculum content (overall mean [standard deviation] rating of 5.5 (0.7) out of 6). Examples of practice impacts included improved skills in responding to emotions, understanding the equal importance of all professions on their team and incorporating different perspectives into their practice, and learning about outcome measurement in palliative care. This curriculum demonstrated success in increasing perceived skills for interprofessional palliative care clinicians in advanced communication, team practice, and metrics and system integration.

  1. Investigating Learning through Work: The Development of the "Provider Learning Environment Scale"

    Science.gov (United States)

    Chappell, Clive; Hawke, Geof

    2008-01-01

    The purpose of this research activity was to investigate contemporary understandings of the connections between learning and work. This initial work was then used to inform the development of an organisational tool that registered training organisations (RTOs) could use to identify organisational practices likely to lead to greater learning at…

  2. Partnering to provide simulated learning to address Interprofessional Education Collaborative core competencies.

    Science.gov (United States)

    Murphy, Judy I; Nimmagadda, Jayashree

    2015-05-01

    Learning to effectively communicate and work with other professionals requires skill, yet interprofessional education is often not included in the undergraduate healthcare provider curriculum. Simulation is an effective pedagogy to bring students from multiple professions together for learning. This article describes a pilot study where nursing and social work students learned together in a simulated learning activity, which was evaluated to by the Readiness for Interprofessional Learning Scale (RIPLS). The RIPLS was used before and after the simulated activity to determine if this form of education impacted students' perceptions of readiness to learn together. Students from both professions improved in their RIPLS scores. Students were also asked to identify their interprofessional strengths and challenges before and after the simulation. Changes were identified in qualitative data where reports of strengths and challenges indicated learning and growth had occurred. In conclusion, this pilot study suggests that interprofessional simulation can be an effective method to integrate Interprofessional Education Collaborative core competencies into the curriculum.

  3. Taking Professional Learning to Isolated Schools: Perceptions of Providers and Principals, and Lessons for Effective Professional Learning

    Science.gov (United States)

    Beswick, Kim; Jones, Tammy

    2011-01-01

    This article describes the implementation and outcomes, as perceived by the professional learning providers and school principals, of a professional learning (PL) model devised in response to recognition that models of PL that are effective in urban settings are not effective in rural and remote areas. Rather than expecting the teachers to travel…

  4. A Context-Aware Ubiquitous Learning Approach for Providing Instant Learning Support in Personal Computer Assembly Activities

    Science.gov (United States)

    Hsu, Ching-Kun; Hwang, Gwo-Jen

    2014-01-01

    Personal computer assembly courses have been recognized as being essential in helping students understand computer structure as well as the functionality of each computer component. In this study, a context-aware ubiquitous learning approach is proposed for providing instant assistance to individual students in the learning activity of a…

  5. Designing Adaptive-Content trough E-learning on Electromagnetic Concept

    Science.gov (United States)

    Hakim, L.; Setiawan, A.; Sinaga, P.

    2017-02-01

    Teacher competence development is a national education agenda. Although teachers have adequate learning experience, based on UKA (Academic Competence Test) 2013 results, the content mastery of teachers is still low. In order to reach the maximum development of teacher, it is a must to consider the knowledge level of teachers and the difficulty of content given. This study used a questionnaire given to 40 teachers but only 25 teachers who returned the questionnaire. According to the research, 82% of teachers stated that the electromagnetic is a difficult content. There are several factors why electro magnetic content is considered to be difficult by teachers such as it is abstract, uses a lot of mathematical equations, and correlation with other concepts and content material. From these results, adaptive e-learning design for teacher to learn electromagneticis created.

  6. Assessing Electronic Cigarette-Related Tweets for Sentiment and Content Using Supervised Machine Learning.

    Science.gov (United States)

    Cole-Lewis, Heather; Varghese, Arun; Sanders, Amy; Schwarz, Mary; Pugatch, Jillian; Augustson, Erik

    2015-08-25

    Electronic cigarettes (e-cigarettes) continue to be a growing topic among social media users, especially on Twitter. The ability to analyze conversations about e-cigarettes in real-time can provide important insight into trends in the public's knowledge, attitudes, and beliefs surrounding e-cigarettes, and subsequently guide public health interventions. Our aim was to establish a supervised machine learning algorithm to build predictive classification models that assess Twitter data for a range of factors related to e-cigarettes. Manual content analysis was conducted for 17,098 tweets. These tweets were coded for five categories: e-cigarette relevance, sentiment, user description, genre, and theme. Machine learning classification models were then built for each of these five categories, and word groupings (n-grams) were used to define the feature space for each classifier. Predictive performance scores for classification models indicated that the models correctly labeled the tweets with the appropriate variables between 68.40% and 99.34% of the time, and the percentage of maximum possible improvement over a random baseline that was achieved by the classification models ranged from 41.59% to 80.62%. Classifiers with the highest performance scores that also achieved the highest percentage of the maximum possible improvement over a random baseline were Policy/Government (performance: 0.94; % improvement: 80.62%), Relevance (performance: 0.94; % improvement: 75.26%), Ad or Promotion (performance: 0.89; % improvement: 72.69%), and Marketing (performance: 0.91; % improvement: 72.56%). The most appropriate word-grouping unit (n-gram) was 1 for the majority of classifiers. Performance continued to marginally increase with the size of the training dataset of manually annotated data, but eventually leveled off. Even at low dataset sizes of 4000 observations, performance characteristics were fairly sound. Social media outlets like Twitter can uncover real-time snapshots of

  7. Challenges in Providing e-Learning Solutions in the Regulated Pharmaceutical Industry.

    Science.gov (United States)

    Vesper, James L.

    Regulatory agencies around the world require that those involved in producing pharmaceutical products be adequately trained. E-learning can accomplish this, providing consistent delivery and learner assessment. However, there are some unique expectations that regulators and the pharmaceutical industry have of e-learning solutions. These include…

  8. What Motivates Students to Provide Feedback to Teachers about Teaching and Learning? An Expectancy Theory Perspective

    Science.gov (United States)

    Caulfield, Jay

    2007-01-01

    The purpose of this empirical research study was to investigate what motivates students to provide formative anonymous feedback to teachers regarding their perceptions of the teaching and learning experience in order to improve student learning. Expectancy theory, specifically Vroom's Model, was used as the conceptual framework for the study.…

  9. Language Alternation and Language Norm in Vocational Content and Language Integrated Learning

    Science.gov (United States)

    Kontio, Janne; Sylvén, Liss Kerstin

    2015-01-01

    The present article deals with language choice as communicative strategies in the language learning environment of an English-medium content and language integrated learning (CLIL) workshop at an auto mechanics class in a Swedish upper secondary school. The article presents the organisation and functions of language alternations (LAs) which are…

  10. International Student Carbon Footprint Challenge--Social Media as a Content and Language Integrated Learning Environment

    Science.gov (United States)

    Fauville, Géraldine; Lantz-Andersson, Annika; Säljö, Roger

    2012-01-01

    Environmental education (EE) is now clearly specified in educational standards in many parts of the world, and at the same time the view of language learning is moving towards a content and language integrated learning (CLIL) strategy, to make English lessons more relevant and attractive for students (Eurydice, 2006). In this respect,…

  11. Do Productive Skills Improve in Content and Language Integrated Learning Contexts? The Case of Writing

    Science.gov (United States)

    Roquet, Helena; Pérez-Vidal, Carmen

    2017-01-01

    This study investigates the differential effects of two learning contexts, formal instruction (FI) and content and language integrated learning (CLIL), on the written production skills of intermediate-level Catalan Spanish adolescent learners of English as a foreign language. Written samples elicited through a composition at two data collection…

  12. Selectivity of Content and Language Integrated Learning Programmes in German Secondary Schools

    Science.gov (United States)

    Dallinger, Sara; Jonkmann, Kathrin; Hollm, Jan

    2018-01-01

    Despite its increasing popularity and adoption across Europe, Content and Language Integrated Learning (CLIL) is not without its critics. It has been argued that CLIL programmes are highly selective, that is, the students possess more favourable learning prerequisites than their monolingually taught peers. The present study contributes to this…

  13. Content and Language Integrated Learning through an Online Game in Primary School: A Case Study

    Science.gov (United States)

    Dourda, Kyriaki; Bratitsis, Tharrenos; Griva, Eleni; Papadopoulou, Penelope

    2014-01-01

    In this paper an educational design proposal is presented which combines two well established teaching approaches, that of Game-based Learning (GBL) and Content and Language Integrated Learning (CLIL). The context of the proposal was the design of an educational geography computer game, utilizing QR Codes and Google Earth for teaching English…

  14. Trans/Languaging and the Triadic Dialogue in Content and Language Integrated Learning (CLIL) Classrooms

    Science.gov (United States)

    Lin, Angel M. Y.; Lo, Yuen Yi

    2017-01-01

    There has been a rich literature on the role of language in learning and on its role in knowledge (co-)construction in the science classroom. This literature, rooted in social semiotics theories and sociocultural theories, discussed research conducted largely in contexts where students are learning content in their first language (L1). In this…

  15. Brain Based Learning in Science Education in Turkey: Descriptive Content and Meta Analysis of Dissertations

    Science.gov (United States)

    Yasar, M. Diyaddin

    2017-01-01

    This study aimed at performing content analysis and meta-analysis on dissertations related to brain-based learning in science education to find out the general trend and tendency of brain-based learning in science education and find out the effect of such studies on achievement and attitude of learners with the ultimate aim of raising awareness…

  16. Effects of an Online Problem Based Learning Course on Content Knowledge Acquisition and Critical Thinking Skills

    Science.gov (United States)

    Sendag, Serkan; Odabasi, H. Ferhan

    2009-01-01

    This study investigated how the online problem based learning (PBL) approach employed in an online learning environment influenced undergraduate students' critical thinking skills (CTS) and content knowledge acquisition. The pretest-posttest control group design was used in the study. The subjects included the students who were enrolled at the…

  17. Development of Usability Criteria for E-Learning Content Development Software

    Science.gov (United States)

    Celik, Serkan

    2012-01-01

    Revolutionary advancements have been observed in e-learning technologies though an amalgamated evaluation methodology for new generation e-learning content development tools is not available. The evaluation of educational software for online use must consider its usability and as well as its pedagogic effectiveness. This study is a first step…

  18. The Good, the Bad and the Wiki: Evaluating Student-Generated Content for Collaborative Learning

    Science.gov (United States)

    Wheeler, Steve; Yeomans, Peter; Wheeler, Dawn

    2008-01-01

    This paper explores the potential for wiki-type open architecture software to promote and support collaborative learning through the use of student-created content. It delineates some of the affordances and constraints of wiki software as an open architecture that has the potential to facilitate collaborative learning through community-focused…

  19. Towards case-based medical learning in radiological decision making using content-based image retrieval

    Directory of Open Access Journals (Sweden)

    Günther Rolf W

    2011-10-01

    Full Text Available Abstract Background Radiologists' training is based on intensive practice and can be improved with the use of diagnostic training systems. However, existing systems typically require laboriously prepared training cases and lack integration into the clinical environment with a proper learning scenario. Consequently, diagnostic training systems advancing decision-making skills are not well established in radiological education. Methods We investigated didactic concepts and appraised methods appropriate to the radiology domain, as follows: (i Adult learning theories stress the importance of work-related practice gained in a team of problem-solvers; (ii Case-based reasoning (CBR parallels the human problem-solving process; (iii Content-based image retrieval (CBIR can be useful for computer-aided diagnosis (CAD. To overcome the known drawbacks of existing learning systems, we developed the concept of image-based case retrieval for radiological education (IBCR-RE. The IBCR-RE diagnostic training is embedded into a didactic framework based on the Seven Jump approach, which is well established in problem-based learning (PBL. In order to provide a learning environment that is as similar as possible to radiological practice, we have analysed the radiological workflow and environment. Results We mapped the IBCR-RE diagnostic training approach into the Image Retrieval in Medical Applications (IRMA framework, resulting in the proposed concept of the IRMAdiag training application. IRMAdiag makes use of the modular structure of IRMA and comprises (i the IRMA core, i.e., the IRMA CBIR engine; and (ii the IRMAcon viewer. We propose embedding IRMAdiag into hospital information technology (IT infrastructure using the standard protocols Digital Imaging and Communications in Medicine (DICOM and Health Level Seven (HL7. Furthermore, we present a case description and a scheme of planned evaluations to comprehensively assess the system. Conclusions The IBCR-RE paradigm

  20. Using Interaction Content Analysis Instruments to Assess Distance Learning

    Science.gov (United States)

    Offir, Baruch; Lev, Yossi; Lev, Yael; Barth, Ingrid

    2002-01-01

    Utilizing the full potential of distance education requires an understanding of how the absence of face-to-face communication affects the relationship between teaching behaviors and learning outcomes. Teachers' awareness of how their teaching behaviors change across distance and conventional contexts can assist them in overcoming the limitations…

  1. Outcomes of a Chemistry Content Professional Learning Session: Teachers' Perspectives

    Science.gov (United States)

    Rowen, Catherine; Woods-McConney, Amanda; Hughes, Leonie; Laird, Damian

    2017-01-01

    The national curriculum for chemistry includes topics that have not previously been taught at secondary level. In response to requests for teacher professional learning (PL) covering these topics, a course called "Divide and Analyse" was developed. Investigations into the PL needs of chemistry teachers were carried out in conjunction…

  2. Content-Based Instruction Approach in Instructional Multimedia for English Learning

    OpenAIRE

    Farani, Rizki

    2012-01-01

    Content-based Instruction (CBI) is an approach in English learning that integrates certain topic and English learning objectives. This approach focuses on using English competencies as a “bridge” to comprehend certain topic or theme in English. Nowadays, this approach can be used in instructional multimedia to support English learning by using computer. Instructional multimedia with computer system refers to the sequential or simultaneous use of variety of media formats in a given presentatio...

  3. Bringing cultural content and authentic materials to enhance problem-based learning in EFL classes

    OpenAIRE

    VENERANDA HAJRULLA

    2012-01-01

    In a class where elements and filters of Problem-Based Learning are used, students are engaged in language learning through organied and purposeful activities with authentic materials and collaborative learning models. Research has shown that this approach is effective in raising student’s motivation, enhancing their problem solving and critical thinking skills, and deepening their understanding of the subject contents. This paper aims to answer the questions of when and how authentic materia...

  4. The Effects of CLIL on Mathematical Content Learning: A Longitudinal Study

    Science.gov (United States)

    Surmont, Jill; Struys, Esli; Van Den Noort, Maurits; Van De Craen, Piet

    2016-01-01

    Previous research has shown that content and language integrated learning (CLIL), an educational approach that offers content courses through more than one educational language, increases metalinguistic awareness. This improved insight into language structures is supposed to extend beyond the linguistic domain. In the present study, the question…

  5. Thinking Allowed: Content and Language Integrated Learning--A Research Agenda

    Science.gov (United States)

    Dalton-Puffer, Christiane; Smit, Ute

    2013-01-01

    While Content and Language Integrated Learning (CLIL) has received a considerable amount of research interest lately, its increasing popularity as an approach to teaching content subjects in a foreign language requires concerted investigation that reflects and recognises its fundamentally contextualised nature. In this contribution, we sketch…

  6. Methods of Adapting Digital Content for the Learning Process via Mobile Devices

    Science.gov (United States)

    Lopez, J. L. Gimenez; Royo, T. Magal; Laborda, Jesus Garcia; Calvo, F. Garde

    2009-01-01

    This article analyses different methods of adapting digital content for its delivery via mobile devices taking into account two aspects which are a fundamental part of the learning process; on the one hand, functionality of the contents, and on the other, the actual controlled navigation requirements that the learner needs in order to acquire high…

  7. Exploring Changes to a Teacher's Teaching Practices and Student Learning through a Volleyball Content Knowledge Workshop

    Science.gov (United States)

    Kim, Insook

    2016-01-01

    This paper describes how improving a teacher's content knowledge changes his teaching practices and its subsequent effects on student learning during a middle school volleyball instructional unit. The study was designed to challenge teacher educators' thinking about the importance of in-depth content knowledge for effective teaching by…

  8. Content and Language(s Integrated Learning in German. Einleitung

    Directory of Open Access Journals (Sweden)

    Beate Lindemann

    2015-10-01

    Full Text Available Sehr geehrte Damen und Herren, liebe Kolleginnen und Kollegen, eigentlich wollten wir mit der vorliegenden ZIF-Ausgabe eine Handreichung zu CLILiG (content and languages integrated learning in German herausbringen, um KollegInnen weltweit Hinweise an die Hand zu geben, wenn sie sich mit dem Gedanken tragen, bilingualen Sachfachunterricht auf Deutsch vorzubereiten und anzubieten. Doch bereits bei der Vorbereitung bemerkten wir, dass das Thema zwar inzwischen hochaktuell ist, dass es aber auch an einschlägigen Publikationen – sowohl was CLIL an sich anbetrifft, als auch CLILiG im Speziellen –  keineswegs mangelt und dass etliche unserer angefragten Autorinnen und Autoren schon für andere Publikationen angefragt waren und entweder keine Zeit mehr hatten, sich an unserer Themenausgabe zu beteiligen, oder glaubten, im Rahmen der anderen Publikationen alles gesagt zu haben. So haben wir überlegt, dass wir gezielt auf bestimmte Aspekte eingehen, die in den anderen, insbesondere in diesem Jahr vorgelegten Publikationen zu CLIL und CLILiG, keinen so großen Raum einnehmen. So bieten wir Ihnen mit dieser ZIF einige ausgewählte CLILiG-Themen zur Diskussion, die Sie in dieser Form in den anderen Publikationen nicht vorfinden werden. Zu beachten sind die unterschiedlichen Perspektiven, die sich ergeben, wenn es sich um bilingualen Deutschunterricht an einer Schule oder um deutschen Fachunterricht an einer deutschen Schule handelt. Nach unserer Einleitung geht Frank G. Königs in seinem übergreifenden Beitrag auf das Verhältnis der verschiedenen Sprachen, egal ob Erstsprache, Zweitsprache oder Fremdsprache(n, ein und stellt Überlegungen zum Verhältnis von Einsprachigkeit und Zweisprachigkeit im Unterricht an, die insbesondere relevant für die Planungspraxis von CLILiG sind. Es folgen Beiträge zu generellen Aspekten von CLILiG: Lena Heine und Mirka Mainzer beschäftigen sich in ihren Ausführungen, denen man den Handreichungscharakter gl

  9. Research Trends in the Field of E-Learning from 2003 to 2008: A Scientometric and Content Analysis for Selected Journals and Conferences Using Visualization

    Science.gov (United States)

    Maurer, Hermann; Khan, Muhammad Salman

    2010-01-01

    Purpose: The purpose of this paper is to provide a scientometric and content analysis of the studies in the field of e-learning that were published in five Social Science Citation Index (SSCI) journals ("Journal of Computer Assisted Learning, Computers & Education, British Journal of Educational Technology, Innovations in Education and Teaching…

  10. Content Analysis of Reference Transactions Provides Guidance Regarding Staffing of Library Service Points

    Directory of Open Access Journals (Sweden)

    Annie M. Hughes

    2014-07-01

    Full Text Available A Review of: Bishop, B. W., & Bartlett, J. A. (2013. Where do we go from here? Informing academic library staffing through reference transaction analysis. College & Research Libraries, 74(5, 489-500. Objective – To identify the quantity of location-based and subject-based questions and determine the locations where those questions are asked in order to inform decision-making regarding optimal placing of staff. Design – Content analysis of location-based and subject-based reference transactions or transcripts collected using LibStats at 15 face-to-face (f2f service points and via virtual services. Setting – Virtual and f2f service points at University of Kentucky (UK campus libraries. Subjects – 1,852 location-based and subject-based reference transactions gathered via a systematic sample of every 70th transaction out of 129,572 transactions collected. Methods – Using LibStats, the researchers collected data on location-based and subject-based questions at all service points at UK Libraries between 2008 and 2011. The researchers eliminated transcripts that did not include complete data or questions with fields left blank. If all question fields were properly completed, identification and coding of location-based or subject-based questions took place.

  11. Using Retrieval Practice and Metacognitive Skills to Improve Content Learning

    Science.gov (United States)

    Littrell-Baez, Megan K.; Friend, Angela; Caccamise, Donna; Okochi, Christine

    2015-01-01

    Classroom tests have been traditionally used to assess student growth and content mastery. However, a wealth of research in cognitive and educational psychology has demonstrated that retrieval practice (testing) as a form of low-stakes, rather than traditional high-stakes testing, can also be used as an effective pedagogical tool, improving…

  12. Content, Pedagogy, and Learning Outcomes in the International Marketing Course

    Science.gov (United States)

    Crittenden, Victoria L.; Wilson, Elizabeth J.

    2005-01-01

    The early internationalization of business school curricula was in response to corporate needs and expectations, and the Association to Advance Collegiate Schools of Business (AACSB International) fostered changes by instituting accreditation outcomes that focused upon international content in the curriculum. By the late 1990s, a course in…

  13. Deep learning, audio adversaries, and music content analysis

    DEFF Research Database (Denmark)

    Kereliuk, Corey Mose; Sturm, Bob L.; Larsen, Jan

    2015-01-01

    We present the concept of adversarial audio in the context of deep neural networks (DNNs) for music content analysis. An adversary is an algorithm that makes minor perturbations to an input that cause major repercussions to the system response. In particular, we design an adversary for a DNN...

  14. Assessment of the contents related to screening on Portuguese language websites providing information on breast and prostate cancer

    Directory of Open Access Journals (Sweden)

    Daniel Ferreira

    2013-11-01

    Full Text Available The objective of this study was to assess the quality of the contents related to screening in a sample of websites providing information on breast and prostate cancer in the Portuguese language. The first 200 results of each cancer-specific Google search were considered. The accuracy of the screening contents was defined in accordance with the state of the art, and its readability was assessed. Most websites mentioned mammography as a method for breast cancer screening (80%, although only 28% referred to it as the only recommended method. Almost all websites mentioned PSA evaluation as a possible screening test, but correct information regarding its effectiveness was given in less than 10%. For both breast and prostate cancer screening contents, the potential for overdiagnosis and false positive results was seldom addressed, and the median readability index was approximately 70. There is ample margin for improving the quality of websites providing information on breast and prostate cancer in Portuguese.

  15. The effect of scaffolded strategies on content learning in a designed science cyberlearning environment

    Science.gov (United States)

    Kern, Cynthia Lee

    Scientific inscriptions---graphs, diagrams, and data---and argumentation are integral to generating and communicating scientific understanding. Scientific inscriptions and argumentation are also important to learning science. However, previous research has indicated that learners struggle to understand and learn science content represented in inscriptions. Furthermore, when learners engage in argumentation, learning science content becomes secondary to the learning of argumentation skills. This design-based research study is nested within the larger effort to inform the design and development of the 5-Featured Dynamic Inquiry Enterprise design framework (5-DIE) for cyberlearning environments and to advance theory associated with the difficulties learners have with scientific inscriptions and the consequences related to using argumentation to learn science content. In an attempt to engage participants in the process of learning science content with scientific inscriptions and argumentation, two learning strategies were embedded in a 5-DIE lessons. The two learning strategies evaluated in this study were (1) self-explanation prompts paired with a scientific inscription and (2) faded worked examples for the evaluation and development of scientific knowledge claims. The participants consisted of ninth and tenth grade students (age: 13-16 years; N=245) enrolled in one of three state-mandated biology courses taught by four different teachers. A three factor mixed model analysis of variance (ANOVA) with two between factors (self-explanation prompts and faded worked examples) and one within factor (pre, post, delayed post-test) was used to evaluate the effects of the learning strategies on the acquisition and retention of domain-specific content knowledge. Both between factors had two levels (with & without) and are described by the following experimental conditions: (1) control condition (general prompts), (2) self-explanation condition, (3) faded worked examples

  16. Effective Educational Videos: Principles and Guidelines for Maximizing Student Learning from Video Content.

    Science.gov (United States)

    Brame, Cynthia J

    Educational videos have become an important part of higher education, providing an important content-delivery tool in many flipped, blended, and online classes. Effective use of video as an educational tool is enhanced when instructors consider three elements: how to manage cognitive load of the video; how to maximize student engagement with the video; and how to promote active learning from the video. This essay reviews literature relevant to each of these principles and suggests practical ways instructors can use these principles when using video as an educational tool. © 2016 C. J. Brame. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  17. A Model for Semi-Automatic Composition of Educational Content from Open Repositories of Learning Objects

    Directory of Open Access Journals (Sweden)

    Paula Andrea Rodríguez Marín

    2014-04-01

    Full Text Available Learning objects (LOs repositories are important in building educational content and should allow search, retrieval and composition processes to be successfully developed to reach educational goals. However, such processes require so much time-consuming and not always provide the desired results. Thus, the aim of this paper is to propose a model for the semiautomatic composition of LOs, which are automatically recovered from open repositories. For the development of model, various text similarity measures are discussed, while for calibration and validation some comparison experiments were performed using the results obtained by teachers. Experimental results show that when using a value of k (number of LOs selected of at least 3, the percentage of similarities between the model and such made by experts exceeds 75%. To conclude, it can be established that the model proposed allows teachers to save time and effort for LOs selection by performing a pre-filter process.

  18. A synthesis and meta-analysis of reading interventions using social studies content for students with learning disabilities.

    Science.gov (United States)

    Swanson, Elizabeth; Hairrell, Angela; Kent, Shawn; Ciullo, Stephen; Wanzek, Jeanne A; Vaughn, Sharon

    2014-01-01

    A synthesis and meta-analysis of the extant research on the effects of reading interventions delivered using social studies content for students with learning disabilities in kindergarten through Grade 12 is provided. A total of 27 studies met criteria for the synthesis, with 16 studies providing sufficient data for inclusion in the meta-analysis. Reading interventions implemented within the context of social studies have employed the use of graphic organizers, mnemonics, reading and answering questions, guided notes, and multicomponent comprehension instruction. The overall mean effect size for interventions included in the meta-analysis was 1.02, indicating that reading interventions delivered using social studies content have a substantial positive effect on outcomes among students with learning disabilities.

  19. Content

    DEFF Research Database (Denmark)

    Keiding, Tina Bering

    Aim, content and methods are fundamental categories of both theoretical and practical general didactics. A quick glance in recent pedagogical literature on higher education, however, reveals a strong preoccupation with methods, i.e. how teaching should be organized socially (Biggs & Tang, 2007...... a theoretical approach, which takes complexity as fundamental premise for modern society (Luhmann, 1985, 2002). In educational situations conditionally valuable content generally will exceed what can actually be taught within the frames of an education. In pedagogy this situation is often referred...... to as ‘abundance of material’, and in many cases it is not obvious, how the line between actually chosen and conditionally relevant content can be draw. Difficulties in drawing the line between actual educational content and conditionally relevant content can be handled in different way. One way, quite efficient...

  20. Strategic and Organisational Considerations in Planning Content and Language Integrated Learning: A Study on the Coordination between Content and Language Teachers

    Science.gov (United States)

    Pavón Vázquez, Víctor; Ávila López, Javier; Gallego Segador, Arturo; Espejo Mohedano, Roberto

    2015-01-01

    Content and language integrated learning (CLIL) is generally recognised as a fruitful example of bilingual education. However, success in CLIL may not be straightforward and may require the establishment of coordination between content and language teachers. The aim of this study is to investigate if content and language teachers are able to plan…

  1. Sequencing of contents and learning objects - part II

    Directory of Open Access Journals (Sweden)

    Miguel Zapata Ros

    2006-01-01

    Full Text Available Esta es la segunda parte del artículo del mismo nombre publicado en el número anterior de RED. En él planteamos una visión de la selección y de la secuenciación de contenidos de enseñanza, en el contexto de la planificación curricular, desde la perspectiva de las corrientes del pensamiento constructivista. Señalamos la importancia de contar, en el campo de la formación apoyada en redes, con herramientas y criterios autónomos que guíen este proceso desde unas bases propias, externas y con preeminencia sobre las que derivan de la configuración de las herramientas tecnológicas, y desde la necesidad de contar con estándares de formato de intercambio de datos Si en general este planteamiento es importante adquiere especial relevancia en el contexto del e-learning de propósito general, tanto en el de formación como en el e-learning empresarial o en el universitario. Y por supuesto en el contexto de la formación reglada y de formación informal, o de la no reglada. También señalamos las necesidades que plantea la industria del e-learning en la actualidad en relación con el diseño instruccional de objetos de aprendizaje, necesidades que constituyen una prioridad y un desafío. En la primera parte desarrollamos la perspectiva constructivista y la conceptualización de servicios y herramientas tecnológicas como recursos educativos, así como una revisión de los conceptos vinculados con el e-learning, objetos de aprendizaje, OAR y reusabilidad. En esta parte abordaremos la fundamentación de las teorías que rigen los procedimientos de selección de contenidos, los presupuestos básicos y la descripción de las técnicas de secuenciación. En particular nos centraremos en tres de ellas: La técnica de análisis de contenidos, la técnica de análisis de la tarea y la Teoría de la Elaboración. Por último como conclusión, en la tercera parte, intentaremos abordar, no en su resolución sino solo en su propuesta como enunciado

  2. Service-Learning Linking Family Child Care Providers, Community Partners, and Preservice Professionals

    Science.gov (United States)

    Garner, Pamela W.; Parker, Tameka S.

    2016-01-01

    This article describes the implementation of a service-learning project, which was infused into a child development course. The project linked family child care providers, their licensing agency, and 39 preservice teachers in a joint effort to develop a parent handbook to be used by the providers in their child care businesses and to support…

  3. Providing Strategies for Learning Disabled College Students: Continuous Assessment in Reading, Writing, and Reasoning.

    Science.gov (United States)

    Stracher, Dorothy A.

    1993-01-01

    Describes a program for potentially gifted learning-disabled (LD) college students that is designed to provide strategies for LD students to become autonomous learners and to supply graduate education students in-depth training in tutoring LD students. Provides case studies highlighting the individualized approach required to meet students' needs.…

  4. Perceptual learning with complex visual stimuli is based on location, rather than content, of discriminating features.

    Science.gov (United States)

    Jones, Scott P; Dwyer, Dominic M

    2013-04-01

    Exposure to complex checkerboards (comprising a common background, e.g., X, with unique features, e.g., A-D, that are placed in particular locations on the background) improves discrimination between them (perceptual learning). Such stimuli have been used previously to probe human perceptual learning but these studies leave open the question of whether the improvement in discrimination is based on the content or location of the unique stimuli. Experiment 1 suggests that perceptual learning produced by exposure to AX and BX transferred to stimuli that had new unique features (e.g., C, D) in the position that had been occupied by A and B during exposure. However, there was no transfer to stimuli that retained A and B as the unique features but moved them to a different location on the background. Experiment 2 replicated the key features of Experiment 1, that is, no transfer of exposure learning based on content but perfect transfer of exposure learning based on location using a design which allowed for independent tests of location- and content-based performance. In both the experiments reported here, superior discrimination between similar stimuli on the basis of exposure can be explained entirely by learning where to look, with no independent effect of learning about particular stimulus features. These results directly challenge the interpretation of practically all prior experiments using the same type of design and stimuli.

  5. What Do Medical Students Perceive as Meaningful in the Psychiatry Clerkship Learning Environment? A Content Analysis of Critical Incident Narratives.

    Science.gov (United States)

    Gathright, Molly M; Thrush, Carol; Guise, J Benjamin; Krain, Lewis; Clardy, James

    2016-04-01

    In order to better understand the professional development of medical students during their psychiatry clerkship, this study identifies common themes and characteristics of students' critical incident narratives which are designed to capture a recount of clerkship experiences they perceived as meaningful. A total of 205 narratives submitted by psychiatry clerkship students in 2010-2011 were subjected to a thematic analysis using a methodological approach and adaptation of categories derived from prior similar research. Descriptive content analysis was also carried out to assess the valence of the narrative content, characters involved, and whether there was evidence that the experience changed students' perspectives in some way. Narratives contained a variety of positive (19%) and negative content (24%) and many contained a hybrid of both (57%). The most common theme (29%) concerned issues of respect and disrespect in patient, clinical, and coworker interactions. In general, the majority (68%) of students' meaningful experience narratives reflected a change in their perspective (e.g., I learned that...). Narratives containing positive and hybrid content were associated with a change in students' perspective (χ(2) = 10.61, df = 2, p learning environment. Positive and hybrid critical incident narratives were associated with a stated change in their beliefs, attitudes, or behaviors due to the experience. Understanding the events that are meaningful to students can also provide rich feedback to medical educators regarding the ways in which students perceive clinical learning environments and how to best foster their professional development.

  6. Opening the black box: lessons learned from an interdisciplinary inquiry into the learning-based contents of brain injury rehabilitation.

    Science.gov (United States)

    Hart, Tessa; Ferraro, Mary; Myers, Robin; Ellis, Colin A

    2014-01-01

    This article describes challenges encountered and lessons learned in an effort to explore the black box of rehabilitation. A multidisciplinary team created detailed, mutually exclusive operational definitions for the contents of learning-based treatments administered in a brain injury unit. The function and activity levels of the International Classification of Functioning, Disability and Health were used to organize content definitions, which included examples of therapy activities and therapist behaviors, such as cues. Pairs of trained coders independently identified defined learning episodes within each minute of 128 videotaped physical, occupational, or speech therapy sessions. Interrater agreement was generally acceptable and did not vary by discipline of session, discipline of coder, or whether coders were clinically trained. Disagreements typically involved the threshold for determining that a learning episode had occurred, or deciding between function and activity codes where the surface content of the sessions were similar. The focus on individual therapy sessions allowed for rich qualitative detail, but a less granular analysis will be necessary for comprehensive efforts to characterize the contents of therapy. Copyright © 2014 American Congress of Rehabilitation Medicine. Published by Elsevier Inc. All rights reserved.

  7. Analysis of learning of contents related to astronomy in Elementary Education II

    Science.gov (United States)

    Voelzke, Marcos Rincon; Poffo, M. Roberta

    2012-07-01

    The proposed curricular of the State of Sao Paulo presents in the discipline of physical and biological sciences a content related to Earth and Universe with the intention to approach Astronomy to pupils of the Elementary Education II. During the school year 2010 in a public school in Santo Andr, Sao Paulo, 89 pupils in a sixth year of an elementary school II responded to a questionnaire with ten essay questions related to Astronomy to render possible an analysis of learning, before and after the approach. With this work it is possible to compare the previous knowledge, mainly if there was an improvement in learning after imparting the contents. In this way, it is possible to accomplish what contents could be considered appropriate for this age and how to enhance the conveyance of astronomical contents in this step.

  8. LEAN-GREEN MANUFACTURING: COLLABORATIVE CONTENT AND LANGUAGE INTEGRATED LEARNING IN HIGHER EDUCATION AND ENGINEERING COURSES

    Directory of Open Access Journals (Sweden)

    MARCELO RUDOLFO CALVETE GASPAR

    2017-09-01

    Full Text Available Lean and Green manufacturing processes aim at achieving lower material and labour costs, while reducing impacts on the environment, and promoting sustainability as a whole. This paper reports on a pilot experiment with higher education and engineering students, exploring the full potential of a collaborative approach on courses integrating the Portuguese Polytechnic of Castelo Branco engineering studies curricula, while simultaneously improving their proficiency in English. Content and Language Integrated Learning (CLIL has become a key area of curricular innovation since it is known for improving both language and content teacher and student motivation. In this context, instructional design for CLIL entailed tandem work of content (engineering and language (English teacher to design learning sequences and strategies. This allowed students to improve not only their language skills in English but also their knowledge in the specific engineering domain content on green and lean manufacturing processes.

  9. Active Learning Strategies for Phenotypic Profiling of High-Content Screens.

    Science.gov (United States)

    Smith, Kevin; Horvath, Peter

    2014-06-01

    High-content screening is a powerful method to discover new drugs and carry out basic biological research. Increasingly, high-content screens have come to rely on supervised machine learning (SML) to perform automatic phenotypic classification as an essential step of the analysis. However, this comes at a cost, namely, the labeled examples required to train the predictive model. Classification performance increases with the number of labeled examples, and because labeling examples demands time from an expert, the training process represents a significant time investment. Active learning strategies attempt to overcome this bottleneck by presenting the most relevant examples to the annotator, thereby achieving high accuracy while minimizing the cost of obtaining labeled data. In this article, we investigate the impact of active learning on single-cell-based phenotype recognition, using data from three large-scale RNA interference high-content screens representing diverse phenotypic profiling problems. We consider several combinations of active learning strategies and popular SML methods. Our results show that active learning significantly reduces the time cost and can be used to reveal the same phenotypic targets identified using SML. We also identify combinations of active learning strategies and SML methods which perform better than others on the phenotypic profiling problems we studied. © 2014 Society for Laboratory Automation and Screening.

  10. Providing Opportunities to Learn in Home-Based Child Care Settings: Observations of Learning Contexts and Behavior

    Science.gov (United States)

    Rusby, Julie C.; Crowley, Ryann; Jones, Laura B.; Smolkowski, Keith

    2017-01-01

    Research Findings: This observation study investigated the prevalence and correlates of learning contexts provided to preschool-age children in 133 registered child care homes in below-average-income neighborhoods in the U.S. Pacific Northwest. On average, 30% of the observed proportion of time was spent in structured teacher-led activities, 51%…

  11. Didactic Networks: A Proposal for e-learning Content Generation

    Directory of Open Access Journals (Sweden)

    F. Javier Del Alamo

    2010-12-01

    Full Text Available The Didactic Networks proposed in this paper are based on previous publications in the field of the RSR (Rhetorical-Semantic Relations. The RSR is a set of primitive relations used for building a specific kind of semantic networks for artificial intelligence applications on the web: the RSN (Rhetorical-Semantic Networks. We bring into focus the RSR application in the field of elearning, by defining Didactic Networks as a new set of semantic patterns oriented to the development of elearning applications. The different lines we offer in our research fall mainly into three levels: (1 The most basic one is in the field of computational linguistics and related to Logical Operations on RSR (RSR Inverses and plurals, RSR combinations, etc, once they have been created. The application of Walter Bosma's results regarding rhetorical distance application and treatment as semantic weighted networks is one of the important issues here. (2 In parallel, we have been working on the creation of a knowledge representation and storage model and data architecture capable of supporting the definition of knowledge networks based on RSR. (3 The third strategic line is in the meso-level, the formulation of a molecular structure of knowledge based on the most frequently used patterns. The main contribution at this level is the set of Fundamental Cognitive Networks (FCN as an application of Novak's mental maps proposal. This paper is part of this third intermediate level, and the Fundamental Didactic Networks (FDN are the result of the application of rhetorical theory procedures to the instructional theory. We have formulated a general set of RSR capable of building discourse, making it possible to express any concept, procedure or principle in terms of knowledge nodes and RSRs. The Instructional knowledge can then be elaborated in the same way. This network structure expressing the instructional knowledge in terms of RSR makes the objective of developing web-learning

  12. Cultivar choice provides options for local production of organic and conventionally produced tomatoes with higher quality and antioxidant content.

    Science.gov (United States)

    Aldrich, Heather Troxell; Salandanan, Karen; Kendall, Patricia; Bunning, Marisa; Stonaker, Frank; Külen, Oktay; Stushnoff, Cecil

    2010-12-01

    Tomatoes (Solanum lycopersicum L.) are widely consumed and well known for their health benefits, many of which have been associated with the high levels of antioxidants present in tomatoes. With a growing interest in local and organic foods, it would be helpful to determine whether farmers could naturally improve the quality and antioxidant content of tomatoes for sale in local markets. This study evaluated antioxidant properties, quality attributes, and yield for 10 tomato cultivars grown for 2 years using certified organic and conventional practices. Cultivar and year effects impacted (P < 0.05) all tests conducted, while growing method influenced (P < 0.05) yield, soluble solids content, ascorbic acid, and antioxidant radical scavenging capacity. Even when accounting for year-to-year variability, cultivars in the highest groups had 1.35- to 1.67-fold higher antioxidant levels than cultivars in the lowest groups. 'New Girl', 'Jet Star', 'Fantastic', and 'First Lady' were always in the highest groups, while 'Roma' and 'Early Girl' consistently had the lowest antioxidant content. Compared to production practices and environmental effects of years that are generally beyond the control of small-scale producers, choice of cultivar provides the simplest and most effective means of increasing antioxidant properties. Knowledge of tomato cultivars with naturally higher antioxidant levels could assist smaller-scale producers to grow fruit that may provide a competitive advantage and the opportunity to capitalize on the increasing popularity of locally grown, high-quality fresh produce. Copyright © 2010 Society of Chemical Industry.

  13. The Language of Flexible Reuse; Reuse, Portability and Interoperability of Learning Content or Why an Educational Modelling Language

    NARCIS (Netherlands)

    Sloep, Peter

    2003-01-01

    Sloep, P.B. (2004). Reuse, Portability and Interoperability of Learning Content: Or Why an Educational Modelling Language. In R. McGreal, (Ed.), Online Education Using Learning Objects (pp. 128-137). London: Routledge/Falmer.

  14. Mobile-based system for cost-effective e-learning contents delivery in resource and bandwidth constrained learning environments

    Directory of Open Access Journals (Sweden)

    Michael P. J. Mahenge

    2014-12-01

    Full Text Available The advancement in Information and Communication Technologies (ICTs has brought opportunities for the development of Smart Cities. The Smart City uses ICT to enhance performance and wellbeing, to reduce costs and resource consumption, and to engage more effectively and actively with its citizens. In particular, the education sector is adopting new ways of learning in Higher Education Institutions (HEIs through e-learning systems. While these opportunities exist, e-learning content delivery and accessibility in third world countries like Tanzania is still a challenge due to resource and network constrained environments. The challenges include: high cost of bandwidth connection and usage; high dependency on the Internet; limited mobility and portability features; inaccessibility during the offline period and shortage of ICT facilities. In this paper, we investigate the use of mobile technology to sustainably support education and skills development particularly in developing countries. Specifically, we propose a Cost-effective Mobile Based Learning Content Delivery system for resource and network constrained environments. This system can be applied to cost-effectively broaden and support education in many cities around the world, which are approaching the 'Smart City' concept in their own way, even with less available technology infrastructure. Therefore, the proposed solution has the potential to reduce the cost of the bandwidth usage, and cut down the server workload and the Internet usage overhead by synchronizing learning contents from some remote server to a local database in the user’s device for offline use. It will also improve the quality of experience and participation of learners as well as facilitate mobility and portability in learning activities, which also supports the all-compassing learning experience in a Smart City.

  15. A penetrating Content and Language Integrated Learning (CLIL) praxis in Italian mainstream education: Stemming novelties and visions: 1

    National Research Council Canada - National Science Library

    Renata Agolli

    2013-01-01

      This research purports to highlight Content and Language Integrated Learning (CLIL) effectiveness in Italian mainstream education, as to implementation format, competences and affective factors pinpointed...

  16. Recommendation of standardized health learning contents using archetypes and semantic web technologies.

    Science.gov (United States)

    Legaz-García, María del Carmen; Martínez-Costa, Catalina; Menárguez-Tortosa, Marcos; Fernández-Breis, Jesualdo Tomás

    2012-01-01

    Linking Electronic Healthcare Records (EHR) content to educational materials has been considered a key international recommendation to enable clinical engagement and to promote patient safety. This would suggest citizens to access reliable information available on the web and to guide them properly. In this paper, we describe an approach in that direction, based on the use of dual model EHR standards and standardized educational contents. The recommendation method will be based on the semantic coverage of the learning content repository for a particular archetype, which will be calculated by applying semantic web technologies like ontologies and semantic annotations.

  17. Providing Social Sharing Functionalities in LearnWeb2.0

    NARCIS (Netherlands)

    Marenzi, Ivana; Zerr, Sergej; Nejdl, Wolfgang

    2008-01-01

    Marenzi, I., Zerr, S., & Nejdl, W. (2008). Providing Social Sharing Functionalities in LearnWeb2.0. In R. Koper, K. Stefanov & D. Dicheva (Eds). Proceedings of the 5th International TENCompetence Open Workshop "Stimulating Personal Development and Knowledge Sharing" (pp. 9-14). October, 30-31, 2008,

  18. Attention Paid to Feedback Provided by a Computer-Based Assessment for Learning on Information Literacy

    Science.gov (United States)

    Timmers, Caroline; Veldkamp, Bernard

    2011-01-01

    Three studies are presented on attention paid to feedback provided by a computer-based assessment for learning on information literacy. Results show that the attention paid to feedback varies greatly. In general the attention focuses on feedback of incorrectly answered questions. In each study approximately fifty percent of the respondents paid…

  19. Overcoming Learned Helplessness in Elderly Clients: Skills Training for Service Providers.

    Science.gov (United States)

    Priddy, J. Michael; And Others

    1982-01-01

    Relates the theory of learned helplessness to the losses of aging, and describes a brief experiential training program for service providers, teaching interpersonal skills useful in working with the depressed elderly. Focuses on reducing helplessness by allowing the elderly to have impact within the counseling interaction. (RC)

  20. 21st Century Pedagogical Content Knowledge and Science Teaching and Learning

    Science.gov (United States)

    Slough, Scott; Chamblee, Gregory

    2017-01-01

    Technological Pedagogical Content Knowledge (TPACK) is a theoretical framework that has enjoyed widespread applications as it applies to the integration of technology in the teaching and learning process. This paper reviews the background for TPACK, discusses some of its limitations, and reviews and introduces a new theoretical framework, 21st…

  1. GeoGebra Software Use within a Content and Language Integrated Learning Environment

    Science.gov (United States)

    Binterová, Helena; Šulista, Marek

    2013-01-01

    This paper presents results of a research study focusing on the analysis, comparison, and description of students' attitudes towards the teaching of mathematics lessons presented in a foreign language (English) using the Content and Language Integrated Learning (CLIL) method in three elementary schools. It also highlights the difference between…

  2. Teachers' Views on Differentiation in Content and Language Integrated Learning (CLIL): Perceptions, Practices and Challenges

    Science.gov (United States)

    Roiha, Anssi Sakari

    2014-01-01

    The present study investigates differentiation in content and language integrated learning (CLIL) in Finland and addresses the issue of how to support the pupils with special needs in it. Specifically, this combination of a qualitative case study and quantitative survey examines (1) primary teachers' perceptions of differentiation, (2) the…

  3. Project Based-Content Language Integrated Learning (CLIL) at Mathematics Department Universitas Lampung

    Science.gov (United States)

    Yufrizal, Hery; Huzairin; Hasan, Basturi

    2017-01-01

    This article aims at exploring whether project based content language integrated learning (CLIL) has a significant effect on the oral capability of students of science department of the University of Lampung. The number of students involved in this study was 88 students. Quantitative data was obtained from the value of students' English…

  4. Promoting International Posture through History as Content and Language Integrated Learning (CLIL) in the Japanese Context

    Science.gov (United States)

    Lockley, Thomas

    2015-01-01

    This article uses the conceptual framework of second language willingness to communicate (L2 WTC), and in particular the contributory construct of international posture (IP; Yashima, 2002), to report on a content and language integrated learning (CLIL) course taught in the Japanese university context. The research follows up an exploratory,…

  5. Getting Used to Content and Language Integrated Learning: What Can Classroom Interaction Reveal?

    Science.gov (United States)

    Lo, Yuen Yi; Macaro, Ernesto

    2015-01-01

    Bilingual programmes in which an L2 is used as the medium of instruction are becoming popular in different parts of the world, and content and language integrated learning (CLIL) is one variant of such programmes. Recent research on CLIL has gradually shifted from product-oriented (i.e. evaluating the effectiveness of CLIL in terms of language and…

  6. Improving Bilingual Higher Education: Training University Professors in Content and Language Integrated Learning

    Science.gov (United States)

    Strotmann, Birgit; Bamond, Victoria; Lopez Lago, Jose Maria; Bailen, Maria; Bonilla, Sonia; Montesinos, Francisco

    2014-01-01

    Few studies have been conducted at the tertiary level on Content and Language Integrated Learning (CLIL). The current study aims to gather and share preliminary data concerning CLIL in higher education at several universities in different countries. A questionnaire and brief description of the project and its objectives were emailed to all…

  7. Content and Language Integrated Learning and the Inclusion of Immigrant Minority Language Students: A Research Review

    Science.gov (United States)

    Somers, Thomas

    2017-01-01

    This article addresses the inclusion of immigrant minority language students in Content and Language Integrated Learning (CLIL) bilingual education programmes. It reviews results of research on (1) the reasons, beliefs and attitudes underlying immigrant minority language parents' and students' choice for CLIL programmes; (2) these students'…

  8. Content and Language Integrated Learning (CLIL): Considerations in the Colombian Context

    Science.gov (United States)

    Rodriguez Bonces, Jaisson

    2012-01-01

    The present article seeks to encourage reflection on the characteristics and considerations when implementing Content and Language Integrated Learning (CLIL) in a diverse context such as the Colombian one. Initially, the general aspects of an innovative and changing education in a globalized world are presented by stating the need to innovate.…

  9. Start with the Syllabus: HELPing Learners Learn through Class Content Collaboration

    Science.gov (United States)

    Blinne, Kristen C.

    2013-01-01

    In this teaching reflection, the author discusses the benefits of incorporating learners' input into classroom content design, starting with the syllabus, to invite a more democratic learning process. She suggests four guiding questions teachers can employ throughout their courses, working with learners to create a collaborative classroom culture…

  10. Educational Information Quantization for Improving Content Quality in Learning Management Systems

    Science.gov (United States)

    Rybanov, Alexander Aleksandrovich

    2014-01-01

    The article offers the educational information quantization method for improving content quality in Learning Management Systems. The paper considers questions concerning analysis of quality of quantized presentation of educational information, based on quantitative text parameters: average frequencies of parts of speech, used in the text; formal…

  11. An Analysis of Learning Objectives and Content Coverage in Introductory Psychology Syllabi

    Science.gov (United States)

    Homa, Natalie; Hackathorn, Jana; Brown, Carrie M.; Garczynski, Amy; Solomon, Erin D.; Tennial, Rachel; Sanborn, Ursula A.; Gurung, Regan A. R.

    2013-01-01

    Introductory psychology is one of the most popular undergraduate courses and often serves as the gateway to choosing psychology as an academic major. However, little research has examined the typical structure of introductory psychology courses. The current study examined student learning objectives (SLOs) and course content in introductory…

  12. Thai EFL Learners' Attitudes and Motivation towards Learning English through Content-Based Instruction

    Science.gov (United States)

    Lai Yuanxing; Aksornjarung, Prachamon

    2018-01-01

    This study examined EFL learners' attitudes and motivation towards learning English through content-based instruction (CBI) at a university in Thailand. Seventy-one (71) university students, the majority sophomores, answered a 6-point Likert scale questionnaire on attitudes and motivation together with six open-ended questions regarding learning…

  13. Gamification: Questing to Integrate Content Knowledge, Literacy, and 21st-Century Learning

    Science.gov (United States)

    Kingsley, Tara L.; Grabner-Hagen, Melissa M.

    2015-01-01

    This article showcases the use of gamification as a means to turn an existing curriculum into a game-based learning environment. The purpose of this article is to examine how gamification, coupled with effective pedagogy, can support the acquisition of 21st-century skills. Gamifying content allows students to earn experience points, badges, and…

  14. 0011-0030.Content Alerts in IEEE XploreLearn.pdf | 01 | 021 | reso ...

    Indian Academy of Sciences (India)

    Home; public; Volumes; reso; 021; 01; 0011-0030.Content Alerts in IEEE XploreLearn.pdf. 404! error. The page your are looking for can not be found! Please check the link or use the navigation bar at the top. YouTube; Twitter; Facebook; Blog. Academy News. IAS Logo. Summer Research Fellowship Programme 2018 ...

  15. Genre-Based Curricula: Multilingual Academic Literacy in Content and Language Integrated Learning

    Science.gov (United States)

    Lorenzo, Francisco

    2013-01-01

    This study addresses academic literacy in content and language integrated learning (CLIL) secondary education. More precisely, this paper focuses on attempts to meet modern standards for language competences set in areas like Europe, where the notion involves multilingual academic competence. The study centres on new proposals for language…

  16. Online Problem-Based Learning in Postgraduate Medical Education--Content Analysis of Reflection Comments

    Science.gov (United States)

    Gonzalez, Maria L.; Salmoni, Alan J.

    2008-01-01

    We developed the Med-e-Conference, an online tool to teach clinical skills to medical students, which integrated problem-based learning with collaborative group tasks. The final task asked students to consider what they had done (reflection). These comments were analysed using content analysis, and 10 themes were elicited. The number of agreements…

  17. The effect of Content and Language Integrated Learning (CLIL) on English performance and self-confidence

    NARCIS (Netherlands)

    Jansma, Marrit; Minnaert, Alexander; Klinkenberg, Edwin

    2015-01-01

    In this study, it was investigated whether third language teaching through Content and Language Integrated Learning (CLIL) was more effective than teaching a third language as an isolated subject. By means of a cross-sectional study design, English vocabulary, speaking performance and

  18. From Research to Development on Virtual Language, Content and Intercultural Learning across European Schools

    Science.gov (United States)

    Ramírez-Verdugo, Maria Dolores

    2012-01-01

    This paper presents an overview of the research conducted within a funded Comenius project which aims at developing a virtual European CLIL Resource Centre for Web 2.0 Education. E-CLIL focuses on Content and Language Integrated Learning (CLIL), creativity and multiculturalism through digital resources. In this sense, our prior research on CLIL…

  19. Effects of age and content of augmented feedback on learning an isometric force-production task

    NARCIS (Netherlands)

    van Dijk, Henk; Mulder, Theo; Hermens, Hermie J.

    2007-01-01

    This study addressed the interaction between age and the informational content of feedback on learning an isometric force-production task. Healthy men and women (30 young adults: 20 to 35 years; 30 older adults: 55 to 70 years) were randomly assigned to a certain type of feedback: knowledge of

  20. Team-Based Learning: Moderating Effects of Metacognitive Elaborative Rehearsal and Middle School History Content Recall

    Science.gov (United States)

    Roberts, Greg; Scammacca, Nancy; Osman, David J.; Hall, Colby; Mohammed, Sarojani S.; Vaughn, Sharon

    2014-01-01

    Promoting Acceleration of Comprehension and Content through Text (PACT) and similar team-based models directly engage and support students in learning situations that require cognitive elaboration as part of the processing of new information. Elaboration is subject to metacognitive control, as well (Karpicke, "Journal of Experimental…

  1. Distance Learning Skills and Responsibilities: A Content Analysis of Job Announcements 1996-2010

    Science.gov (United States)

    Rebmann, Kristen Radsliff; Molitor, Simone; Rainey, Bonnie

    2012-01-01

    Archived job advertisements from the "International Federation of Library Associations and Institutions (IFLA) LIBJOBS" mailing list (1996-2010) were examined using content analysis. Findings suggest that distance learning (DL) skillsets as job qualifications emerged in the late 1990's and continue to be relevant today. Jobs with DL…

  2. Effects of age and content of augmented feedback on learning an isometric force-production task

    NARCIS (Netherlands)

    van Dijk, H; Mulder, T.; Hermens, Hermanus J.

    This study addressed the interaction between age and the informational content of feedback on learning an isometric force-production task. Healthy men and women (30 young adults: 20 to 35 years; 30 older adults: 55 to 70 years) were randomly assigned to a certain type of feedback: knowledge of

  3. Learning a Language and Studying Content in an Additional Language: Student Opinions

    Science.gov (United States)

    Ger, Ugur; Bahar, Mustafa

    2018-01-01

    This study aims to understand the opinions of middle school and high school students about language learning and studying other content in an additional language in the school settings where English is used as the medium of instruction to teach more than 50% of the curriculum. For this end, 261 students from three different schools were…

  4. The Effect of Professional Learning on Early Algebra Teachers' Content Knowledge in Nigeria

    Science.gov (United States)

    Ladele, Omolola; Ormond, Christine; Hackling, Mark

    2014-01-01

    Teachers' knowledge of the early algebra content that is to be taught is crucial for effective pedagogy and ensuring that the students' understanding of early algebra is not flawed. This article reports the findings of two of the activities that a group of in-service teachers participated in during a professional learning intervention program that…

  5. Learning effective color features for content based image retrieval in dermatology

    NARCIS (Netherlands)

    Bunte, Kerstin; Biehl, Michael; Jonkman, Marcel F.; Petkov, Nicolai

    We investigate the extraction of effective color features for a content-based image retrieval (CBIR) application in dermatology. Effectiveness is measured by the rate of correct retrieval of images from four color classes of skin lesions. We employ and compare two different methods to learn

  6. Opportunity to Learn and English Learner Achievement: Is Increased Content Exposure Beneficial?

    Science.gov (United States)

    Aguirre-Munoz, Zenaida; Boscardin, Christy Kim

    2008-01-01

    This investigation examined the impact of opportunity to learn content and skills targeted by a writing assessment on the achievement of English learners (ELs), including the potential for differential impact of increased exposure to literary analysis and writing instruction. Results revealed several factors contributing to students' writing…

  7. The relationship between student engagement with online content and achievement in a blended learning anatomy course.

    Science.gov (United States)

    Green, Rodney A; Whitburn, Laura Y; Zacharias, Anita; Byrne, Graeme; Hughes, Diane L

    2017-12-13

    Blended learning has become increasingly common in higher education. Recent findings suggest that blended learning achieves better student outcomes than traditional face-to-face teaching in gross anatomy courses. While face-to-face content is perceived as important to learning there is less evidence for the significance of online content in improving student outcomes. Students enrolled in a second-year anatomy course from the physiotherapy (PT), exercise physiology (EP), and exercise science (ES) programs across two campuses were included (n = 500). A structural equation model was used to evaluate the relationship of prior student ability (represented by grade in prerequisite anatomy course) and final course grade and whether the relationship was mediated by program, campus or engagement with the online elements of the learning management system (LMS; proportion of documents and video segments viewed and number of interactions with discussion forums). PT students obtained higher grades and were more likely to engage with online course materials than EP and ES students. Prerequisite grade made a direct contribution to course final grade (P learning outcomes in a blended anatomy course can be predicted the by level of engagement with online content. Anat Sci Educ. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

  8. Content, Affective, and Behavioral Challenges to Learning: Students' Experiences Learning Statistics

    Science.gov (United States)

    McGrath, April L.

    2014-01-01

    This study examined the experiences of and challenges faced by students when completing a statistics course. As part of the requirement for this course, students completed a learning check-in, which consisted of an individual meeting with the instructor to discuss questions and the completion of a learning reflection and study plan. Forty…

  9. Content and Language Integrated Learning and the inclusion of immigrant minority language students: A research review

    Science.gov (United States)

    Somers, Thomas

    2017-08-01

    This article addresses the inclusion of immigrant minority language students in Content and Language Integrated Learning (CLIL) bilingual education programmes. It reviews results of research on (1) the reasons, beliefs and attitudes underlying immigrant minority language parents' and students' choice for CLIL programmes; (2) these students' proficiency in the languages of instruction and their academic achievement; and (3) the effects of first language typology on their second and third language proficiency. The author explores conditions and reasons for the effectiveness of CLIL pedagogy, as well as the comparative suitability of CLIL programmes for immigrant minority language students. The review shows that CLIL programmes provide a means to acquire important linguistic, economic and symbolic capital in order to effect upward social mobility. Findings demonstrate that immigrant minority language students enrolled in CLIL programmes are able to develop equal or superior levels of proficiency in both languages of instruction compared to majority language students; with previous development of first language literacy positively impacting academic language development. CLIL programmes are found to offer immigrant minority language students educational opportunities and effective pedagogical support which existing mainstream monolingual and minority bilingual education programmes may not always be able to provide. In light of these findings, the author discusses shortcomings in current educational policy. The article concludes with recommendations for further research.[Figure not available: see fulltext.

  10. Structure, Content, Delivery, Service, and Outcomes: Quality e-Learning in higher education

    Directory of Open Access Journals (Sweden)

    Colla J. MacDonald

    2005-07-01

    Full Text Available This paper addresses the need for quality e-Learning experiences. We used the Demand-Driven Learning Model (MacDonald, Stodel, Farres, Breithaupt, and Gabriel, 2001 to evaluate an online Masters in Education course. Multiple data collection methods were used to understand the experiences of stakeholders in this case study: the learners, design team, and facilitators. We found that all five dimensions of the model (structure, content, delivery, service, and outcomes must work in concert to implement a quality e-Learning course. Key themes include evolving learner needs, the search for connection, becoming an able e-participant, valued interactions, social construction of content, integration of delivery partners, and mindful weighing of benefits and trade-offs. By sharing insights into what is needed to design and deliver an e-Learning experience, our findings add to the growing knowledge of online learning. Using this model to evaluate perceptions of quality by key stakeholders has led to insights and recommendations on the Demand Driven Learning Model itself which may be useful for researchers in this area and strengthen the model. Quality has been defined in terms of the design of the e-Learning experience, the contextualized experience of learners, and evidence of learning outcomes (Carr and Carr, 2000; Jung 2000; Salmon, 2000. Quality and design of e-Learning courses, however, are sometimes compromised in an “ . . . effort to simply get something up and running��� in response to pressing consumer demands (Dick, 1996, p. 59. Educators and researchers have voiced concern over the lack of rigorous evaluation studies of e-Learning programs (e.g., Arbaugh, 2000; Howell, Saba, Lindsay, and Williams, 2004; Lockyer, Patterson, and Harper, 1999; Robinson, 2001. McGorry (2003 adds, “although the number of courses being delivered via the Internet is increasing rapidly, our knowledge of what makes these courses effective learning experiences

  11. STRATEGI CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL UNTUK MENINGKATKAN KUALITAS PEMBELAJARAN AKUNTANSI BIAYA

    Directory of Open Access Journals (Sweden)

    Ahmad Nurkhin

    2014-12-01

    Full Text Available The problem of the study was how to improve the learning quality at bilingual class for Cost Accounting subject through Content and Language Integrated Learning (CLIL strategy? It was an action research as a tool to test the effectiveness of CLIL learning strategy at bilingual classes for Cost Accounting subject. The classroom action research was implemented by two (2 cycles and done at bilingual classroom for Cost Accounting 2 subject. The data were collected from the pre-test and post-test which reflected students’ understanding on the materials presented. The indicator of the success was at least 75% students can achieve the complete learning outcome, i.e. 71. The data were collected by observation sheets to obtain the feedbacks from lecturers and students. The results showed that the lecturing implementation of Cost Accounting 2 with CLIL strategy was more qualified and varied technical lectures each meeting. The students’ methods and learning activities were hot seat game, role as a teacher, discuss in pairs, and peer tutoring learning. Furthermore; there were other learning activities such as making a note, preparing resumes formula, updating facebook status, and making a question. Students’ activeness was better than the previous lectures. The success indicators of implementation of the action research can be achieved, 100%  students were able to achieve complete learning outcomes value, i.e. 71. The observations also showed that students can improve their teamwork, confidence, and other characters. 

  12. STRATEGI CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL UNTUK MENINGKATKAN KUALITAS PEMBELAJARAN AKUNTANSI BIAYA

    Directory of Open Access Journals (Sweden)

    Ahmad Nurkhin

    2016-01-01

    Full Text Available The problem of the study was how to improve the learning quality at bilingual class for Cost Accounting subject through Content and Language Integrated Learning (CLIL strategy? It was an action research as a tool to test the effectiveness of CLIL learning strategy at bilingual classes for Cost Accounting subject. The classroom action research was implemented by two (2 cycles and done at bilingual classroom for Cost Accounting 2 subject. The data were collected from the pre-test and post-test which reflected students’ understanding on the materials presented. The indicator of the success was at least 75% students can achieve the complete learning outcome, i.e. 71. The data were collected by observation sheets to obtain the feedbacks from lecturers and students. The results showed that the lecturing implementation of Cost Accounting 2 with CLIL strategy was more qualified and varied technical lectures each meeting. The students’ methods and learning activities were hot seat game, role as a teacher, discuss in pairs, and peer tutoring learning. Furthermore; there were other learning activities such as making a note, preparing resumes formula, updating facebook status, and making a question. Students’ activeness was better than the previous lectures. The success indicators of implementation of the action research can be achieved, 100%  students were able to achieve complete learning outcomes value, i.e. 71. The observations also showed that students can improve their teamwork, confidence, and other characters. 

  13. Determining the impact on the professional learning of graduates of a science and pedagogical content knowledge-based graduate degree program

    Science.gov (United States)

    Mike, Alyson Mary

    This study examined the professional learning of participants in a science and pedagogical content knowledge-based graduate degree program, specifically the Master of Science in Science Education (MSSE) at Montana State University. The program's blended learning model includes distance learning coursework and laboratory, field and seminar experiences. Three-quarters of the faculty are scientists. The study sought to identify program components that contribute to a graduate course of study that is coherent, has academic rigor, and contributes to educator's professional growth and learning. The study examined the program from three perspectives: recommendations for teachers' professional learning through professional development, components of a quality graduate program, and a framework for distance learning. No large-scale studies on comprehensive models of teacher professional learning leading to change in practice have been conducted in the United States. The literature on teachers' professional learning is small. Beginning with a comprehensive review of the literature, this study sought to identify components of professional learning through professional development for teachers. The MSSE professional learning survey was designed for students and faculty, and 349 students and 24 faculty responded. The student survey explored how course experiences fostered professional learning. Open-ended responses on the student survey provided insight regarding specific program experiences influencing key categories of professional learning. A parallel faculty survey was designed to elicit faculty perspectives on the extent to which their courses fostered science content knowledge and other aspects of professional learning. Case study data and portfolios from MSSE students were used to provide deeper insights into the influential aspects of the program. The study provided evidence of significant professional learning among science teacher participants. This growth occurred in

  14. Scientific Approach and Inquiry Learning Model in the Topic of Buffer Solution: A Content Analysis

    Science.gov (United States)

    Kusumaningrum, I. A.; Ashadi, A.; Indriyanti, N. Y.

    2017-09-01

    Many concepts in buffer solution cause student’s misconception. Understanding science concepts should apply the scientific approach. One of learning models which is suitable with this approach is inquiry. Content analysis was used to determine textbook compatibility with scientific approach and inquiry learning model in the concept of buffer solution. By using scientific indicator tools (SIT) and Inquiry indicator tools (IIT), we analyzed three chemistry textbooks grade 11 of senior high school labeled as P, Q, and R. We described how textbook compatibility with scientific approach and inquiry learning model in the concept of buffer solution. The results show that textbook P and Q were very poor and book R was sufficient because the textbook still in procedural level. Chemistry textbooks used at school are needed to be improved in term of scientific approach and inquiry learning model. The result of these analyses might be of interest in order to write future potential textbooks.

  15. Preparedness of NGO Health Service Providers in Bangladesh about Distance Based Learning

    Directory of Open Access Journals (Sweden)

    AKM ALAMGIR

    2006-07-01

    Full Text Available This cross-sectional survey was conducted countrywide from 15 January to 01 March 2004 to explore the potentials of health care service providers (physicians, nurses, paramedics etc. for using distance-based learning materials. Face-to-face in-depth interview was taken from 99 randomly selected direct service providers, 45 midlevel clinic mangers/physicians and 06 administrators or policy planners. Quasi-open questionnaire was developed for three different levels. Pre-trained interviewer team assisted data collection at field level. Total procedure was stringently monitored for completeness and consistency to ensure quality data. SPSS software was used to process and analyze both univariate and multivariate multiple responses. Identified need for training areas were- STD/HIV, tuberculosis updates, family planning, treatment of locally endemic diseases, behavioral change communication & marketing and quality management system for managers. About 76.7% clinic managers and 89.1% service providers had primary information about distance-based learning in spite showed interest. About 51.5% desired monthly, 20.6% biweekly and 26.8% wanted bimonthly circulation of the distance-based study materials. About 35.1% expected print materials with regular facilitators while 58.8% demanded stand-by facilitators. The study suggested wide acceptance of distance-based learning methods as supplementary to the continuing medical education among the countrywide health service providers.

  16. Service learning in Guatemala: using qualitative content analysis to explore an interdisciplinary learning experience among students in health care professional programs

    Directory of Open Access Journals (Sweden)

    Fries KS

    2013-02-01

    Full Text Available Kathleen S Fries,1 Donna M Bowers,2 Margo Gross,3 Lenore Frost31Nursing Program, 2Department of Physical Therapy and Human Movement Science, 3Graduate Program in Occupational Therapy, College of Health Professions, Sacred Heart University, Fairfield, CT, USAIntroduction: Interprofessional collaboration among health care professionals yields improved patient outcomes, yet many students in health care programs have limited exposure to interprofessional collaboration in the classroom and in clinical and service-learning experiences. This practice gap implies that students enter their professions without valuing interprofessional collaboration and the impact it has on promoting positive patient outcomes.Aim: The aim of this study was to describe the interprofessional experiences of students in health care professional programs as they collaborated to provide health care to Guatemalan citizens over a 7-day period.Methods: In light of the identified practice gap and a commitment by college administration to fund interprofessional initiatives, faculty educators from nursing, occupational therapy, and physical therapy conducted a qualitative study to explore a service-learning initiative focused on promoting interprofessional collaboration. Students collaborated in triads (one student from each of the three disciplines to provide supervised health care to underserved Guatemalan men, women, children, and infants across a variety of community and health care settings. Eighteen students participated in a qualitative research project by describing their experience of interprofessional collaboration in a service-learning environment. Twice before arriving in Guatemala, and on three occasions during the trip, participants reflected on their experiences and provided narrative responses to open-ended questions. Qualitative content analysis methodology was used to describe their experiences of interprofessional collaboration.Results: An interprofessional service-learning

  17. The effects of an interactive instructional strategy for enhancing reading comprehension and content area learning for students with learning disabilities.

    Science.gov (United States)

    Bos, C S; Anders, P L; Filip, D; Jaffe, L E

    1989-01-01

    This study investigated the effectiveness of an interactive vocabulary instructional strategy, semantic-feature analysis (SFA), on the content area text comprehension of adolescents with learning disabilities. Prior to reading a social studies text, students in resource classes either completed a relationship chart as part of the SFA condition or used the dictionary to write definitions and sentences as part of the contrast condition. Passage comprehension was measured on a multiple-choice test consisting of two types of items, vocabulary and conceptual. Comprehension was measured immediately following teaching and again 6 months after teaching. Prior knowledge for the content of the passage served as a covariate. Results indicated that students in the SFA instructional condition had significantly greater measured comprehension immediately following and 6 months after initial teaching. These results are discussed in relation to concept-driven, interactive strategies for teaching content and facilitating text comprehension.

  18. Assessing STEM content learning: using the Arctic's changing climate to develop 21st century learner

    Science.gov (United States)

    Henderson, G. R.; Durkin, S.; Moran, A.

    2016-12-01

    In recent years the U.S. federal government has called for an increased focus on science, technology, engineering, and mathematics (STEM) in the educational system to ensure that there will be sufficient technical expertise to meet the needs of business and industry. As a direct result of this STEM emphasis, the number of outreach activities aimed at actively engaging these students in STEM learning has surged. Such activities, frequently in the form of summer camps led by university faculty, have targeted primary and secondary school students with the goal of growing student interest in STEM majors and STEM careers. This study assesses short-term content learning using a climate module that highlights rapidly changing Arctic climate conditions to illustrate concepts of radiative energy balance and climate feedback. Hands-on measurement of short and longwave radiation using simple instrumentation is used to demonstrate concepts that are then related back to the "big picture" Arctic issue. Pre and post module questionnaires were used to assess content learning, as this learning type has been identified as the basis for STEM literacy and the vehicle by which 21st century learning skills are usually developed. In this instance, students applied subject knowledge they gained by taking radiation measurements to better understand the real-world problem of climate change.

  19. Ensemble learning for spatial interpolation of soil potassium content based on environmental information.

    Directory of Open Access Journals (Sweden)

    Wei Liu

    Full Text Available One important method to obtain the continuous surfaces of soil properties from point samples is spatial interpolation. In this paper, we propose a method that combines ensemble learning with ancillary environmental information for improved interpolation of soil properties (hereafter, EL-SP. First, we calculated the trend value for soil potassium contents at the Qinghai Lake region in China based on measured values. Then, based on soil types, geology types, land use types, and slope data, the remaining residual was simulated with the ensemble learning model. Next, the EL-SP method was applied to interpolate soil potassium contents at the study site. To evaluate the utility of the EL-SP method, we compared its performance with other interpolation methods including universal kriging, inverse distance weighting, ordinary kriging, and ordinary kriging combined geographic information. Results show that EL-SP had a lower mean absolute error and root mean square error than the data produced by the other models tested in this paper. Notably, the EL-SP maps can describe more locally detailed information and more accurate spatial patterns for soil potassium content than the other methods because of the combined use of different types of environmental information; these maps are capable of showing abrupt boundary information for soil potassium content. Furthermore, the EL-SP method not only reduces prediction errors, but it also compliments other environmental information, which makes the spatial interpolation of soil potassium content more reasonable and useful.

  20. Ensemble learning for spatial interpolation of soil potassium content based on environmental information.

    Science.gov (United States)

    Liu, Wei; Du, Peijun; Wang, Dongchen

    2015-01-01

    One important method to obtain the continuous surfaces of soil properties from point samples is spatial interpolation. In this paper, we propose a method that combines ensemble learning with ancillary environmental information for improved interpolation of soil properties (hereafter, EL-SP). First, we calculated the trend value for soil potassium contents at the Qinghai Lake region in China based on measured values. Then, based on soil types, geology types, land use types, and slope data, the remaining residual was simulated with the ensemble learning model. Next, the EL-SP method was applied to interpolate soil potassium contents at the study site. To evaluate the utility of the EL-SP method, we compared its performance with other interpolation methods including universal kriging, inverse distance weighting, ordinary kriging, and ordinary kriging combined geographic information. Results show that EL-SP had a lower mean absolute error and root mean square error than the data produced by the other models tested in this paper. Notably, the EL-SP maps can describe more locally detailed information and more accurate spatial patterns for soil potassium content than the other methods because of the combined use of different types of environmental information; these maps are capable of showing abrupt boundary information for soil potassium content. Furthermore, the EL-SP method not only reduces prediction errors, but it also compliments other environmental information, which makes the spatial interpolation of soil potassium content more reasonable and useful.

  1. The New Pedagogy of Open Content: Bringing Together Production, Knowledge, Development, and Learning

    Directory of Open Access Journals (Sweden)

    Graham Attwell

    2007-04-01

    Full Text Available The fast growing Open Content movement has profound consequences for pedagogical approaches to learning. This paper will explore the use of Open Content in higher education, including training for scientists and scholars at large, and consider its pedagogic implications. Relevance of these issues is expected to grow in the near future, involving the ability of scholars to cope with the increased need to access, search through, and fruitfully draw knowledge from data, especially for teams where cross-disciplinary competences are required to analyse, evaluate, and exchange data across a variety of research fields.

  2. The Pedagogical, Linguistic, and Content Features of Popular English Language Learning Websites in China: A Framework for Analysis and Design

    Science.gov (United States)

    Kettle, Margaret; Yuan, Yifeng; Luke, Allan; Ewing, Robyn; Shen, Huizhong

    2012-01-01

    As increasing numbers of Chinese language learners choose to learn English online, there is a need to investigate popular websites and their language learning designs. This paper reports on the first stage of a study that analyzed the pedagogical, linguistic, and content features of 25 Chinese English Language Learning (ELL) websites ranked…

  3. Provider ambivalence about using forensic medical evaluation to respond to child abuse: A content and discourse analysis.

    Science.gov (United States)

    Morris, Marian; Rivaux, Stephanie; Faulkner, Monica

    2017-03-01

    Forensic medical evaluation rates for child abuse victims in Texas are low relative to national rates. In exploring reasons, researchers collected quantitative and qualitative interview and focus group data from multidisciplinary child abuse response team members across the state. This paper presents results of a secondary analysis of (N=19) health care providers' interview and focus group transcripts, looking specifically at experiences with conducting forensic evaluations - thoughts, struggles, and ethical issues. The analysis was conducted from a critical realist perspective using content and discourse analysis. A theme of ambivalence was identified and explored. Three discursive themes were identified: ambivalence about the legal role, the health care role, and about unintended outcomes of evaluations. Extra-discursive elements related to the physical body, resource distribution, and funding policy were examined for their interaction with discursive patterns. Implications of findings include addressing issues in the current approach to responding to child abuse (e.g., uniting around common definitions of abuse; refining parameters for when FME is helpful; shoring up material resources for the abuse response infrastructure) and considering modification of providers' roles and activities relative to forensic work (e.g., deploying providers for prevention activities versus reactive activities). Copyright © 2017 Elsevier Ltd. All rights reserved.

  4. Contents

    Directory of Open Access Journals (Sweden)

    Editor IJRED

    2012-11-01

    Full Text Available International Journal of Renewable Energy Development www.ijred.com Volume 1             Number 3            October 2012                ISSN 2252- 4940   CONTENTS OF ARTICLES page Design and Economic Analysis of a Photovoltaic System: A Case Study 65-73 C.O.C. Oko , E.O. Diemuodeke, N.F. Omunakwe, and E. Nnamdi     Development of Formaldehyde Adsorption using Modified Activated Carbon – A Review 75-80 W.D.P Rengga , M. Sudibandriyo and M. Nasikin     Process Optimization for Ethyl Ester Production in Fixed Bed Reactor Using Calcium Oxide Impregnated Palm Shell Activated Carbon (CaO/PSAC 81-86 A. Buasri , B. Ksapabutr, M. Panapoy and N. Chaiyut     Wind Resource Assessment in Abadan Airport in Iran 87-97 Mojtaba Nedaei       The Energy Processing by Power Electronics and its Impact on Power Quality 99-105 J. E. Rocha and B. W. D. C. Sanchez       First Aspect of Conventional Power System Assessment for High Wind Power Plants Penetration 107-113 A. Merzic , M. Music, and M. Rascic   Experimental Study on the Production of Karanja Oil Methyl Ester and Its Effect on Diesel Engine 115-122 N. Shrivastava,  , S.N. Varma and M. Pandey  

  5. Off-Balance: The Integration of Physical Education Content Learning and Irish Language Learning in English-Medium Primary Schools in Ireland

    Science.gov (United States)

    Ní Chróinín, Déirdre; Ní Mhurchú, Siobhán; Ó Ceallaigh, T. J.

    2016-01-01

    Increased attention to integrated approaches has resulted from demands to prioritise literacy learning while maintaining a balanced curriculum in primary schools. Limited empirical evidence to support integrated approaches to teaching physical education (PE) exists. This study explored the integration of PE content learning and the learning of…

  6. Mobile-based blended learning for capacity building of health providers in rural Afghanistan.

    Science.gov (United States)

    Tirmizi, Syeda Nateela; Khoja, Shariq; Patten, Scott; Yousafzai, Abdul Wahab; Scott, Richard E; Durrani, Hammad; Khoja, Wafa; Husyin, Nida

    2017-01-01

    Mobile-based blended learning initiative was launched in November 2014 in Badakshan province of Afghanistan by Tech4Life Enterprises, Aga Khan Health Service, Afghanistan (AKHS, A), and the University of Calgary, Canada. The goal of this initiative was to improve knowledge of health providers related to four major mental health problems, namely depression, psychosis, post-traumatic stress disorder (PTSD) and drug abuse. This paper presents the results of quasi-experimental study conducted in 4 intervention districts in Badakshan for improvement in the knowledge among health providers about depression. The results were compared with three control districts for the change in knowledge scores. Sixty-two health providers completed pre and post module questionnaires from case district, while 31 health providers did so from the control sites. Significant change was noticed in the case districts, where overall knowledge scores changed from 45% in pre-intervention test to 63% in post-intervention test. Overall background knowledge of pre to post module test scores changed from 30% to 40%, knowledge of symptoms showed correct responses raised from 25% to 44%, knowledge related to causes of depression from overall districts showed change from 22% to 51%, and treatment knowledge of depression improved from 29% to 35%. Average gain in scores among cases was 16.06, compared to 6.8 in controls. The study confirms that a blended Learning approach with multiple learning techniques for health providers in Badakshan, Afghanistan, enhanced their knowledge and offers an effective solution to overcome challenges in continuing education. Further research is needed to confirm that the gains in knowledge reported here translate into better practice and improved mental health.

  7. Adaptive content biases in learning about animals across the life course.

    Science.gov (United States)

    Broesch, James; Barrett, H Clark; Henrich, Joseph

    2014-06-01

    Prior work has demonstrated that young children in the US and the Ecuadorian Amazon preferentially remember information about the dangerousness of an animal over both its name and its diet. Here we explore if this bias is present among older children and adults in Fiji through the use of an experimental learning task. We find that a content bias favoring the preferential retention of danger and toxicity information continues to operate in older children, but that the magnitude of the bias diminishes with age and is absent in adults. We also find evidence that fitness costs likely impact the types of mistakes that participants make in their attributions of dangerousness and poisonousness. These results suggest that natural selection has shaped the way in which we learn and make inferences about unfamiliar animal species over ontogeny, and that future research is needed on how content biases may vary across the life course.

  8. 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.

  9. Research and Trends in the Field of E-Learning from 2001 to 2005: A Content Analysis of Cognitive Studies in Selected Journals

    Science.gov (United States)

    Shih, M.; Feng, J.; Tsai, C. C.

    2008-01-01

    This paper provided a content analysis of studies in the field of cognition in e-learning that were published in five Social Sciences Citation Index (SSCI) journals (i.e. Computers and Education, British Journal of Educational Technology, Innovations in Education and Teaching International, Educational Technology Research & Development, and…

  10. Facilitating Self-Regulated Learning Skills and Achievement with a Strategic Content Learning Approach

    Science.gov (United States)

    Heller, Monica L.; Marchant, Gregory J.

    2015-01-01

    Whether out of financial concerns for student retention or altruistic goals involving facilitating successful learning, efforts are being made to ensure college student success beyond chance independent study skills. Students often lack effective self-regulatory skills and study strategies necessary for success in college. With guidance through…

  11. Providing Hearing-Impaired Students with Learning Care after Classes through Smart Phones and the GPRS Network

    Science.gov (United States)

    Liu, Chen-Chung; Hong, Yi-Ching

    2007-01-01

    Although computers and network technology have been widely utilised to assist students learn, few technical supports have been developed to help hearing-impaired students learn in Taiwan. A significant challenge for teachers is to provide after-class learning care and assistance to hearing-impaired students that sustain their motivation to…

  12. 'Speaking French alive': learner perspectives on their motivation in Content and Language Integrated Learning in England

    OpenAIRE

    Bower, Kim

    2017-01-01

    This article reports part of an empirical research study undertaken in state secondary schools in England in 2012/2013, to investigate the extent to which Content and Integrated Learning (CLIL) promotes pupil motivation in the teaching of modern foreign languages (MFLs). Pupil perspectives of the impact of CLIL on their motivation are presented from two schools where different models of CLIL are practised. Firstly, a Partial Immersion Model of more than two subjects, for one Year 8 (Y8) mixed...

  13. DEVELOPMENT OF USABILITY CRITERIA FOR E-LEARNING CONTENT DEVELOPMENT SOFTWARE

    Directory of Open Access Journals (Sweden)

    Serkan ÇELIK

    2012-04-01

    Full Text Available Revolutionary advancements have been observed in e-learning technologies though an amalgamated evaluation methodology for new generation e-learning content development tools is not available. The evaluation of educational software for online use must consider its usability and as well as its pedagogic effectiveness. This study is a first step towards the definition of criteria for evaluating e-learning tools. A preliminary user study involving a group of pre-service instructional designers, observed during their interaction with e-learning tools, is reported. Throughout the study, specific usability attributes of these e-learning tools were identified. Participants were assigned to rate the importance of functional and pedagogical competences proposed during the criteria development phase. The findings of the study revealed 31 evaluation criteria under the headings of technical, media, and assessment competences. Among the groups of benchmarks proposed and rated by the users, assessment was considered as the most important one while technical and media features were even.The following step was actual implemention of the usability criteria into evaluation of fifteen leading software used in e-learning across the world. Mostly, tools were observed as having limitations in terms of capabilities. Comparing to the other software, Captivate, Softchalk, and Lectora were regarded as outstanding tools by the participants. Following the discussion on the limitations of the study, some implications for further research were proposed.

  14. The Ways to Promote Pre-service Science Teachers’ Pedagogical Content Knowledge for Inquiry in Learning Management in Science Course

    Directory of Open Access Journals (Sweden)

    Siriphan Satthaphon

    2017-09-01

    Full Text Available This classroom action research aimed to study the ways to promote pre-service science teachers’ pedagogical content knowledge for inquiry (PCK for inquiry. The participants were 37 students who enrolled in Learning Management in Science course in academic year 2014. Multiple data sources including students’ lesson plans, reflective journals, teacher’s logs, and worksheets were collected. The inductive approach was used to analyze data. The findings revealed the ways to promote pre-service science teachers’ PCK for inquiry consisted of being teacher’s explicit role model ; providing students to reflect their practices that link between their knowledge and understandings ; reflection from video case ; collaboration between students and teacher in learning activities planning, and allowing students to practice in actual situation could be better influence students not only reflect their understandings but also design, and teach science through inquiry.

  15. Students using mobile phones in the classroom: Can the phones increase content learning

    Science.gov (United States)

    Rinehart, David Lee

    A study was conducted at a high-performing school in Southern California to explore the effects on learning content from students using their own smart phones in and out of the classroom. The study used a Switching Replications design format which allowed two independent analyses of posttest scores between a group using e-flash cards on smart phones and a group using paper flash cards. Quantitative data was collected via two tailed, t-tests and qualitative data was collected through observations and interviews. Results suggest that knowledge level learning may be increased with mobile phone use, but no effect on comprehension level learning was found. Students found the phones to be convenient in accessing flash cards anytime and anywhere. Enthusiasm for using the phones in class while initially high waned over the 1 month study duration. Students perceived the phones to not be a significant source of distraction outside of class.

  16. COURSE CONTENT DEVELOPMENT FOR BLENDED LEARNING OF FOREIGN LANGUAGE FOR SPECIFIC PURPOSES

    Directory of Open Access Journals (Sweden)

    Оксана Мусійовська

    2015-12-01

    Full Text Available Nowadays there are many multimedia courses designed to study foreign languages, but their quality is not always relevant to the needs of university education. In terms of blended learning the content of a foreign language course has to meet certain requirements: the educational material must be clearly structured, relevant, illustrative, interesting and accessible, while the interactive nature of educational tasks should stimulate student’s creativity and searching activity throughout the training process. This article has defined basic criteria used to select teaching material for the course of “Foreign Language for Specific Purposes” learned by the students of technical universities and grounded the advantages of blended learning technology application in this course.

  17. Automated analysis of high-content microscopy data with deep learning.

    Science.gov (United States)

    Kraus, Oren Z; Grys, Ben T; Ba, Jimmy; Chong, Yolanda; Frey, Brendan J; Boone, Charles; Andrews, Brenda J

    2017-04-18

    Existing computational pipelines for quantitative analysis of high-content microscopy data rely on traditional machine learning approaches that fail to accurately classify more than a single dataset without substantial tuning and training, requiring extensive analysis. Here, we demonstrate that the application of deep learning to biological image data can overcome the pitfalls associated with conventional machine learning classifiers. Using a deep convolutional neural network (DeepLoc) to analyze yeast cell images, we show improved performance over traditional approaches in the automated classification of protein subcellular localization. We also demonstrate the ability of DeepLoc to classify highly divergent image sets, including images of pheromone-arrested cells with abnormal cellular morphology, as well as images generated in different genetic backgrounds and in different laboratories. We offer an open-source implementation that enables updating DeepLoc on new microscopy datasets. This study highlights deep learning as an important tool for the expedited analysis of high-content microscopy data. © 2017 The Authors. Published under the terms of the CC BY 4.0 license.

  18. Comparison of the Content of Web Sites of Higher Education Institutions Providing for Sports Management Education: The Case of Turkish and English Universities

    Science.gov (United States)

    Katirci, Hakan

    2016-01-01

    Considering various themes, this study aims to examine the content of web sites of universities that provide sports management education in higher education level in Turkey and in England. Within this framework, the websites of the higher education institutions that provide sports management education are analyzed by using the content analysis…

  19. Editorial: Advanced Learning Technologies, Performance Technologies, Open Contents, and Standards - Some Papers from the Best Papers of the Conference ICCE C3 2009

    Directory of Open Access Journals (Sweden)

    Fanny Klett (IEEE Fellow

    2010-09-01

    Full Text Available This special issue deals with several cutting edge research outcomes from recent advancement of learning technologies. Advanced learning technologies are the composition of various related technologies and concepts such as i internet technologies and mobile technologies, ii human and organizational performance/knowledge management, and iii underlying trends toward open technology, open content and open education. This editorial note describes the overview of these topics related to the advanced learning technologies to provide the common framework for the accepted papers in this special issue.

  20. Effects of the PowerPoint methodology on content learning Efectos de la metodología PowerPoint en el aprendizaje de contenidos Effects of the PowerPoint methodology on content learning

    Directory of Open Access Journals (Sweden)

    Maria del Carmen Cirera Amores

    2013-01-01

    Full Text Available Purpose: This study focuses on whether the use of PowerPoint technology as the main resource to convey information has an effect on students’ learning compared with classes taught without this technology.Design/methodology/approach: The sample consisted of 205 psychology students, divided into four groups, who were taught an ordinary Educational Psychology lesson. In two of these groups, a PowerPoint presentation (19 slides was used to deliver the contents, while in the other two the same contents were delivered by the professors with the only aid of the blackboard. After the lesson, students’ learning was assessed by means of a questionnaire consisting of ten multiple-choice items.Findings: Results showed significant differences (p Originality/value: The use of technology can have a very positive influence on learning, provided that its use fits the circumstances inherent in learning.Purpose: This study focuses on whether the use of PowerPoint technology as the main resource to convey information has an effect on students’ learning compared with classes taught without this technology.Design/methodology/approach: The sample consisted of 205 psychology students, divided into four groups, who were taught an ordinary Educational Psychology lesson. In two of these groups, a PowerPoint presentation (19 slides was used to deliver the contents, while in the other two the same contents were delivered by the professors with the only aid of the blackboard. After the lesson, students’ learning was assessed by means of a questionnaire consisting of ten multiple-choice items.Findings: Results showed significant differences (p Originality/value: The use of technology can have a very positive influence on learning, provided that its use fits the circumstances inherent in learning.Objeto: Este estudio se centra en los efectos del PowerPoint como medio principal de transmisión de contenidos en el aprendizaje del alumnado, comparándolos con el

  1. Service Learning Content on the Internet: How Are Community Colleges Advertising?

    Science.gov (United States)

    Carr, Leslie

    This study examines how 11 community colleges present and promote their service learning courses via the Internet. Of particular interest to this study are the following features of online presentations: (1) how detailed and developed the Web site is and the extent of the information provided; (2) whether the Web site provides student and faculty…

  2. A METHODOLOGICAL MODEL FOR INTEGRATING CHARACTER WITHIN CONTENT AND LANGUAGE INTEGRATED LEARNING IN SOCIOLOGY OF RELIGION

    Directory of Open Access Journals (Sweden)

    Moh Yasir Alimi

    2013-01-01

    Full Text Available In this article, I describe a methodological model I used in a experimental study on how to integrate character within the practice of Content and Language Integrated Learning (CLIL at the higher education Indonesia.This research can be added to research about character education and CLIL in tertiary education, giving nuances to the practice of CLIL so far predominantly a practice in primary and secondary schools.The research was conducted in Semarang State University, in the Department of Sociology and Anthropology, in Sociology of Religion bilingual class. The research indicates that the integration of character within CLIL enrich the perspective of CLIL by strengthening the use of CLIL for intellectual growth and moral development. On the other side, the use of CLIL with character education gives methods and perspectives to the practice of character education so far which so far only emphasise contents reforms without learning methods reforms. The research also reveals that the weakness of CLIL in using text for classroom learning can be overcome bythe use ofspecific reading and writing strategies. I develop a practical text strategy which can be effectively used in highly conceptual subject such as sociology of religion. Artikel ini bertujuan untuk mendeskripsikan model metodologis yang saya pakai untuk mengintegrasikannya karakter dalam Content and Language Integrated Learning (CLIL pada pendidikan tinggi di Indonesia. Penelitian ini memperkaya penelitian mengenai pendidikan karakter dan penerapan CLIL di perguruan tinggi, selama ini penelitian semacam itu hanya biasa di level lebih rendah. Penelitian dilakukan di Universitas Negeri Semarang, pada kelas bilingual yang diikuti 25 mahasiswa, dan diujikan pada mata kuliah Sosiologi Agama. Pelajaran dari penelitian ini adalah integrasi karakter dalam CLIL dapat memperkaya CLIL. Sebaliknya penggunaan CLIL untuk mendidikkan karakter di kelas bilingual mampu menjawab berbagai tantangan pendidikan

  3. COLLABORATIVE LEARNING TO IMPROVE PRESERVICE TEACHERS’ KNOWLEDGE ABOUT CHEMISTRY CONTENT IN THE AUTOMOTIVE VOCATIONAL CONTEXT

    Directory of Open Access Journals (Sweden)

    Antuni Wiyarsi

    2015-12-01

    Full Text Available Abstract: This study was aimed to examine the effectiveness of collaborative problem-solving-based learning to improve knowledge about chemistry content in the automotive vocational context. The study design used was one-group pretest-posttest design and applied to Vocational Chemistry subjects. Data analysis was performed by using the normalized gain-test formula and t-test using SPSS software version 21. The findings showed that collaborative learning is effective to improve pre-service teachers’ knowledge about chemistry content of petroleum and polymer chemistry. The mastery level of basic knowledge about the petroleum and polymers is fairly good. However, the knowledge of the content of petroleum and polymer applications in the automotive field is not satisfactory. Although the application content knowledge increased with the moderate criterion for the application of petroleum and with the low criterion for polymer applications, the mastery level of pre-service teachers at the end of the course was still low. Factors that allegedly become the causes of the low mastery of application content knowledge are the characteristic factor of the content, conceptual learning difficulties and the experience factor. Keywords: content knowledge, chemistry in the vocational context, preservice chemistry teachers, petroleum, polymers PEMBELAJARAN KOLABORATIF UNTUK MENINGKATKAN PENGETAHUAN KONTEN KIMIA KONTEKS KEJURUAN OTOMOTIF CALON GURU KIMIA Abstrak: Penelitian ini bertujuan untuk mengkaji efektivitas pembelajaran kolaboratif berbasis pemecahan masalah dalam meningkatkan pengetahuan konten kimia konteks kejuruan otomotif. Desain penelitian yang digunakan adalah one group pretes-postes design dan diterapkan pada mata kuliah Kimia SMK. Analisis data dilakukan dengan uji t menggunakan software SPPS edisi 21 dengan menggunakan rumus gain-test yang dinormalisasi. Hasil penelitian menunjukkan bahwa pembelajaran kolaboratif efektif dalam meningkatkan

  4. Using reinforcement learning to provide stable brain-machine interface control despite neural input reorganization.

    Directory of Open Access Journals (Sweden)

    Eric A Pohlmeyer

    Full Text Available Brain-machine interface (BMI systems give users direct neural control of robotic, communication, or functional electrical stimulation systems. As BMI systems begin transitioning from laboratory settings into activities of daily living, an important goal is to develop neural decoding algorithms that can be calibrated with a minimal burden on the user, provide stable control for long periods of time, and can be responsive to fluctuations in the decoder's neural input space (e.g. neurons appearing or being lost amongst electrode recordings. These are significant challenges for static neural decoding algorithms that assume stationary input/output relationships. Here we use an actor-critic reinforcement learning architecture to provide an adaptive BMI controller that can successfully adapt to dramatic neural reorganizations, can maintain its performance over long time periods, and which does not require the user to produce specific kinetic or kinematic activities to calibrate the BMI. Two marmoset monkeys used the Reinforcement Learning BMI (RLBMI to successfully control a robotic arm during a two-target reaching task. The RLBMI was initialized using random initial conditions, and it quickly learned to control the robot from brain states using only a binary evaluative feedback regarding whether previously chosen robot actions were good or bad. The RLBMI was able to maintain control over the system throughout sessions spanning multiple weeks. Furthermore, the RLBMI was able to quickly adapt and maintain control of the robot despite dramatic perturbations to the neural inputs, including a series of tests in which the neuron input space was deliberately halved or doubled.

  5. Using reinforcement learning to provide stable brain-machine interface control despite neural input reorganization.

    Science.gov (United States)

    Pohlmeyer, Eric A; Mahmoudi, Babak; Geng, Shijia; Prins, Noeline W; Sanchez, Justin C

    2014-01-01

    Brain-machine interface (BMI) systems give users direct neural control of robotic, communication, or functional electrical stimulation systems. As BMI systems begin transitioning from laboratory settings into activities of daily living, an important goal is to develop neural decoding algorithms that can be calibrated with a minimal burden on the user, provide stable control for long periods of time, and can be responsive to fluctuations in the decoder's neural input space (e.g. neurons appearing or being lost amongst electrode recordings). These are significant challenges for static neural decoding algorithms that assume stationary input/output relationships. Here we use an actor-critic reinforcement learning architecture to provide an adaptive BMI controller that can successfully adapt to dramatic neural reorganizations, can maintain its performance over long time periods, and which does not require the user to produce specific kinetic or kinematic activities to calibrate the BMI. Two marmoset monkeys used the Reinforcement Learning BMI (RLBMI) to successfully control a robotic arm during a two-target reaching task. The RLBMI was initialized using random initial conditions, and it quickly learned to control the robot from brain states using only a binary evaluative feedback regarding whether previously chosen robot actions were good or bad. The RLBMI was able to maintain control over the system throughout sessions spanning multiple weeks. Furthermore, the RLBMI was able to quickly adapt and maintain control of the robot despite dramatic perturbations to the neural inputs, including a series of tests in which the neuron input space was deliberately halved or doubled.

  6. How live online communication can facilitate collaborative learning by providing a space for shared knowledge construction

    DEFF Research Database (Denmark)

    Kjær, Christopher

    2009-01-01

    to the oral and written communication channels of the system, leaving the students with only the possibility to listen. It is a somewhat limiting view that leads to a superficial use of the system. Furthermore, this view brings with it a very narrow definition of the learning process which becomes an exchange......Fast net connections are rapidly becoming available to people and organizations around the world. At the same time, prices on computers and related equipment is dropping. This has paved the way for web conference systems that provide users with easy access to live online communication but that also...... limited to physical class rooms, but can go global via virtual class rooms that can be created in the available web conference system. Most web conference systems provide presentation functions enabling users to show slides, share files and engage in oral and visual communication with the other...

  7. Integrate WeChat with Moodle to Provide a Mobile Learning Environment for Students

    Science.gov (United States)

    Li, Zhigao; Fan, Yibo; Jiao, Jianli

    2016-01-01

    In the information age, learning has become ubiquitous, and mobile learning enabled by mobile technologies is expected to play a significant role in various educational settings. Currently, there exist some limitations on mobile learning from the perspective of technology. The implementation of mobile learning usually depends on the development of…

  8. Aggregate-then-Curate: how digital learning champions help communities nurture online content

    Directory of Open Access Journals (Sweden)

    Andrew Whitworth

    2012-12-01

    Full Text Available Informational resources are essential for communities, rooting them in their own history, helping them learn and solve problems, giving them a voice in decision-making and so on. For digital inclusion – and inclusion in the informational and democratic processes of society more generally – it is essential that communities retain the skills, awareness and motivation to create and manage their own informational resources.This article explores a model for the creation of online content that incorporates the different ways in which the quality and relevance of information can be assured. This model, “Aggregate-then-Curate” (A/C, was developed from earlier work concerning digital inclusion in UK online centres, models of informal e-learning and ecologies of resources. A/C shows how creating online content can be viewed as a 7-step process, initiated by individuals but bringing in “digital learning champions”, other community members and formal educational institutions at different stages. A/C can be used to design training to help build the capacity to manage community informational resources in an inclusive way. The article then discusses and evaluates MOSI-ALONG, a Joint Information Systems Committee (JISC funded project founded on these ideas, which illustrates how A/C can be used to design training to help build the capacity to manage community informational resources in an inclusive way. This conclusion is supported by evaluations of the work done so far in MOSI-ALONG.

  9. A Distance Blended Learning Program to Upgrade the Clinical Competence of District Non-doctor Anesthesia Providers in Nepal.

    Science.gov (United States)

    Shah, Shristi; Knoble, Stephen; Ross, Oliver; Pickering, Stephen

    2017-12-01

    Across Nepal, anesthesia at a district level is provided mostly by non-doctor anesthesia providers (anesthesia assistants-AAs). Nepal's Government recognized the need to sustain competence with continuous professional development and to upgrade 6-month trained working AAs to professional equivalence with the new national standard of 12-month training. As they are essential district health workers and AA clinical training sites are full, an innovative distance blended learning, competency-based, upgrade 1-year course was developed and conducted in 2014-2017 for two batches. The course content was developed over 18 months by a team of Nepali and overseas AA training experts. The 1-year course started with a refresher course, continued with tablet-based 12-month self-learning modules and clinical case logs, regular educational mentor communication, midcourse 2-week contact time in an AA training site, regular text messaging and ended with clinical examination and multiple-choice questions. Tablet content included 168 new case studies, pre- and posttests, video lectures, matching exercises and a resource library. All module work and logged clinical cases were uploaded centrally, where clinical mentors were able to review work. Clinical skills were upgraded, as needed, through direct clinical contact midway through the course. Quantitative and qualitative course assessments were included. Fourteen working AAs in first batch and eight working AAs in second batch from district, zonal and mission hospitals across Nepal were enrolled. All remained working at their hospitals throughout the course, and there were no significant tablet problems inhibiting course completion. Twenty-one AAs completed all modules successfully with time required for module completion averaging 19.2 h (range 11.2-32). One AA left the course after 3 months with a personal problem. Subjectively, AAs felt that the obstetric and pediatric modules were more difficult; lowest marks were objectively

  10. "Wow! Look at That!": Discourse as a Means to Improve Teachers' Science Content Learning in Informal Science Institutions

    Science.gov (United States)

    Holliday, Gary M.; Lederman, Judith S.; Lederman, Norman G.

    2014-12-01

    Currently, it is not clear whether professional development staff at Informal Science Institutions (ISIs) are considering the way exhibits contribute to the social aspects of learning as described by the contextual model of learning (CML) (Falk & Dierking in The museum experience. Whalesback, Washington, 1992; Learning from museums: visitor experiences and the making of meaning. Altamira Press, New York, 2000) and recommended in the reform documents (see Cox-Peterson et al. in Journal of Research in Science Teaching 40:200-218, 2003). In order to move beyond only preparing science teachers for field trips, while necessary, it is also important to understand the role exhibits play in influencing teachers' content-related social interactions while engaged in ISI professional development. This study looked at a life science course that was offered at and taught by education staff of a large science and technology museum located in the Midwest, USA. The course was offered to three sections of teachers throughout the school year and met six times for a full day. The courses met approximately once a month from September through the beginning of June and provided 42 contact hours overall. Elementary and middle school teachers ( n = 94) were audio- and videotaped while participating in the content courses and interacting with the museum's exhibits. When considering the two factors within the sociocultural context of CML: within-group sociocultural mediation and facilitated mediation by others, the use of exhibits during both courses generally did not fully take into account these elements. In this study, it seemed that teachers' talk always had a purpose but it is argued that it did not always have a direction or connection to the desired content or exhibit. When freely exploring the museum, teachers often purely reacted to the display itself or the novelty of it. However, when PD staff made explicit connections between exhibits, content, and activities, participants were

  11. Fostering Academic Genre Knowledge of EFL Learners through Content and Language Integrated Learning (CLIL

    Directory of Open Access Journals (Sweden)

    Wubalem Yitbarek Abebe

    2013-09-01

    Full Text Available With the advent of the distinctive characterization of academic language in the past thirty years, there has been a tremendous move in the ESL/EFL world towards formulating instructional techniques compatible with the very nature of these skills. As a part of this effort, this study investigated the role of content and language integrated learning (CLIL approach in achieving these ends. The study employed quantitative tools of data collection and analysis. The results of the study revealed that this pedagogical approach is far better than the conventional approaches to the teaching of English for academic purposes (EAP in raising academic genre awareness and thereby fostering writing skills indispensable for learners in the learning context at hand. Also, the procedures followed in the investigation process have important pedagogical implications in targeting academic language skills across various disciplines.

  12. Emerging Business Models in Education Provisioning: A Case Study on Providing Learning Support as Education-as-a-Service

    Directory of Open Access Journals (Sweden)

    Loina Prifti

    2017-09-01

    Full Text Available This study aims to give a deeper understanding on emerging business models in the context of education. Industry 4.0/the Industrial Internet in general and especially recent advances in cloud computing enable a new kind of service offering in the education sector and lead to new business models for education: Education-as-a-Service (EaaS. Within EaaS, learning, and teaching contents are delivered as services. By combining a literature review with a qualitative case study, this paper makes a three-fold contribution to the field of business models in education: First, we provide a theoretical definition for a common understanding of EaaS. Second, we present the state-of-the-art research on this new paradigm. Third, in the case study we describe a “best practices” business model of an existing EaaS provider. These insights build a theoretical foundation for further research in this area. The paper concludes with a research agenda for further research in this emerging field.

  13. Curriculum structure, content, learning and assessment in European undergraduate dental education - update 2010.

    LENUS (Irish Health Repository)

    Manogue, M

    2011-08-01

    This paper presents an updated statement on behalf of the Association for Dental Education in Europe (ADEE) in relation to proposals for undergraduate Curriculum Structure, Content, Learning, Assessment and Student \\/ Staff Exchange for dental education in Europe. A task force was constituted to consider these issues and the two previous, related publications produced by the Association (Plasschaert et al 2006 and 2007) were revised. The broad European dental community was circulated and contributed to the revisions. The paper was approved at the General Assembly of ADEE, held in Amsterdam in August 2010 and will be updated again in 2015.

  14. Outcomes-based Teaching for Brain-based Learning Vis-à-vis Pedagogical Content Knowledge

    Directory of Open Access Journals (Sweden)

    Reynaldo B. Inocian

    2016-05-01

    Full Text Available The study determined the essential elements of an Outcomes-based Teaching and Learning (OBTL component of an Outcomes-based Education (OBE cycle. It sought to answer these objectives: (1 extrapolate notable teaching attributes based on the actual teaching demonstration of the 7 subjects; (2 describe each of the OBTL’s quadrant elements (3 design a prototype for an integrated arts-based OBTL.This study utilized a case analysis of the actual observation of recurring subtleties exhibited by the seven subject demonstrators during the In-service Training (INSET held last October 27, 2015 in one of the city divisions in Cebu, Philippines. Each of them was rated based on the specific skills used according to Hermann’s Learning Quadrants, after a short lecture on pedagogical content knowledge (PCK.A documentation of a sample Lesson Plan (LP for Quadrant Modelling for Teaching (QMT was juxtaposed as a noble exemplar.The quest for outcomes-based teaching for brain-based learning vis-à-vis pedagogical content knowledge or PCK cascaded with more brain-based inspired learning activities among teacher-demonstrators, with less emphasis on creativity, thus a teaching exemplar was created as part of its modelling. Though, an INSET in the public schools enhanced opportunities to exhibit teaching attributes such as: vivacity, sense of humor, creativity, inquisitiveness, concentration, cautiousness, and dynamism in the achievement of the 21st century skills, however these attributes remained uniquely apparent in every individual teacher. Dreaming to acquire many of these attributes among individual teachers propelled their authentic experience and sincerity to integrate appropriate OBTL activities, which emphasized its four spiral elements, by which the learners would:own knowledge in discovering experiences (sarili, master skills in critical evaluation (husay, engage understating and reflection in dialogical abstraction (saysay, and achieve wonderment in

  15. A Familiar(ity Problem: Assessing the Impact of Prerequisites and Content Familiarity on Student Learning.

    Directory of Open Access Journals (Sweden)

    Justin F Shaffer

    Full Text Available Prerequisites are embedded in most STEM curricula. However, the assumption that the content presented in these courses will improve learning in later courses has not been verified. Because a direct comparison of performance between students with and without required prerequisites is logistically difficult to arrange in a randomized fashion, we developed a novel familiarity scale, and used this to determine whether concepts introduced in a prerequisite course improved student learning in a later course (in two biology disciplines. Exam questions in the latter courses were classified into three categories, based on the degree to which the tested concept had been taught in the prerequisite course. If content familiarity mattered, it would be expected that exam scores on topics covered in the prerequisite would be higher than scores on novel topics. We found this to be partially true for "Very Familiar" questions (concepts covered in depth in the prerequisite. However, scores for concepts only briefly discussed in the prerequisite ("Familiar" were indistinguishable from performance on topics that were "Not Familiar" (concepts only taught in the later course. These results imply that merely "covering" topics in a prerequisite course does not result in improved future performance, and that some topics may be able to removed from a course thereby freeing up class time. Our results may therefore support the implementation of student-centered teaching methods such as active learning, as the time-intensive nature of active learning has been cited as a barrier to its adoption. In addition, we propose that our familiarity system could be broadly utilized to aid in the assessment of the effectiveness of prerequisites.

  16. Making Progress in Content and Language Integrated Learning (CLIL Lessons: An Indonesian Tertiary Context

    Directory of Open Access Journals (Sweden)

    Manafe Novriani Rabeka

    2018-01-01

    Full Text Available This paper outlines an attempt to discover students’ progress in both content and language skill in a content and language integrated learning (CLIL lessons at an Indonesia’s higher education context. This is a part of a research conducted at Faculty of Science and Technology of Nusa Cendana University in Kupang, East Nusa Tenggara Province. This study employs mixed method approach with 20 participants attending by taking pre-test and post-test as well as joining a focus group interview particularly for 6 students. The tests were aimed at measuring the participants’ comprehension of English as the language of CLIL lesson. They were also used as the tool to evaluate students’ mastery of Mathematics as the content subject. Based on the post-test results, the findings showed that more students made significant progress in content subject in comparison to their achievement in language proficiency. Regarding the interview, the students admitted that their failure to made progress in both subjects were mainly caused by their inadequate level of English. This, therefore, led to rising anxiety among the students to complete the tests.

  17. Learning to Detect Vandalism in Social Content Systems: A Study on Wikipedia

    Science.gov (United States)

    Javanmardi, Sara; McDonald, David W.; Caruana, Rich; Forouzan, Sholeh; Lopes, Cristina V.

    A challenge facing user generated content systems is vandalism, i.e. edits that damage content quality. The high visibility and easy access to social networks makes them popular targets for vandals. Detecting and removing vandalism is critical for these user generated content systems. Because vandalism can take many forms, there are many different kinds of features that are potentially useful for detecting it. The complex nature of vandalism, and the large number of potential features, make vandalism detection difficult and time consuming for human editors. Machine learning techniques hold promise for developing accurate, tunable, and maintainable models that can be incorporated into vandalism detection tools. We describe a method for training classifiers for vandalism detection that yields classifiers that are more accurate on the PAN 2010 corpus than others previously developed. Because of the high turnaround in social network systems, it is important for vandalism detection tools to run in real-time. To this aim, we use feature selection to find the minimal set of features consistent with high accuracy. In addition, because some features are more costly to compute than others, we use cost-sensitive feature selection to reduce the total computational cost of executing our models. In addition to the features previously used for spam detection, we introduce new features based on user action histories. The user history features contribute significantly to classifier performance. The approach we use is general and can easily be applied to other user generated content systems.

  18. WIKI-Enhanced Scaffolding to Encourage Student Participation in a Content and Language Integrated Learning (CLIL) Classroom

    Science.gov (United States)

    Lin, Chun-Yi

    2014-01-01

    Given the fact that more and more universities stress on using English as medium to teach students with diverse backgrounds, the content and language integrated learning approach (CLIL) is now frequently introduced to faculty to support effective instruction and learning. Inspired by a CLIL workshop I attended, in which the instructor offered an…

  19. Machine Learning-Based Content Analysis: Automating the analysis of frames and agendas in political communication research

    NARCIS (Netherlands)

    Burscher, B.

    2016-01-01

    We used machine learning to study policy issues and frames in political messages. With regard to frames, we investigated the automation of two content-analytical tasks: frame coding and frame identification. We found that both tasks can be successfully automated by means of machine learning

  20. Learning Styles, Online Content Usage and Exam Performance in a Mixed-Format Introductory Computer Information Systems Course

    Science.gov (United States)

    Lang, Guido; O'Connell, Stephen D.

    2015-01-01

    We investigate the relationship between learning styles, online content usage and exam performance in an undergraduate introductory Computer Information Systems class comprised of both online video tutorials and in-person classes. Our findings suggest that, across students, (1) traditional learning style classification methodologies do not predict…

  1. Trends in Studies on Virtual Learning Environments in Turkey between 1996-2014 Years: A Content Analysis

    Science.gov (United States)

    Demirer, Veysel; Erbas, Cagdas

    2016-01-01

    This study aims to review studies on virtual learning environments in Turkey through the content analysis method. 63 studies consisting of thesis, articles and proceedings published in Turkish and English between 1996-2014 years were analyzed. It was observed that "Second Life" was mostly preferred as the virtual learning environment.…

  2. Meeting the Dual Goals of Content Knowledge and English Language Learning: A Study of the CCUEI Curriculum Materials

    Science.gov (United States)

    Huang, Xiaodan; Trube, Barbara; Yi, Chunlan

    2011-01-01

    This article reports a study on the China-Canada-United States English Immersion (CCUEI) Moral Education and Social Studies (MESS) curriculum materials for elementary classes (Grades 3-6) with the aim of learning how the curriculum addressed the dual goals of MESS content and English language learning. An analysis comparing the CCUEI third grade…

  3. Providing English foreign language teachers with content knowledge to facilitate decoding and spelling acquisition: a longitudinal perspective.

    Science.gov (United States)

    Kahn-Horwitz, Janina

    2016-04-01

    This quasi-experimental study adds to the small existing literature on orthographic-related teacher knowledge in an English as a foreign language (EFL) context. The study examined the impact of a course on English orthography on predominantly non-native-speaking EFL preservice and inservice teachers' orthographic content knowledge, and the extent to which these teachers retained orthographic-related content knowledge four months after participating in a semester course on the topic. In addition, the study examined the relationship between participants' acquired orthographic-related content knowledge and EFL spelling. Both groups of teachers that studied in the course improved on overall orthographic-related content knowledge, both immediately following the course and longitudinally. Preservice and inservice participants showed similar levels of orthographic knowledge prior to course participation and both showed significant improvements compared to controls following course participation. Participants also retained knowledge four months after course completion. Overall, the inservice teachers scored higher on orthographic-related knowledge, possibly as a result of the immediate application of their newly acquired knowledge. An unexpected finding was a lack of interaction between acquired orthographic-related content knowledge and pseudo word spelling scores. Possible methodological limitations, such as number of participants as well as the length and scope of the course, may explain this outcome. This paper also discusses practical implications of this study for EFL decoding and spelling instruction.

  4. Facilitating Mental Health Intervention in Home Visiting: Learning From Content, Context, Clients, and Community

    Science.gov (United States)

    Price, Sarah Kye; Gray, Lisa A.; El-Khoury, Dalia

    2014-01-01

    Home visiting programs recognize the importance of promoting women's mental health during and around the time of pregnancy. However, the process of planning and integrating mental health promotion and intervention into the home visiting setting can seem daunting. Using examples and lessons learned from research and practice, the authors provide a…

  5. The Impact of Using Youtube in EFL Classroom on Enhancing EFL Students' Content Learning

    Science.gov (United States)

    Alwehaibi, Huda Omar

    2015-01-01

    Information technology has opened up prospects for rich and innovative approaches to tackle educational issues and provide solutions to the increasing demands for learning resources. YouTube, a video-sharing website that allows users to upload, view, and share video clips, offers access to new and dynamic opportunities for effective and…

  6. The Effect of Content Representation Design Principles on Users' Intuitive Beliefs and Use of E-Learning Systems

    Science.gov (United States)

    Al-Samarraie, Hosam; Selim, Hassan; Zaqout, Fahed

    2016-01-01

    A model is proposed to assess the effect of different content representation design principles on learners' intuitive beliefs about using e-learning. We hypothesized that the impact of the representation of course contents is mediated by the design principles of alignment, quantity, clarity, simplicity, and affordance, which influence the…

  7. Teaching "Cross-Cultural Communication" through Content Based Instruction: Curriculum Design and Learning Outcome from EFL Learners' Perspectives

    Science.gov (United States)

    Tseng, Chia-Ti Heather

    2017-01-01

    This study aims to investigate EFL learners' perspectives for the effectiveness of content-based instruction in a cross-cultural communication course. The main objectives of this study are three-folds: (1) to examine students' perspectives regarding the effectiveness of content learning; (2) to examine students' perspectives regarding the…

  8. Providing Operational Definitions to Quality Constructs for E-Learning in Higher Education

    Science.gov (United States)

    Usoro, Abel; Abiagam, Bridget

    2009-01-01

    New developments in information and communication technologies (ICT) to support learning have brought about increasing interest by both academic and non-academic institutions in e-learning. These developments in ICT are principally multimedia and the Internet with its World Wide Web. Interest in ICT supported learning is also fuelled by the…

  9. The effects of teacher read-alouds and student silent reading on predominantly bilingual high school seniors’ learning and retention of social studies content

    Science.gov (United States)

    Reed, Deborah K.; Swanson, Elizabeth; Petscher, Yaacov; Vaughn, Sharon

    2015-01-01

    Teacher read-alouds (TRA) are common in middle and high school content area classes. Because the practice of reading the textbook out loud to students is often used out of concern about students’ ability to understand and learn from text when reading silently (SR), this randomized controlled trial was designed to experimentally manipulate text reading while blocking on all other instructional elements to determine the relative effects on learning content. Predominantly Spanish–English bilingual twelfth-graders (n = 123) were randomly assigned to either a TRA or SR condition and provided 1 week of high quality instruction in US history. Daily lessons included teaching key terms in the passage, previewing text headings, and conducting comprehension checks. Results of immediate, 1-week delayed, and 1-month delayed assessments of content learning revealed no significant differences between the two groups. Students were also asked to rate the method of reading they believed best helped them understand and remember information. Students in the SR condition more consistently agreed that reading silently was beneficial. Findings suggest low performing adolescents of different linguistic backgrounds can learn content as well when reading appropriately challenging text silently as when the teacher reads the text aloud to them. PMID:26346215

  10. The effects of teacher read-alouds and student silent reading on predominantly bilingual high school seniors' learning and retention of social studies content.

    Science.gov (United States)

    Reed, Deborah K; Swanson, Elizabeth; Petscher, Yaacov; Vaughn, Sharon

    2014-08-01

    Teacher read-alouds (TRA) are common in middle and high school content area classes. Because the practice of reading the textbook out loud to students is often used out of concern about students' ability to understand and learn from text when reading silently (SR), this randomized controlled trial was designed to experimentally manipulate text reading while blocking on all other instructional elements to determine the relative effects on learning content. Predominantly Spanish-English bilingual twelfth-graders (n = 123) were randomly assigned to either a TRA or SR condition and provided 1 week of high quality instruction in US history. Daily lessons included teaching key terms in the passage, previewing text headings, and conducting comprehension checks. Results of immediate, 1-week delayed, and 1-month delayed assessments of content learning revealed no significant differences between the two groups. Students were also asked to rate the method of reading they believed best helped them understand and remember information. Students in the SR condition more consistently agreed that reading silently was beneficial. Findings suggest low performing adolescents of different linguistic backgrounds can learn content as well when reading appropriately challenging text silently as when the teacher reads the text aloud to them.

  11. Effective Educational Videos: Principles and Guidelines for Maximizing Student Learning from Video Content

    Science.gov (United States)

    Brame, Cynthia J.

    2016-01-01

    Educational videos have become an important part of higher education, providing an important content-delivery tool in many flipped, blended, and online classes. Effective use of video as an educational tool is enhanced when instructors consider three elements: how to manage cognitive load of the video; how to maximize student engagement with the…

  12. Creating Domain Independent Adaptive E-Learning Systems Using the Sharable Content Object Reference Model

    Science.gov (United States)

    Watson, Jason; Ahmed, Pervaiz K.; Hardaker, Glenn

    2007-01-01

    Purpose: This research aims to investigate how a generic web-based ITS can be created which will adapt the training content in real time, to the needs of the individual trainee across any domain. Design/methodology/approach: After examining the various alternatives SCORM was adopted in this project because it provided an infrastructure that makes…

  13. Creating User-Generated Content for Location-Based Learning: An Authoring Framework

    Science.gov (United States)

    FitzGerald, E.

    2012-01-01

    Two recent emerging trends are that of Web 2.0, where users actively create content and publish it on the Web, and also location awareness, where a digital device utilizes a person's physical location as the context to provide specific services and/or information. This paper examines how these two phenomena can be brought together so that…

  14. The effects of CLIL on mathematical content learning: A longitudinal study

    Directory of Open Access Journals (Sweden)

    Jill Surmont

    2016-06-01

    Full Text Available Previous research has shown that content and language integrated learning (CLIL, an educational approach that offers content courses through more than one educational language, increases metalinguistic awareness. This improved insight into language structures is supposed to extend beyond the linguistic domain. In the present study, the question whether pupils who learn in a CLIL environment outperform their traditionally schooled peers in mathematics is investigated. In total, 107 pupils entered the study. All participants were in the first year of secondary education at a school in Ostend, in Flanders, the Dutch-speaking part of Belgium. Thirty-five pupils followed CLIL education in a foreign language (French and 72 followed traditional education that was given in the native language (Dutch. All participants were tested using a mathematical test at the beginning of the year, after three months, and after ten months. The first measurement of the mathematical scores showed that the two groups did not differ. In accordance with our hypothesis, the CLIL group scored higher than the non-CLIL group after ten months. Surprisingly, an effect was also found after three months. To conclude, CLIL appears to have a positive impact on the mathematical performance of pupils even after a short period of time.

  15. Regional heritability mapping provides insights into dry matter (DM) content in African white and yellow cassava populations

    Science.gov (United States)

    The HarvestPlus program for cassava (Manihot esculenta Crantz) fortifies cassava with beta-carotene by breeding for carotene-rich tubers (yellow cassava). However, a negative correlation between yellowness and dry matter (DM) content has been identified. Here, we investigated the genetic control of ...

  16. Providing English Foreign Language Teachers with Content Knowledge to Facilitate Decoding and Spelling Acquisition: A Longitudinal Perspective

    Science.gov (United States)

    Kahn-Horwitz, Janina

    2016-01-01

    This quasi-experimental study adds to the small existing literature on orthographic-related teacher knowledge in an English as a foreign language (EFL) context. The study examined the impact of a course on English orthography on predominantly non-native-speaking EFL preservice and inservice teachers' orthographic content knowledge, and the extent…

  17. A METHODOLOGICAL MODEL FOR INTEGRATING CHARACTER WITHIN CONTENT AND LANGUAGE INTEGRATED LEARNING IN SOCIOLOGY OF RELIGION

    Directory of Open Access Journals (Sweden)

    Moh Yasir Alimi

    2014-02-01

    Full Text Available AbstractIn this article, I describe a methodological model I used in a experimental study on how to integrate character within the practice of Content and Language Integrated Learning (CLIL at the higher education Indonesia.This research can be added to research about character education and CLIL in tertiary education, giving nuances to the practice of CLIL so far predominantly a practice in primary and secondary schools.The research was conducted in Semarang State University, in the Department of Sociology and Anthropology, in Sociology of Religion bilingual class. The research indicates that the integration of character within CLIL enrich the perspective of CLIL by strengthening the use of CLIL for intellectual growth and moral development. On the other side, the use of CLIL with character education gives methods and perspectives to the practice of character education which so far only emphasise contents reforms without learning methods reforms. The research also reveals that the weakness of CLIL in using text for classroom learning can be overcome by the use of specific reading and writing strategies. I develop a practical text strategy which can be effectively used in highly conceptual subject such as sociology of religion. AbstrakArtikel ini bertujuan untuk mendeskripsikan model metodologis yang saya pakai untuk mengintegrasikannya karakter dalam Content and Language Integrated Learning (CLIL pada pendidikan tinggi di Indonesia. Penelitian ini memperkaya penelitian mengenai pendidikan karakter dan penerapan CLIL di perguruan tinggi, selama ini penelitian semacam itu hanya biasa di level lebih rendah. Penelitian dilakukan di Universitas Negeri Semarang, pada kelas bilingual yang diikuti 25 mahasiswa, dan diujikan pada mata kuliah Sosiologi Agama. Pelajaran dari penelitian ini adalah integrasi karakter dalam CLIL dapat memperkaya CLIL. Sebaliknya penggunaan CLIL untuk mendidikkan karakter di kelas bilingual mampu menjawab berbagai tantangan

  18. Measuring changes in content comprehension and attitudes toward informal science learning from three new learning modules implemented at the Trinity River Audubon Center

    Science.gov (United States)

    Wehner, Sarah E.

    Informal science learning has the potential to engage, entertain, and educate learners of all demographics, and its merits have been increasingly recognized as a vital part of science education. This study sought to create and implement three new and unique field trip modules at the Trinity River Audubon Center in Dallas, Texas. Participants who embarked upon the field trip were assessed for enhanced content knowledge and improved attitudes toward learning in informal science learning environments. No statistically significant changes in content or attitude scores were detected, though the preliminary data collected was insufficient to confidently accept nor reject the proposed hypotheses.

  19. IMS Content Packaging v1.2 public draft specification

    NARCIS (Netherlands)

    Burgos, Daniel; Tattersall, Colin; Vogten, Hubert

    2006-01-01

    The IMS Content Packaging Specification provides the functionality to describe and package learning materials, such as an individual course or a collection of courses, into interoperable, distributable packages. Content Packaging addresses the description, structure, and location of online learning

  20. Scaffolding the design of accessible eLearning content: a user-centered approach and cognitive perspective.

    Science.gov (United States)

    Catarci, Tiziana; De Giovanni, Loredana; Gabrielli, Silvia; Kimani, Stephen; Mirabella, Valeria

    2008-08-01

    There exist various guidelines for facilitating the design, preparation, and deployment of accessible eLearning applications and contents. However, such guidelines prevalently address accessibility in a rather technical sense, without giving sufficient consideration to the cognitive aspects and issues related to the use of eLearning materials by learners with disabilities. In this paper we describe how a user-centered design process was applied to develop a method and set of guidelines for didactical experts to scaffold their creation of accessible eLearning content, based on a more sound approach to accessibility. The paper also discusses possible design solutions for tools supporting eLearning content authors in the adoption and application of the proposed approach.

  1. Correlation between active-learning coursework and student retention of core content during advanced pharmacy practice experiences.

    Science.gov (United States)

    Lucas, Kristy H; Testman, Julie A; Hoyland, Marcella N; Kimble, Angel M; Euler, Mary L

    2013-10-14

    To implement an active-learning approach in a pharmacotherapy course sequence in the second year (P2) and third (P3) year of a doctor of pharmacy (PharmD) program and determine whether the pedagogical changes correlated with retention of core content in the fourth year (P4). Class sessions were transitioned from slides-based lectures to discussion-based active-learning pedagogy. A comprehensive examination was created and administered to assess student retention of therapeutic topics taught. Students demonstrated significantly improved overall scores on questions derived from the active-learning pedagogy used in Pharmacotherapy II and III compared to those derived from Pharmacotherapy I in which content was delivered by lecture. The use of active-learning strategies over lecture-based methods in pharmacotherapy courses resulted in higher retention of core content. Students' performance in areas taught using the discussion-based methodology was superior to that which was taught using lecture-based slide presentations.

  2. Optimizing top precision performance measure of content-based image retrieval by learning similarity function

    KAUST Repository

    Liang, Ru-Ze

    2017-04-24

    In this paper we study the problem of content-based image retrieval. In this problem, the most popular performance measure is the top precision measure, and the most important component of a retrieval system is the similarity function used to compare a query image against a database image. However, up to now, there is no existing similarity learning method proposed to optimize the top precision measure. To fill this gap, in this paper, we propose a novel similarity learning method to maximize the top precision measure. We model this problem as a minimization problem with an objective function as the combination of the losses of the relevant images ranked behind the top-ranked irrelevant image, and the squared Frobenius norm of the similarity function parameter. This minimization problem is solved as a quadratic programming problem. The experiments over two benchmark data sets show the advantages of the proposed method over other similarity learning methods when the top precision is used as the performance measure.

  3. Discovering Plate Boundaries Update: Builds Content Knowledge and Models Inquiry-based Learning

    Science.gov (United States)

    Sawyer, D. S.; Pringle, M. S.; Henning, A. T.

    2009-12-01

    Discovering Plate Boundaries (DPB) is a jigsaw-structured classroom exercise in which students explore the fundamental datasets from which plate boundary processes were discovered. The exercise has been widely used in the past ten years as a classroom activity for students in fifth grade through high school, and for Earth Science major and general education courses in college. Perhaps more importantly, the exercise has been used extensively for professional development of in-service and pre-service K-12 science teachers, where it simultaneously builds content knowledge in plate boundary processes (including natural hazards), models an effective data-rich, inquiry-based pedagogy, and provides a set of lesson plans and materials which teachers can port directly into their own classroom (see Pringle, et al, this session for a specific example). DPB is based on 4 “specialty” data maps, 1) earthquake locations, 2) modern volcanic activity, 3) seafloor age, and 4) topography and bathymetry, plus a fifth map of (undifferentiated) plate boundary locations. The jigsaw is structured so that students are first split into one of the four “specialties,” then re-arranged into groups with each of the four specialties to describe the boundaries of a particular plate. We have taken the original DPB materials, used the latest digital data sets to update all the basic maps, and expanded the opportunities for further student and teacher learning. The earthquake maps now cover the recent period including the deadly Banda Aceh event. The topography/bathymetry map now has global coverage and uses ice-free elevations, which can, for example, extend to further inquiry about mantle viscosity and loading processes (why are significant portions of the bedrock surface of Greenland and Antarctica below sea level?). The volcanic activity map now differentiates volcano type and primary volcanic lithology, allowing a more elaborate understanding of volcanism at different plate boundaries

  4. Efektifitas Content Delivery Network Berbasis Open Source Dalam Sistem E-learning

    OpenAIRE

    Nyoman Mirah Wedasari, Ni Luh; Aurelius Nurtanto Diaz, Ricky

    2017-01-01

    One of the new techniques in the process of sending data across a network is a Content Delivery Network. The main concept is to keep the copy of the CDN data from the main server, so that when the client accesses the specific content, data requested and received not from the main server, but rather from the server so that the process is more rapid CDN. With Indonesian internet condition that is not evenly distributed across its territory, the application of CDN is certainly can provide a sign...

  5. CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL: AN EXPERIMENTAL STUDY ON CLIL COMPATIBILITY WITH THE MODERN GREEK EDUCATIONAL SYSTEM

    Directory of Open Access Journals (Sweden)

    Catherine Georgopoulou Theodosiou

    2016-06-01

    Full Text Available This paper focuses on the Content and Language Integrated Learning (CLIL method for (foreign language teaching. The CLIL approach is rapidly gaining momentum across Europe and all over the world. It is the result of recent European Union efforts to develop and apply innovative educational practices of interdisciplinary character in order to bridge the gap between foreign language education and optimum learning outcomes. In order to investigate the compatibility of CLIL with the contemporary Greek educational reality, a small-scale experimental research study was set up, including the development of original e-learning material, a pilot class instruction based on this material and the evaluation of the results. The class instruction was based on Project-Based Learning whereas Collaborative Learning was supported by the Edmodo e-learning platform. Information on the progress of the pilot class instruction and the learning outcomes achieved was disseminated through a wiki set up for this task.

  6. A Fuzzy Logic-Based Quality Function Deployment for Selection of E-Learning Provider

    Science.gov (United States)

    Kazancoglu, Yigit; Aksoy, Murat

    2011-01-01

    According to the Internet World Stats (2010), the growth rate of internet usage in the world is 444.8 % from 2000 to 2010. Since the number of internet users is rapidly increasing with each passed year, e-learning is often identified with web-based learning. The institutions, which deliver e-learning service via the use of computer and internet,…

  7. [Conception and implementation of a novel E-learning module with EbM learning contents in operative dentistry].

    Science.gov (United States)

    Gerhardt-Szép, Susanne; Dreher, Stefanie; Rüttermann, Stefan; Weberschock, Tobias

    2017-11-01

    Computer-assisted learning (CAL) programs are becoming more widely used in medical and dental training. However, the combination of CAL programs and evidence-based education in dentistry has not been described previously. The aim was to determine the acceptance and user-friendliness of a CAL program combined with evidence-based training. The didactic concept of the module includes the case-oriented, problem-based embedding of a total of 32 EbM learning assignments, which can be completed interactively and self-determinedly in an interdisciplinary context using focus patients with different diseases. The present study was conducted at the Dental School of the Goethe University in Frankfurt/Main. Data on acceptance and user-friendliness were collected from three consecutive cohorts of 114 dental students attending their first clinical semester. They used the "Toothache Walk-in Clinic: FOCUS" CAL, which can be downloaded via the Internet. The instrument consisted of 64 statements. The first part addressed general information about the user. The second part contained 43 specific statements on the CAL program. These included factors A (handling and technical aspects), B (content and functional range), and C (didactics and suitability for education). Possible responses ranged from 0 to 3 (0 = strongly disagree, 3 = strongly agree). All of the 114 questionnaires distributed were returned (response rate 100%). Most users (90.1%) considered the topics of evidence-based dentistry important for their training. They rated the program by using German school grades, and the overall rating was 2.26 (SD = 0.64). Most students (88.6%) considered the program useful for their clinical training in the treatment of patients. The mean scores for the 43 specific items amounted to 1.90 (factor A, SD = 0.63), 1.55 (factor B, SD = 1.93), and 2.23 (factor C, SD = 0.79). The CAL program with dental medicine vignettes and learning elements for evidence-based medicine received a primarily

  8. Embedded or linked learning objects: Implications for content development, course design and classroom use

    Directory of Open Access Journals (Sweden)

    Gail Kopp

    2007-06-01

    Full Text Available This research explores the idea of embedding and linking to existing content in learning object repositories and investigates teacher-designer use of learning objects within one high school mathematics course in an online school. This qualitative case study supports and extends the learning object literature, and brings forward context-specific examples of issues around repository design, autonomy and self-containment, technical support and granularity. Moreover, these findings have implications for building learning objects and repositories that could better support teachers in their instructional design and pedagogical decision-making. Résumé : La présente recherche étudie la possibilité d’effectuer un emboîtement et d’établir des liens avec le contenu existant dans les référentiels sur les objets d’apprentissage et explore l’utilisation par les enseignants-concepteurs des objets d’apprentissage au sein d’un cours de mathématique du secondaire donné dans une école en ligne. Cette étude de cas qualitative appuie et vise la littérature sur les objets d’apprentissage et met en avant plan des exemples de questions touchant la conception de référentiels, l’autonomie et l’indépendance, le soutien technique et la granularité propres au contexte. De plus, ces conclusions ont des répercussions sur l’élaboration d’objets et de référentiels d’apprentissage qui pourraient mieux appuyer les enseignants dans le cadre de leur conception pédagogique et de leur prise de décision touchant l’enseignement.

  9. Could implantable cardioverter defibrillators provide a human model supporting the learned helplessness theory of depression?

    Science.gov (United States)

    Goodman, M; Hess, B

    1999-01-01

    Affective symptoms were examined retrospectively in 25 patients following placement of implantable cardioverter defibrillators (ICD) which can produce intermittent shocks without warning in response to cardiac ventricular arrhythmias. The number of ICD random, uncontrollable discharge shocks and pre-ICD history of psychological distress (i.e., depression and/or anxiety) were documented in all patients using a demographics questionnaire and a standardized behavioral/psychological symptoms questionnaire (i.e., Symptom Checklist-90 Revised). ICD patients were dichotomized into two groups: those without a history of psychological distress prior to ICD (n = 18) and those with a history of psychological distress prior to ICD (n = 7). In ICD patients without a prior history, results indicated that quantity of ICD discharge shocks was significantly predictive of current reported depression (r = 0.45, p = 0.03) and current reported anxiety (r = 0.51, p = 0.02). Conversely, in patients with a reported history of psychological distress, there was no significant relationship found between quantity of discharge shocks and current reported depression or anxiety. This study may provide evidence in support of a human model of learned helplessness in that it supports the notion that exposure to an unavoidable and inescapable aversive stimulus was found to be related to patients' reported depression. Further studies may wish to prospectively consider a larger sample as well as a more comprehensive assessment of premorbid psychological symptoms.

  10. Effects of Embodied Learning and Digital Platform on the Retention of Physics Content: Centripetal Force.

    Science.gov (United States)

    Johnson-Glenberg, Mina C; Megowan-Romanowicz, Colleen; Birchfield, David A; Savio-Ramos, Caroline

    2016-01-01

    Embodiment theory proposes that knowledge is grounded in sensorimotor systems, and that learning can be facilitated to the extent that lessons can be mapped to these systems. This study with 109 college-age participants addresses two overarching questions: (a) how are immediate and delayed learning gains affected by the degree to which a lesson is embodied, and (b) how do the affordances of three different educational platforms affect immediate and delayed learning? Six 50 min-long lessons on centripetal force were created. The first factor was the degree of embodiment with two levels: (1) low and (2) high. The second factor was platform with three levels: (1) a large scale "mixed reality" immersive environment containing both digital and hands-on components called SMALLab, (2) an interactive whiteboard system, and (3) a mouse-driven desktop computer. Pre-tests, post-tests, and 1-week follow-up (retention or delayed learning gains) tests were administered resulting in a 2 × 3 × 3 design. Two knowledge subtests were analyzed, one that relied on more declarative knowledge and one that relied on more generative knowledge, e.g., hand-drawing vectors. Regardless of condition, participants made significant immediate learning gains from pre-test to post-test. There were no significant main effects or interactions due to platform or embodiment on immediate learning. However, from post-test to follow-up the level of embodiment interacted significantly with time, such that participants in the high embodiment conditions performed better on the subtest devoted to generative knowledge questions. We posit that better retention of certain types of knowledge can be seen over time when more embodiment is present during the encoding phase. This sort of retention may not appear on more traditional factual/declarative tests. Educational technology designers should consider using more sensorimotor feedback and gestural congruency when designing and opportunities for instructor

  11. Effects of embodied learning and digital platform on the retention of physics content: Centripetal force

    Directory of Open Access Journals (Sweden)

    Mina Johnson-Glenerg

    2016-11-01

    Full Text Available Embodiment theory proposes that knowledge is grounded in sensorimotor systems, and that learning can be facilitated to the extent that lessons can be mapped to these systems. This study with 109 college-age participants addresses two overarching questions: a how are immediate and delayed learning gains affected by the degree to which a lesson is embodied, and b how do the affordances of three different educational platforms affect immediate and delayed learning? Six 50 minute-long lessons on centripetal force were created. The first factor was the degree of embodiment with two levels: 1 low and 2 high. The second factor was platform with three levels: 1 a large scale mixed reality immersive environment containing both digital and hands-on components called SMALLab, 2 an interactive whiteboard system, and 3 a mouse-driven desktop computer. Pretests, posttests, and one-week followup (retention or delayed learning gains tests were administered resulting in a 2 x 3 x 3 design. Two knowledge subtests were analyzed, one that relied on more declarative knowledge and one that relied on more generative knowledge, e.g., hand-drawing vectors. Regardless of condition, participants made significant immediate learning gains from pretest to posttest. There were no significant main effects or interactions due to platform or embodiment on immediate learning. However, from posttest to followup the level of embodiment interacted significantly with time, such that participants in the high embodiment conditions performed better on the subtest devoted to generative knowledge questions. We posit that better retention of certain types of knowledge can be seen over time when more embodiment is present during the encoding phase. This sort of retention may not appear on more traditional factual/declarative tests. Educational technology designers should consider using more sensorimotor feedback and gestural congruency when designing and opportunities for instructor

  12. Pedagogical content knowledge: Knowledge of pedagogy novice teachers in mathematics learning on limit algebraic function

    Science.gov (United States)

    Ma'rufi, Budayasa, I. Ketut; Juniati, Dwi

    2017-02-01

    Teacher is one of the key aspects of student's achievement. Teachers should master content material taught, how to teach it, and can interpret the students' thinking so that students easily understand the subject matter. This research was a qualitative research that aimed at describing profile of PCK's teachers in mathematics on limit algebraic functions in terms of the differences of teaching experience. Pedagogical Content Knowledge (PCK) and understanding of teachers is defined as involving the relationship between knowledge of teaching materials, how to transfer the subject matter, and the knowledge of students in mathematics on limit algebraic functions that the subject matter may be understood by students. The PCK components in this research were knowledge of subject matter, knowledge of pedagogy, and knowledge of students. Knowledge of pedagogy defines as knowledge and understanding of teachers about the planning and organization of the learning and teaching strategy of limit algebraic function. The subjects were two mathematics high school teachers who teach in class XI IPS. Data were collected through observation of learning during five meetings and interviews before and after the lesson continued with qualitative data analysis. Focus of this article was to describe novice teacher's knowledge of student in mathematics learning on limit algebraic function. Based on the results of the analysis of qualitative data the data concluded that novice teacher's knowledge of pedagogy in mathematics on limit algebraic function showed: 1) in teaching the definitions tend to identify prior knowledge of the student experience with the material to be studied, but not in the form of a problem, 2) in posing the questions tend to be monotonous non lead and dig, 3) in response to student questions preservice teachers do not take advantage of the characteristics or the potential of other students, 4) in addressing the problem of students, tend to use the drill approach and did

  13. Legal Issues of Intellectual Property Rights and Licensing for E-Learning Content in the United Kingdom

    Science.gov (United States)

    Mehrpouyan, Azadeh; Razavi, Ghassem Khadem

    2014-01-01

    This article focuses on the legal rules of intellectual property rights (IPR) in networked e-learning. Its purpose is to act as an awareness-raising device about IPR, especially in the public-sector e-learning community in the UK, by describing the relevant aspects of IPR, providing legal guidance on IPR in e-learning, especially on the use of…

  14. The impact of multiple representations of content using multimedia on learning outcomes across learning styles and modal preferences

    National Research Council Canada - National Science Library

    M D Sankey; D Birch; M W Gardiner

    2011-01-01

    ... more effectively for different learning styles and modal preferences. This paper presents the findings of an experiment to measure the impact of multiple representations on learning outcomes, including student learning performance and engagement...

  15. A Critical Appraisal of Foreign Language Research in Content and Language Integrated Learning, Young Language Learners, and Technology-Enhanced Language Learning Published in Spain (2003-2012)

    Science.gov (United States)

    Dooly, Melinda; Masats, Dolors

    2015-01-01

    This state-of-the-art review provides a critical overview of research publications in Spain in the last ten years in three areas of teaching and learning foreign languages (especially English): context and language integrated learning (CLIL), young language learners (YLL), and technology-enhanced language learning (TELL). These three domains have…

  16. Development and implementation of multimedia content for an electronic learning course on rodent surgery.

    Science.gov (United States)

    Baran, Szczepan W; Johnson, Elizabeth J; Kehler, James; Hankenson, F Claire

    2010-05-01

    The development of new rodent models of human disease and advances in surgical equipment and technologies have increased the demand for expertise in rodent surgery. Because of the limited availability of rodent surgical training courses, electronic (e-) learning is presented as an alternative to in-person education and as a means to hone the expertise of current surgeons in biomedical research, similar to e-learning applications for human surgery training. Translating this model to the biomedical research field provides participants with an opportunity to train themselves on rodent surgical techniques prior to operating on live models. An e-learning rodent surgery course was incorporated into a training class of undergraduate (n = 39) and graduate (n = 12) laboratory animal students, and a portion of the course was presented to laboratory animal professionals (n = 15). The effectiveness of the method was evaluated using written examination and postcourse surveys. The exam data demonstrated that the e-learning course transferred knowledge comparable to a lecture course on surgery that was presented in-person. Students responded favorably to videos, step-by-step photographs of surgical procedures, and the ready accessibility of the course. Critiques included the need to improve video resolution and quality of the voice-overs. These results support the continued development and implementation of electronic rodent surgical technique courses for use in laboratory animal and biomedical research communities.

  17. Learned graphical models for probabilistic planning provide a new class of movement primitives.

    Science.gov (United States)

    Rückert, Elmar A; Neumann, Gerhard; Toussaint, Marc; Maass, Wolfgang

    2012-01-01

    BIOLOGICAL MOVEMENT GENERATION COMBINES THREE INTERESTING ASPECTS: its modular organization in movement primitives (MPs), its characteristics of stochastic optimality under perturbations, and its efficiency in terms of learning. A common approach to motor skill learning is to endow the primitives with dynamical systems. Here, the parameters of the primitive indirectly define the shape of a reference trajectory. We propose an alternative MP representation based on probabilistic inference in learned graphical models with new and interesting properties that complies with salient features of biological movement control. Instead of endowing the primitives with dynamical systems, we propose to endow MPs with an intrinsic probabilistic planning system, integrating the power of stochastic optimal control (SOC) methods within a MP. The parameterization of the primitive is a graphical model that represents the dynamics and intrinsic cost function such that inference in this graphical model yields the control policy. We parameterize the intrinsic cost function using task-relevant features, such as the importance of passing through certain via-points. The system dynamics as well as intrinsic cost function parameters are learned in a reinforcement learning (RL) setting. We evaluate our approach on a complex 4-link balancing task. Our experiments show that our movement representation facilitates learning significantly and leads to better generalization to new task settings without re-learning.

  18. Learning Design of Problem Based Learning Model Based on Recommendations of Sintax Study and Contents Issues on Physics Impulse Materials with Experimental Activities

    Directory of Open Access Journals (Sweden)

    Kristia Agustina

    2017-08-01

    Full Text Available This study aims to design learning Problem Based Learning Model based on syntax study recommendations and content issues on Physics Impulse materials through experiments. This research is a development research with Kemp model. The reference for making the learning design is the result of the syntax study and the content of existing PBL implementation problems from Agustina research. This instructional design is applied to the physics material about Impulse done through experimental activity. Limited trials were conducted on the SWCU Physics Education Study Program students group Salatiga, while the validity test was conducted by high school teachers and physics education lecturers. The results of the trial evaluation are limited and the validity test is used to improve the designs that have been made. The conclusion of this research is the design of learning by using PBL model on Impuls material by referring the result of syntax study and the problem content of existing PBL implementation can be produced by learning activity designed in laboratory experiment activity. The actual problem for Impuls material can be used car crash test video at factory. The results of validation tests and limited trials conducted by researchers assessed that the design of learning made by researchers can be used with small revisions. Suggestions from this research are in making learning design by using PBL model to get actual problem can by collecting news that come from newspaper, YouTube, internet, and television.

  19. Organizational Principles and Content of Early Foreign Language Learning in the USA

    Directory of Open Access Journals (Sweden)

    Biletska Iryna

    2015-03-01

    Full Text Available According to the results of leading American scientists that convincingly demonstrate the effectiveness and necessity of early foreign language learning the features of teaching foreign languages at elementary level in the United States have been analyzed. It has been found out that the US government is working on the improvement of foreign language at elementary education all over the country. The attention is paid the languages that were not so popular, and now have obtained the status of “extremely necessary”, such as Arabic, Farsi and Russian, as they have become very important for the future participation of the state in world politics. The requirements for programs development of foreign language for elementary school have been described; such aspects as quantity of classes, curriculum project, teaching materials, teaching staff and knowledge of the students, the choice of languages, coordination and efficiency are taken into consideration. The short description of the content of foreign language teaching of elementary education has been presented. It has been indicated that success in foreign language learning as a device of foreign language communication depends on the level of listening, lexical, grammatical and spelling skills, as well as the abilities of listening, speaking, reading and writing, which are defined in the program for elementary school.

  20. The Consequences and Implications of Providing Management Learning in a Blended Format

    DEFF Research Database (Denmark)

    Kjærgaard, Annemette

    Many universities are in the process of experimenting with online teaching and are moving knowledge transmission online in a format where short, concise videos are presented followed by different activities including quizzes, dialogue fora etc. Research into learning outcome shows...

  1. Errorless learning for training individuals with schizophrenia at a community mental health setting providing work experience.

    Science.gov (United States)

    Kern, Robert S; Liberman, Robert P; Becker, Deborah R; Drake, Robert E; Sugar, Catherine A; Green, Michael F

    2009-07-01

    The effects of errorless learning (EL) on work performance, tenure, and personal well-being were compared with conventional job training in a community mental health fellowship club offering 12-week time-limited work experience. Participants were 40 clinically stable schizophrenia and schizoaffective disorder outpatients randomly assigned to EL vs conventional instruction (CI) at a thrift-type clothing store. EL participants received training on how to perform their assigned job tasks based on principles of EL, such as error reduction and automation of task performance. CI participants received training common to other community-based entry-level jobs that included verbal instruction, a visual demonstration, independent practice, and corrective feedback. Participants were scheduled to work 2 hours per week for 12 weeks. For both groups, job training occurred during the first 2 weeks at the worksite. Work performance (assessed using the Work Behavior Inventory, WBI) and personal well-being (self-esteem, job satisfaction, and work stress) were assessed at weeks 2, 4, and 12. Job tenure was defined as the number of weeks on the job or total number of hours worked prior to quitting or study end. The EL group performed better than the CI group on the Work Quality Scale from the WBI, and the group differences were relatively consistent over time. Results from the survival analyses of job tenure revealed a non-significant trend favoring EL. There were no group differences on self-esteem, job satisfaction, or work stress. The findings provide modest support for the extensions of EL to community settings for enhancing work performance.

  2. Provider-agency fit in substance abuse treatment organizations: implications for learning climate, morale, and evidence-based practice implementation.

    Science.gov (United States)

    Ramsey, Alex T; van den Berk-Clark, Carissa

    2015-05-12

    Substance abuse agencies have been slow to adopt and implement evidence-based practices (EBPs), due in part to poor provider morale and organizational climates that are not conducive to successful learning and integration of these practices. Person-organization fit theory suggests that alignment, or fit, between provider- and agency-level characteristics regarding the implementation of EBPs may influence provider morale and organizational learning climate and, thus, implementation success. The current study hypothesized that discrepancies, or lack of fit, between provider- and agency-level contextual factors would negatively predict provider morale and organizational learning climate, outcomes shown to be associated with successful EBP implementation. Direct service providers (n = 120) from four substance abuse treatment agencies responded to a survey involving provider morale, organizational learning climate, agency expectations for EBP use, agency resources for EBP use, and provider attitudes towards EBP use. Difference scores between combinations of provider- and agency-level factors were computed to model provider-agency fit. Quadratic regression analyses were conducted to more adequately and comprehensively model the level of the dependent variables across the entire "fit continuum". Discrepancies, or misfit, between agency expectations and provider attitudes and between agency resources and provider attitudes were associated with poorer provider morale and weaker organizational learning climate. For all hypotheses, the curvilinear model of provider-agency discrepancies significantly predicted provider morale and organizational learning climate, indicating that both directions of misfit (provider factors more favorable than agency factors, and vice-versa) were detrimental to morale and climate. However, outcomes were most negative when providers viewed EBPs favorably, but perceived that agency expectations and resources were less supportive of EBP use. The

  3. The Experiences and Perceptions of Five Elementary School Counselors: Providing Family Counseling to Families of Children with Learning Disabilities

    OpenAIRE

    Granato, Laura A,

    1999-01-01

    Family systems counseling is a powerful and beneficial counseling technique that has been effective in treating families of children with learning disabilities. Family counseling has been effective in many settings, but has not been explored as a school counselor intervention. This research is a qualitative study exploring school counselorsâ experiences and perceptions while providing family counseling to families of children with learning disabilities. This counseling included a minimum...

  4. 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.

  5. Can learning by qualitative modelling be deployed as an effective method for learning subject-specific content?

    NARCIS (Netherlands)

    Schlatter, E.; Bredeweg, B.; Drie, J.P. van; Jong, P.F. de

    2017-01-01

    Modelling can help understanding dynamic systems, but learning how to model is a difficult and time-consuming task. The challenge is to foster modelling skills, while not limiting the learning of regular subject matter, or better, to also improve this learning. We investigate how learning by

  6. Design and Implementation of a Cooperative Learning System for Digital Content Design Curriculum: Investigation on Learning Effectiveness and Social Presence

    Science.gov (United States)

    Huang, Ming-Shang; Hsiao, Wei-Hung; Chang, Tsung-Sheng; Hu, Mei-Huei

    2012-01-01

    The purpose of this paper is to investigate the learning effectiveness of cooperative learning system based on social presence theory. We develop a web-based cooperative learning system which contains personal module, admin module, course module, communication module, and learning records module to support the implementation of cooperative…

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

    NARCIS (Netherlands)

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

    2015-01-01

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

  8. Content, pedagogy, results: A thrice-told tale of integrating work-based and school-based learning

    Science.gov (United States)

    Ryken, Amy Elizabeth

    Work-based learning programs can challenge the grammar of schooling by connecting students to opportunities outside the school, creating learning communities of students, teachers and employers, and integrating academic and occupational education. Although designed to change how students perceive the relationship between high school and life afterwards---college and work---do these programs actually affect students' understanding of schoolwork relationships? To answer the question a case study approach was used to study the details of a particular site. This research focused on a biotechnology education and training program that includes two years of science coursework at the high school level, a year of science coursework at the community college level, as well as summer internships for high school students and year-round co-op jobs for college students. A particular point of view is presented---that of the students. Data collection and analysis took place in four phases; Phase 1 included longitudinal cohort analyses in which persistence and attrition rates were calculated, industry participation was also analyzed; in Phase 2, written statements of 61 focal students were analyzed; Phase 3 consisted of 32 participant interviews; and in Phase 4, chapters were conceptualized and organized. Student perspectives add to the school-to-career research by revealing what students define as important experiences and opportunities. By focusing on what students learn (content), how they learn it (pedagogy), and what it means to them and the program (results), this study provides student perspectives on the promises of new forms of vocationalism. This research concludes with implications for designing and implementing career-technical programs. The central image that informs this work is that of students progressing on a career pathway. Getting on a path leads to particular outcomes (e.g., entrance to college, and/or finding a job in biotechnology). The path broadens as

  9. Impact of learning content on World Heritage Site preservation awareness in town of Luang Prabang, Lao PDR: Application of Protection Motivation Theory

    OpenAIRE

    Poong, Y. S.; Yamaguchi, S.; Takada, J.

    2015-01-01

    This paper addresses the need to systematically design learning content to promote world heritage site preservation awareness. Based on 212 samples from a local university in Luang Prabang, Lao PDR, impact of learning content designed according to Protection Motivation Theory (PMT) is assessed through a repeated-measure t-test. Findings show that PMT-based learning content influences respondents’ on threat appraisal and coping appraisal towards the preservation of world heritage site.

  10. Impact of learning content on World Heritage Site preservation awareness in town of Luang Prabang, Lao PDR: Application of Protection Motivation Theory

    Science.gov (United States)

    Poong, Y. S.; Yamaguchi, S.; Takada, J.

    2015-08-01

    This paper addresses the need to systematically design learning content to promote world heritage site preservation awareness. Based on 212 samples from a local university in Luang Prabang, Lao PDR, impact of learning content designed according to Protection Motivation Theory (PMT) is assessed through a repeated-measure t-test. Findings show that PMT-based learning content influences respondents' on threat appraisal and coping appraisal towards the preservation of world heritage site.

  11. Homelessness in the Medical Curriculum: An Analysis of Case-Based Learning Content From One Canadian Medical School.

    Science.gov (United States)

    To, Matthew J; MacLeod, Anna; Hwang, Stephen W

    2016-01-01

    PHENOMENON: Homelessness is a major public health concern. Given that homeless individuals have high rates of mortality and morbidity, are more likely to be users of the healthcare system, and often report unmet health needs, it is important to examine how homelessness is addressed in medical education. We wanted to examine content and framing of issues related to homelessness in the case-based learning (CBL) curriculum and provide insights about whether medical students are being adequately trained to meet the health needs of homeless individuals through CBL. CBL content at a Canadian medical school that featured content related to homelessness was analyzed. Data were extracted from cases for the following variables: curriculum unit (e.g., professionalism/ethics curriculum or biomedical/clinical curriculum), patient characteristics (e.g., age, sex), and medical and social conditions. A thematic analysis was performed on cases related to homelessness. Discrepancies in analysis were resolved by consensus. Homelessness was mentioned in five (2.6%) of 191 CBL cases in the medical curriculum. Homelessness was significantly more likely to be featured in professionalism/ethics cases than in biomedical/clinical cases (p = .03). Homeless patients were portrayed as socially disadvantaged individuals, and medical learners were prompted to discuss ethical issues related to homeless patients in cases. However, homeless individuals were largely voiceless in cases. Homelessness was associated with serious physical and mental health concerns, but students were rarely prompted to address these concerns. Insights: The health and social needs of homeless individuals are often overlooked in CBL cases in the medical curriculum. Moreover, stereotypes of homelessness may be reinforced through medical training. There are opportunities for growth in addressing the needs of homeless individuals through medical education.

  12. Atypical birdsong and artificial languages provide insights into how communication systems are shaped by learning, use, and transmission.

    Science.gov (United States)

    Fehér, Olga

    2017-02-01

    In this article, I argue that a comparative approach focusing on the cognitive capacities and behavioral mechanisms that underlie vocal learning in songbirds and humans can provide valuable insights into the evolutionary origins of language. The experimental approaches I discuss use abnormal song and atypical linguistic input to study the processes of individual learning, social interaction, and cultural transmission. Atypical input places increased learning and communicative pressure on learners, so exploring how they respond to this type of input provides a particularly clear picture of the biases and constraints at work during learning and use. Furthermore, simulating the cultural transmission of these unnatural communication systems in the laboratory informs us about how learning and social biases influence the structure of communication systems in the long run. Findings based on these methods suggest fundamental similarities in the basic social-cognitive mechanisms underlying vocal learning in birds and humans, and continuing research promises insights into the uniquely human mechanisms and into how human cognition and social behavior interact, and ultimately impact on the evolution of language.

  13. ELLIPS: providing web-based language learning for Higher Education in the Netherlands

    NARCIS (Netherlands)

    Corda, A.; Jager, S.

    2004-01-01

    This paper presents the overall considerations and pedagogical approach which were at the basis of the development of an innovative web-based CALL application, Ellips (Electronic Language Learning Interactive Practising System). It describes the program’s most salient features, illustrating in

  14. Service Learning: Providing the Building Blocks for a Socially Responsible Nursing Role

    Science.gov (United States)

    Johnson, Judith M.

    2013-01-01

    An explanatory correlational study was conducted to explore whether and to what extent a relationship between hours of participation in service learning and commitment to social responsibility exists for students enrolled in pre-licensure baccalaureate-nursing programs currently participating in the Nursing Licensure Compact. The convenience…

  15. On the Road to Assessing Deeper Learning: What Direction Do Test Blueprints Provide? CRESST Report 849

    Science.gov (United States)

    Herman, Joan L.; La Torre Matrundola, Deborah; Wang, Jia

    2015-01-01

    This study examines the extent to which deeper learning is expected to be present in the new college and career ready (CCR) standards. This is done by examining the distribution of items and tasks at high levels of cognitive demand (DOK3 and DOK4) in the summative test blueprints developed by the Partnership for Assessment of Readiness for College…

  16. Credit Where Credit Is Due: Working with Our Service Members to Provide Credit for Experiential Learning

    Science.gov (United States)

    Boerner, Heather

    2013-01-01

    The awarding of prior learning credits for military students goes back to World War II, when the American Council on Education (ACE) first translated military training to college credit. Since then, the practice has expanded. More than 2,000 colleges and universities accept military training as a form of credit, explains Cathy Sandeen, ACE's vice…

  17. Does Vicarious Instigation Provide Support for Observational Learning Theories? A Critical Review.

    Science.gov (United States)

    Green, Gina; Osborne, J. Grayson

    1985-01-01

    Examines the theories of Aronfreed, Bandura, Berger, and Hygge. Also reviews experimental evidence published since 1962 which supports theories of observational learning of emotional behavior. While the theories posit that different conditions are necessary to vicarious instigation, most research does not test the theories in any direct way.…

  18. Providing Research-Focused Work-Integrated Learning for High Achieving Science Undergraduates

    Science.gov (United States)

    Papakonstantinou, Theo; Charlton-Robb, Kate; Reina, Richard D.; Rayner, Gerry

    2013-01-01

    Work-integrated learning has become an integral part of many undergraduate and postgraduate degrees, both in Australia and internationally. Such programs vary in structure, timeframe and discipline type, with concomitant amounts of support, assessment and evaluation. Their value to students, industry partners and higher education institutions,…

  19. Deep machine learning provides state-of-the-art performance in image-based plant phenotyping.

    Science.gov (United States)

    Pound, Michael P; Atkinson, Jonathan A; Townsend, Alexandra J; Wilson, Michael H; Griffiths, Marcus; Jackson, Aaron S; Bulat, Adrian; Tzimiropoulos, Georgios; Wells, Darren M; Murchie, Erik H; Pridmore, Tony P; French, Andrew P

    2017-10-01

    In plant phenotyping, it has become important to be able to measure many features on large image sets in order to aid genetic discovery. The size of the datasets, now often captured robotically, often precludes manual inspection, hence the motivation for finding a fully automated approach. Deep learning is an emerging field that promises unparalleled results on many data analysis problems. Building on artificial neural networks, deep approaches have many more hidden layers in the network, and hence have greater discriminative and predictive power. We demonstrate the use of such approaches as part of a plant phenotyping pipeline. We show the success offered by such techniques when applied to the challenging problem of image-based plant phenotyping and demonstrate state-of-the-art results (>97% accuracy) for root and shoot feature identification and localization. We use fully automated trait identification using deep learning to identify quantitative trait loci in root architecture datasets. The majority (12 out of 14) of manually identified quantitative trait loci were also discovered using our automated approach based on deep learning detection to locate plant features. We have shown deep learning-based phenotyping to have very good detection and localization accuracy in validation and testing image sets. We have shown that such features can be used to derive meaningful biological traits, which in turn can be used in quantitative trait loci discovery pipelines. This process can be completely automated. We predict a paradigm shift in image-based phenotyping bought about by such deep learning approaches, given sufficient training sets. © The Authors 2017. Published by Oxford University Press.

  20. The Effects of Content and Language Integrated Learning in European Education: Key Findings from the Andalusian Bilingual Sections Evaluation Project

    Science.gov (United States)

    Lorenzo, Francisco; Casal, Sonia; Moore, Pat

    2010-01-01

    Content and Language Integrated Learning (CLIL) represents an increasingly popular pedagogic approach that has evolved in response to the recognised need for plurilingual competence in Europe. In this article, we present key findings from one of the first large-scale, multidimensional CLIL evaluation projects. We begin by outlining the emergence…

  1. Universal Design for Learning (UDL): A Content Analysis of Peer-Reviewed Journal Papers from 2012 to 2015

    Science.gov (United States)

    Al-Azawei, Ahmed; Serenelli, Fabio; Lundqvist, Karsten

    2016-01-01

    The Universal Design for Learning (UDL) framework is increasingly drawing the attention of researchers and educators as an effective solution for filling the gap between learner ability and individual differences. This study aims to analyse the content of twelve papers, where the UDL was adopted. The articles were chosen from several databases and…

  2. The Influence of Content Knowledge on Teaching and Learning in Traditional and Sport Education Contexts: An Exploratory Study

    Science.gov (United States)

    Iserbyt, Peter; Ward, Phillip; Martens, Jonas

    2016-01-01

    Background: Our understanding of the role in which content knowledge (CK) can strengthen instructional models and how that knowledge matters for professional development is limited. It is contended that mere use of an instructional model is insufficient to impact psychomotor learning in meaningful ways. Purpose: This study was conducted to…

  3. Mobile Phones in the Classroom: Examining the Effects of Texting, Twitter, and Message Content on Student Learning

    Science.gov (United States)

    Kuznekoff, Jeffrey H.; Munz, Stevie; Titsworth, Scott

    2015-01-01

    This study examined mobile phone use in the classroom by using an experimental design to study how message content (related or unrelated to class lecture) and message creation (responding to or creating a message) impact student learning. Participants in eight experimental groups and a control group watched a video lecture, took notes, and…

  4. Content and Language Integrated Learning in Higher Technical Education Using the "InGenio" Online Multimedia Authoring Tool

    Science.gov (United States)

    Gimeno, Ana; Seiz, Rafael; de Siqueira, Jose Macario; Martinez, Antonio

    2010-01-01

    The future professional world of today's students is becoming a life-long learning process where they have to adapt to a changing market and an environment full of new opportunities and challenges. Thus, the development of a number of personal and professional skills, in addition to technical content and knowledge, is a crucial part of their…

  5. A Pluriliteracies Approach to Content and Language Integrated Learning--Mapping Learner Progressions in Knowledge Construction and Meaning-Making

    Science.gov (United States)

    Meyer, Oliver; Coyle, Do; Halbach, Ana; Schuck, Kevin; Ting, Teresa

    2015-01-01

    Over the past decades content and language integrated learning (CLIL) research has predominantly focused on the language proficiency of CLIL learners. The results are very promising and show that working language skills in learners, especially reading and listening skills, can be improved through a CLIL programme. Studies focusing on subject…

  6. But Science Is International! Finding Time and Space to Encourage Intercultural Learning in a Content-Driven Physiology Unit

    Science.gov (United States)

    Etherington, Sarah J.

    2014-01-01

    Internationalization of the curriculum is central to the strategic direction of many modern universities and has widespread benefits for student learning. However, these clear aspirations for internationalization of the curriculum have not been widely translated into more internationalized course content and teaching methods in the classroom,…

  7. Putting Technological, Pedagogical, and Content Knowledge (TPACK) in Action: An Integrated TPACK-Design-Based Learning (DBL) Approach

    Science.gov (United States)

    Baran, Evrim; Uygun, Erdem

    2016-01-01

    Design-based learning (DBL) has been considered a useful approach in teacher education because of its emphasis on the investigation of technology integration problems in design processes. Despite recent interest in understanding how technological, pedagogical, and content knowledge (TPACK) translates to action, limited research exists on how TPACK…

  8. Mathematics Teachers' Development, Exploration, and Advancement of Technological Pedagogical Content Knowledge in the Teaching and Learning of Algebra

    Science.gov (United States)

    Richardson, Sandra

    2009-01-01

    This article describes experiences from a professional development project designed to prepare in-service eighth-grade mathematics teachers to develop, explore, and advance technological pedagogical content knowledge (TPCK) in the teaching and learning of Algebra I. This article describes the process of the participating teachers' mathematical…

  9. Conversion of Provider EMR Training from Instructor-Led Training to eLearning at an Academic Medical Center.

    Science.gov (United States)

    Sharp, Karen; Williams, Michele; Aldrich, Alison; Bogacz, Adrienne; Denier, Sighle; McAlearney, Ann S

    2017-07-26

    This case study overviews the conversion of provider training of the electronic medical record (EMR) from an instructor-led training (ILT) program to eLearning at an Academic Medical Center (AMC). This conversion provided us with both a useful training tool and the opportunity to maximize efficiency within both our training and optimization team and organization. eLearning Development Principles were created and served as a guide to assist us with designing an eLearning curriculum using a five step process. The result was a new training approach that allowed learners to complete training at their own pace, and even test out of sections based on demonstrated competency. The information we have leads us to believe that a substantial return on our investment can be obtained from the conversion with positive impacts that have served as the foundation for the future of end user EMR training at our AMC.

  10. Use of Lagrange Multipliers to Provide an Approximate Method for the Optimisation of a Shield Radius and Contents

    Science.gov (United States)

    Warner, Paul

    2017-09-01

    For any appreciable radiation source, such as a nuclear reactor core or radiation physics accelerator, there will be the safety requirement to shield operators from the effects of the radiation from the source. Both the size and weight of the shield need to be minimised to reduce costs (and to increase the space available for the maintenance envelope on a plant). This needs to be balanced against legal radiation dose safety limits and the requirement to reduce the dose to operators As Low As Reasonably Practicable (ALARP). This paper describes a method that can be used, early in a shield design, to scope the design and provide a practical estimation of the size of the shield by optimising the shield internals. In particular, a theoretical model representative of a small reactor is used to demonstrate that the primary shielding radius, thickness of the primary shielding inner wall and the thicknesses of two steel inner walls, can be set using the Lagrange multiplier method with a constraint on the total flux on the outside of the shielding. The results from the optimisation are presented and an RZ finite element transport theory calculation is used to demonstrate that, using the optimised geometry, the constraint is achieved.

  11. Use of Lagrange Multipliers to Provide an Approximate Method for the Optimisation of a Shield Radius and Contents

    Directory of Open Access Journals (Sweden)

    Warner Paul

    2017-01-01

    Full Text Available For any appreciable radiation source, such as a nuclear reactor core or radiation physics accelerator, there will be the safety requirement to shield operators from the effects of the radiation from the source. Both the size and weight of the shield need to be minimised to reduce costs (and to increase the space available for the maintenance envelope on a plant. This needs to be balanced against legal radiation dose safety limits and the requirement to reduce the dose to operators As Low As Reasonably Practicable (ALARP. This paper describes a method that can be used, early in a shield design, to scope the design and provide a practical estimation of the size of the shield by optimising the shield internals. In particular, a theoretical model representative of a small reactor is used to demonstrate that the primary shielding radius, thickness of the primary shielding inner wall and the thicknesses of two steel inner walls, can be set using the Lagrange multiplier method with a constraint on the total flux on the outside of the shielding. The results from the optimisation are presented and an RZ finite element transport theory calculation is used to demonstrate that, using the optimised geometry, the constraint is achieved.

  12. Supporting science learning in linguistically diverse classrooms : Factors related to the use of bilingual content in a computer-based learning environment

    NARCIS (Netherlands)

    Van Laere, E.; Agirdag, O.; van Braak, J.

    2016-01-01

    Computer-based learning environments (CBLEs) are a promising means to support language minority (LMi) students in acquiring knowledge and skills through the integration of authentic support in their home language. This study aimed to determine the use of scientific bilingual content offered to

  13. The Effect of Incorporating Good Learners' Ratings in e-Learning Content-Based Recommender System

    Science.gov (United States)

    Ghauth, Khairil Imran; Abdullah, Nor Aniza

    2011-01-01

    One of the anticipated challenges of today's e-learning is to solve the problem of recommending from a large number of learning materials. In this study, we introduce a novel architecture for an e-learning recommender system. More specifically, this paper comprises the following phases i) to propose an e-learning recommender system based on…

  14. Designing Tools and Contents for Project Based Learning with Net-Based Curriculum.

    Science.gov (United States)

    Foyn, Bent; Maus, Eirik

    This paper reviews some of the key issues of what should be the cornerstone of a project-based learning approach with information and communication technology (ICT) and net-based multimedia learning resources. It refers to the LAVA Learning project where pedagogic, learning resources and computer-based tools have been developed to support a…

  15. CASE: QUALITY OF STUDENT’S CONTENT WRITING THROUGH IMPLEMENTATION OF PROJECT BASED LEARNING MODEL IN BIOLOGY

    Directory of Open Access Journals (Sweden)

    Anita Indriani

    2017-06-01

    Full Text Available The research aims to improve the quality of student’s content writing in biology through implementation of Project Based Learning model. The research is a Classroom Action Research (CAR with the subjects of this research were students of class XI MIPA 6 SMA N 4 Surakarta are 32 learners. Research conducted by the cyclical phases: planning, implementation, observation, and reflection. The research data was collected through observation, documentation, and interviews, which are equipped with a writing rubric skills. Data validation method using triangulation techniques. Data were analyzed using qualitative descriptive analysis: reduction, presentation, and verification of data. The results showed an increase in the quality of learners writing the content for the application of the model Project Based Learning in learning biology.

  16. Providing support for problem-based learning in dentistry: the Manchester experience.

    Science.gov (United States)

    Hoad-Reddick, Gillian; Theaker, Elizabeth

    2003-02-01

    The introduction of problem-based learning (PBL) into any programme demands a period of adjustment on the part of faculty. Similarly, students new to PBL take time to adapt to what is, for the majority of them, an unfamiliar mode of learning. At Manchester, closed loop PBL is used throughout the first and second years of the dental programme; the method is interdisciplinary; there are no subject boundaries. Dental students work in groups of between 10 and 15, facilitated by a tutor from the Department of Biological Sciences, to research topics and share information in a mutually supportive environment. Each week a different problem forms the focus for learning. In this paper, we seek to describe the measures introduced in response to student feedback collected via routine meetings with the senior tutor, after meetings with their academic or personal tutors and through discussion at the staff students' committee, which we at Manchester have taken to facilitate the process of adaptation to PBL. Changes have been made in the areas of recruitment, pre-admission interviewing, induction (development of an induction booklet and communication skills module) and tutorial support (overhaul of personal tutor system and introduction of peer-assisted study (PAS) and personal and academic development programmes (PADPs)). Feedback on these changes, gathered via the routes described above, has been positive and continues to be central to our processes of development in these areas. Although the various ways in which PBL has been implemented worldwide may place limits on the transferability of our methods, this paper serves to illustrate some of the means available to support students in the transition to self-directed learning. The latter is not only an essential component of PBL but also something we should be seeking to foster in all students, no matter what philosophy and method of course delivery are utilized.

  17. Providing a Safe Learning Environment for Queer Students in Canadian Schools: A Legal Analysis of Homophobic Bullying

    Science.gov (United States)

    Anderson, James

    2014-01-01

    This article reviews Canadian administrative law regarding homophobic bullying and school board decision making. Depending on the provincial legislation, school boards either have a mandatory or a discretionary duty to provide queer students with a safe learning environment. However, Canadian case law has arguably limited that discretion. Recent…

  18. STEMs: A Proposal for Calibrated Classroom Assessments That Increase Student Motivation and Provide Authentic Evaluation of Student Learning

    Science.gov (United States)

    Murrieta, Hector; Amerson, Gordon

    2011-01-01

    The purpose of this study was to validate the development and proposal of what the authors call STEMs (Standards Tests to Evaluate Mastery) and have defined them as calibrated classroom assessments that increase student motivation and provide authentic evaluation of student learning. Theoretical and empirical research on classroom assessment and…

  19. Sixth Grade Students' Content-Specific Competencies and Challenges in Learning the Seasons Through Modeling

    Science.gov (United States)

    Sung, Ji Young; Oh, Phil Seok

    2017-06-01

    Recent science education reform initiatives suggest that learning in science should be organized on the basis of scientists' actual practices including the development and use of models. In line with this, the current study adapted three types of modeling practices to teach two Korean 6th grade science classes the causes of the Earth's seasons. Specifically, the study aimed to identify the students' content-specific competencies and challenges based on fine-grained descriptions and analyses of two target groups' cases. Data included digital recordings of modeling-based science lessons in the two classes, the teacher's and students' artifacts, and interviews with the students. These multiple types of data were analyzed complementarily and qualitatively. It was revealed that the students had a competency in constructing models to generate the desired phenomenon (i.e., seasons). They had difficulty, however, in considering the tilt of the Earth's rotation axis as a cause of the seasons and in finding a proper way of representing the Sun's meridian altitude on a globe. But, when the students were helped and guided by the teacher and peers' interventions, they were able to revise their models in alignment with the scientific understanding of the seasons. Based on these findings, the teacher's pedagogical roles, which include using student competencies as resources, asking physical questions, and explicit guidance on experimentation skills, were recommended to support successful incorporations of modeling practices in the science classroom.

  20. A Multilingual System for Cyberbullying Detection: Arabic Content Detection using Machine Learning

    Directory of Open Access Journals (Sweden)

    Batoul Haidar

    2017-12-01

    Full Text Available With the abundance of Internet and electronic devices bullying has moved its place from schools and backyards into cyberspace; to be now known as Cyberbullying. Cyberbullying is affecting a lot of children around the world, especially Arab countries. Thus concerns from cyberbullying are rising. A lot of research is ongoing with the purpose of diminishing cyberbullying. The current research efforts are focused around detection and mitigation of cyberbullying. Previously, researches dealt with the psychological effects of cyberbullying on the victim and the predator. A lot of research work proposed solutions for detecting cyberbullying in English language and a few more languages, but none till now covered cyberbullying in Arabic language. Several techniques contribute in cyberbullying detection, mainly Machine Learning (ML and Natural Language Processing (NLP. This journal extends on a previous paper to elaborate on a solution for detecting and stopping cyberbullying. It first presents a thorough survey for the previous work done in cyberbullying detection. Then a solution that focuses on detecting cyberbullying in Arabic content is displayed and assessed.

  1. Innovations in basic life support education for healthcare providers: improving competence in cardiopulmonary resuscitation through self-directed learning.

    Science.gov (United States)

    Cason, Carolyn L; Kardong-Edgren, Suzan; Cazzell, Mary; Behan, Deborah; Mancini, Mary Elizabeth

    2009-01-01

    Providing cardiopulmonary resuscitation is an essential competency for nurses. Nurse educators involved in staff development and continuing education spend numerous hours offering basic life support courses and conducting performance improvement activities such as mock codes. This study provides evidence that cardiopulmonary resuscitation performance skills using self-directed learning methods are as good as or, on a number of parameters, better than those achieved with a more resource- and time-intensive traditional approach.

  2. Improving student learning via mobile phone video content: Evidence from the BridgeIT India project

    Science.gov (United States)

    Wennersten, Matthew; Quraishy, Zubeeda Banu; Velamuri, Malathi

    2015-08-01

    Past efforts invested in computer-based education technology interventions have generated little evidence of affordable success at scale. This paper presents the results of a mobile phone-based intervention conducted in the Indian states of Andhra Pradesh and Tamil Nadu in 2012-13. The BridgeIT project provided a pool of audio-visual learning materials organised in accordance with a system of syllabi pacing charts. Teachers of Standard 5 and 6 English and Science classes were notified of the availability of new videos via text messages (SMS), which they downloaded onto their phones using an open-source application and showed, with suggested activities, to students on a TV screen using a TV-out cable. In their evaluation of this project, the authors of this paper found that the test scores of children who experienced the intervention improved by 0.36 standard deviations in English and 0.98 standard deviations in Science in Andhra Pradesh, relative to students in similar classrooms who did not experience the intervention. Differences between treatment and control schools in Tamil Nadu were less marked. The intervention was also cost-effective, relative to other computer-based interventions. Based on these results, the authors argue that is possible to use mobile phones to produce a strong positive and statistically significant effect in terms of teaching and learning quality across a large number of classrooms in India at a lower cost per student than past computer-based interventions.

  3. Students' Perceptions of Teaching in Context-based and Traditional Chemistry Classrooms: Comparing content, learning activities, and interpersonal perspectives

    Science.gov (United States)

    Overman, Michelle; Vermunt, Jan D.; Meijer, Paulien C.; Bulte, Astrid M. W.; Brekelmans, Mieke

    2014-07-01

    Context-based curriculum reforms in chemistry education are thought to bring greater diversity to the ways in which chemistry teachers organize their teaching. First and foremost, students are expected to perceive this diversity. However, empirical research on how students perceive their teacher's teaching in context-based chemistry classrooms, and whether this teaching differs from traditional chemistry lessons, is scarce. This study aims to develop our understanding of what teaching looks like, according to students, in context-based chemistry classrooms compared with traditional chemistry classrooms. As such, it might also provide a better understanding of whether teachers implement and attain the intentions of curriculum developers. To study teacher behaviour we used three theoretical perspectives deemed to be important for student learning: a content perspective, a learning activities perspective, and an interpersonal perspective. Data were collected from 480 students in 24 secondary chemistry classes in the Netherlands. Our findings suggest that, according to the students, the changes in teaching in context-based chemistry classrooms imply a lessening of the emphasis on fundamental chemistry and the use of a teacher-centred approach, compared with traditional chemistry classrooms. However, teachers in context-based chemistry classrooms seem not to display more 'context-based' teaching behaviour, such as emphasizing the relation between chemistry, technology, and society and using a student-centred approach. Furthermore, students in context-based chemistry classrooms perceive their teachers as having less interpersonal control and showing less affiliation than teachers in traditional chemistry classrooms. Our findings should be interpreted in the context of former and daily experiences of both teachers and students. As only chemistry is reformed in the schools in which context-based chemistry is implemented, it is challenging for both students and teachers to

  4. But science is international! Finding time and space to encourage intercultural learning in a content-driven physiology unit.

    Science.gov (United States)

    Etherington, Sarah J

    2014-06-01

    Internationalization of the curriculum is central to the strategic direction of many modern universities and has widespread benefits for student learning. However, these clear aspirations for internationalization of the curriculum have not been widely translated into more internationalized course content and teaching methods in the classroom, particularly in scientific disciplines. This study addressed one major challenge to promoting intercultural competence among undergraduate science students: finding time to scaffold such learning within the context of content-heavy, time-poor units. Small changes to enhance global and intercultural awareness were incorporated into existing assessments and teaching activities within a second-year biomedical physiology unit. Interventions were designed to start a conversation about global and intercultural perspectives on physiology, to embed the development of global awareness into the assessment and to promote cultural exchanges through peer interactions. In student surveys, 40% of domestic and 60% of international student respondents articulated specific learning about interactions in cross-cultural groups resulting from unit activities. Many students also identified specific examples of how cultural beliefs would impact on the place of biomedical physiology within the global community. In addition, staff observed more widespread benefits for student engagement and learning. It is concluded that a significant development of intercultural awareness and a more global perspective on scientific understanding can be supported among undergraduates with relatively modest, easy to implement adaptations to course content.

  5. Does the use of a university lecturer as a visiting tutor support learning and assessment during physiotherapy students' clinical placements? A survey of higher education institution providers.

    Science.gov (United States)

    Dean, M; Levis, A

    2016-12-01

    To establish the rationale for using a lecturer as a visiting tutor, and to identify the activities undertaken during clinical placements to support student learning and assessment in practice. A secure electronic survey was used to incorporate qualitative and quantitative data collection procedures. Thirty-three higher education institution (HEI) providers of physiotherapy education in the UK, registered with the Chartered Society of Physiotherapy. UK HEI physiotherapy placement coordinators. A questionnaire was used to examine HEI perceptions. A pilot focus group consultation informed the questionnaire content. Surveys were analysed based on the proportion of responses to closed questions on an adapted Likert scale, with further thematic analysis of open questions. All 25 respondents (25/33, 76%) indicated their provision of support for students and clinical educators throughout their clinical placements. 'Face-to-face' engagement during the placement visit was viewed as essential to guide the clinical educator to provide a consistent approach to learning and assessment strategies; ensuring cohesion between theoretical and clinical components of the curriculum was viewed as a core objective by visiting academic tutors. However, the emergent themes highlighted key differences between HEIs' perspectives of what this support for clinical placement learning should entail. The majority of HEIs endorse the use of a lecturer as a visiting tutor to inform and maintain the standard of learning and assessment within the clinical placement. However, the value of this interaction requires confirmation via other stakeholders, and exploration of other forms of non-face-to-face support processes warrant further investigation. Copyright © 2015 Chartered Society of Physiotherapy. Published by Elsevier Ltd. All rights reserved.

  6. Virtual environments of teaching and learning. Content to systematize the process of professional development of teachers

    Directory of Open Access Journals (Sweden)

    Felipe Manuel León-Cáceres

    2016-05-01

    Full Text Available The virtual teaching-learning are an expression of the use of information technology and communication in the educational field, since they have become for education a necessity and imperative to contextualize them in line with scientific and technical development. It is therefore of great importance for science teaching, promote professional development for teachers in the use of virtual environments, so that they assume responsibility perform their profession, for future graduates require to use them in their jobs and they have become an inexhaustible source of knowledge and know-how. Why this paper aims to provide some pedagogical reflections on the teaching model of systematization of the professional development of teachers to use virtual environments as a result of a doctoral thesis.

  7. Enhancing Collaborative Learning in Web 2.0-Based E-Learning Systems: A Design Framework for Building Collaborative E-Learning Contents

    Science.gov (United States)

    El Mhouti, Abderrahim; Nasseh, Azeddine; Erradi, Mohamed; Vasquèz, José Marfa

    2017-01-01

    Today, the implication of Web 2.0 technologies in e-learning allows envisaging new teaching and learning forms, advocating an important place to the collaboration and social interaction. However, in e-learning systems, learn in a collaborative way is not always so easy because one of the difficulties when arranging e-learning courses can be that…

  8. P Status In Andisol And P Content In Arabica Coffee Seedling Leaves Due To The Application Of Phosphate Providing Microorganisms And Organic Matters In Bener Meriah District

    Directory of Open Access Journals (Sweden)

    Hifnalisa

    2017-09-01

    Full Text Available Bener Meriah district is one of the arabica coffee producing regions in Indonesia. Most of arabica coffee in Bener Meriah district grown on Andisol. Generally the availability of P in Andisol is very low. Phosphate providing microorganisms and organic matters can be used to increase Andisol P availability. The objective of this study was to examine the effect of the application of phosphate providing microorganisms and organic matters on P status in Andisol and P content in arabica coffee seedlings leaves in Bener Meriah district. The experiment used a randomized block design that consisted of two factors. Factor I was the application of phosphate providing microorganisms consisting of without microorganisms Glomus sp. Kurthia sp. Corynebacterium sp. and Listeria sp. Factor II was the application of organic matters consisting of T. diversifolia and coffee bean skins. The results of the study showed that Glomus sp. Kurthia sp. Corynebacterium sp. and Listeria sp. decreased soil P-retention by 2.38 5.12 7.48 9.17 respectively increased soil P-available by 24.85 36.03 52.79 77.33 respectively and increased P-content in the arabica coffee seedling leaves by 22.22 33.33 37.0372.27 respectively compared to without the application of microorganisms. The application of coffee bean skins resulted in lower soil P-retention higher soil P-available and P-content in arabica coffee seedling leaves than T. diversifolia. The application of Listeria sp.-coffee bean skins resulted in the lowest soil P-retention the highest soil P-available and P-content in arabica coffee seedlings leaves.

  9. Providing for the Future: Providers' Views on Apprenticeship Reform

    Science.gov (United States)

    McCrone, Tami; Sims, David; Gladding, Cath

    2016-01-01

    Apprenticeships are currently undergoing reform in England. Funding mechanisms and the content of Apprenticeship programmes are being restructured. NFER and the Association of Employment and Learning Providers (AELP) have carried out a joint research project to inform future policy and practice with evidence on how providers of Apprenticeships are…

  10. An Overview of Mobile Assisted Language Learning: From Content Delivery to Supported Collaboration and Interaction

    Science.gov (United States)

    Kukulska-Hulme, Agnes; Shield, Lesley

    2008-01-01

    Mobile learning is undergoing rapid evolution. While early generations of mobile learning tended to propose activities that were carefully crafted by educators and technologists, learners are increasingly motivated by their personal learning needs, including those arising from greater mobility and frequent travel. At the same time, it is often…

  11. With task experience students learn to ignore the content, not just the location of irrelevant information

    NARCIS (Netherlands)

    G.J. Rop (Gert Jan); P.P.J.L. Verkoeijen (Peter); T.A.J.M. van Gog (Tamara)

    2017-01-01

    textabstractPresentation of irrelevant additional information hampers learning. However, using a word-learning task, recent research demonstrated that an initial negative effect of mismatching pictures on learning no longer occurred once learners gained task experience. It is unclear, however,

  12. With task experience students learn to ignore the content, not just the location of irrelevant information

    NARCIS (Netherlands)

    G.J. Rop; P.P.J.L. Verkoeijen; T. van Gog

    2017-01-01

    Presentation of irrelevant additional information hampers learning. However, using a word-learning task, recent research demonstrated that an initial negative effect of mismatching pictures on learning no longer occurred once learners gained task experience. It is unclear, however, whether learners

  13. Scientists Delivering EPO Content - Lessons Learned and Advice from the Trenches

    Science.gov (United States)

    Petro, N. E.

    2012-12-01

    The need for scientists to participate in Education and Public Outreach events has perhaps never been greater than it is now. Between the need for schools to provide accurate science content to their students, the prevalence of misconceptions in the public regarding science issues, and communicating to the tax paying public what is being done on federally funded projects, it critically important that scientists be engaged in communicating with the public. However, the demand on a scientist's time to perform such activities, which are typically outside the scope of work for many professionals, can be taxing and presents roadblocks to performing such activities. While there may not be an optimal method for how to address the conflict between the time and demand to perform EPO activities, there are several possible approaches that may both reduce the impact on the scientist and provide maximum impact to the EPO community. One, do you really want to participate in EPO activities, knowing that it will require an amount of time and effort to perform and are there ways to ensure that the effort will be recognized as part of your job? In both cases, if the answer is no, it is probably not wise to continue, unless the scope of your job can be expanded. Two, it is vitally important to work with an EPO professional (if one exists at your location) and set realistic expectations for how much you are willing to do over a month/year. It is also important to work with an EPO professional to develop appropriate content for the audiences you'd work with. Ultimately, identifying an EPO professional that you can work with to both structure your involvement and develop an approach to EPO is vital. In the case where no such support is available, it is critical that you understand your audience and what they expect and need in order to understand the message. Three, funding opportunities often exist where EPO content can be developed in partnership with an EPO professional and present

  14. Language Learning and Its Impact on the Brain: Connecting Language Learning with the Mind through Content-Based Instruction

    Science.gov (United States)

    Kennedy, Teresa J.

    2006-01-01

    Cognitive sciences are discovering many things that educators have always intuitively known about language learning. However, the important point is actively using this new information to improve both students learning and current teaching practices. The implications of neuroscience for educational reform regarding second language (L2) learning…

  15. Examining the content of weight, nutrition and physical activity advices provided by Dutch practice nurses in primary care: analysis of videotaped consultations.

    Science.gov (United States)

    van Dillen, S M E; Noordman, J; van Dulmen, S; Hiddink, G J

    2014-01-01

    To examine the content of Dutch practice nurses' (PNs') advices about weight, nutrition and physical activity to overweight and obese patients. A 100 videotaped real-life PN consultations (The Netherlands, 2010/2011) with overweight or obese patients were selected. An observational checklist was developed to assess frequency and content. Personalization of advices was scored, as also the guidelines on which PNs based their advices. Content analysis was used to identify different categories of advices. About one quarter of advices concerned weight, over two-thirds nutrition and one-third physical activity. Lose weight, eat less fat and be more physically active in general were the main categories for each type of advice. Despite high clarity of advices, lower scores were found for specificity and personalization. Very few nutrition advices were provided in combination with physical activity advices. Weight advices often related to the patient's complaint. PNs seldom set a concrete weight goal. Although benefits of physical activity were discussed, often no practical advices were provided about how to achieve this. Integrated lifestyle advice was not common: advices about nutrition and physical activity were fragmented throughout the consultation. Obesity prevention needs more emphasis in PNs' educational programs.

  16. Self-Directed Learning to Improve Science Content Knowledge for Teachers

    Science.gov (United States)

    van Garderen, Delinda; Hanuscin, Deborah; Thomas, Cathy Newman; Stormont, Melissa; Lee, Eun J.

    2017-01-01

    Students with disabilities often struggle in science and underperform in this important content area when compared to their typical peers. Unfortunately, many special educators have had little preparation to develop science content knowledge or skills in methods for teaching science. Despite their lack of content knowledge, special educators are…

  17. Ectopic eyes outside the head in Xenopus tadpoles provide sensory data for light-mediated learning.

    Science.gov (United States)

    Blackiston, Douglas J; Levin, Michael

    2013-03-15

    A major roadblock in the biomedical treatment of human sensory disorders, including blindness, has been an incomplete understanding of the nervous system and its ability to adapt to changes in sensory modality. Likewise, fundamental insight into the evolvability of complex functional anatomies requires understanding brain plasticity and the interaction between the nervous system and body architecture. While advances have been made in the generation of artificial and biological replacement components, the brain's ability to interpret sensory information arising from ectopic locations is not well understood. We report the use of eye primordia grafts to create ectopic eyes along the body axis of Xenopus tadpoles. These eyes are morphologically identical to native eyes and can be induced at caudal locations. Cell labeling studies reveal that eyes created in the tail send projections to the stomach and trunk. To assess function we performed light-mediated learning assays using an automated machine vision and environmental control system. The results demonstrate that ectopic eyes in the tail of Xenopus tadpoles could confer vision to the host. Thus ectopic visual organs were functional even when present at posterior locations. These data and protocols demonstrate the ability of vertebrate brains to interpret sensory input from ectopic structures and incorporate them into adaptive behavioral programs. This tractable new model for understanding the robust plasticity of the central nervous system has significant implications for regenerative medicine and sensory augmentation technology.

  18. Leveraging open-source technology and adapting open eLearning content to improve the knowledge and motivation of Ghana’s rural nurses

    Directory of Open Access Journals (Sweden)

    Lisa Mwaikambo

    2016-03-01

    Full Text Available Access to training opportunities is strongly correlated with health workers’ motivation because it enables health workers to take on more challenging duties. Mobile technology can be leveraged for professional development support by providing access to open education resources. Community Health Nurses (CHNs in Ghana are the frontline health workers of the Ghana Health Service (GHS and play a vital role in extending maternal and child health care to rural communities. However, as the lowest credentialed nurses, they are at the bottom of the GHS hierarchy. CHNs have limited opportunities for career advancement and report challenges with isolation and lack of resources. Leveraging open-source technology platforms and open eLearning content, the Care Community Hub (CCH project sought to address these barriers in CHN motivation by developing and deploying a mobile application (app, CHN on the Go, to CHNs in five rural districts. The app supports CHNs through tools for continuous learning, diagnostic decision-making, and improved nurse-supervisor interactions. This paper focuses on the adaptation and use of the open eLearning content to address CHNs’ motivation challenges and, ultimately, improve their knowledge and job performance as a result of having access to open education resources.

  19. LEARNERS: Interdisciplinary Learning Technology Projects Provide Visualizations and Simulations for Use of Geospatial Data in the Classroom

    Science.gov (United States)

    Farrell, N.; Hoban, S.

    2001-05-01

    The NASA Leading Educators to Applications, Research and NASA-related Educational Resources in Science (LEARNERS) initiative supports seven projects for enhancing kindergarten-to-high school science, geography, technology and mathematics education through Internet-based products derived from content on NASA's mission. Topics incorporated in LEARNERS projects include remote sensing of the Earth for agriculture and weather/climate studies, virtual exploration of remote worlds using robotics and digital imagery. Learners are engaged in inquiry or problem-based learning, often assuming the role of an expert scientist as part of an interdisciplinary science team, to study and explain practical problems using real-time NASA data. The presentation/poster will demonstrate novel uses of remote sensing data for K-12 and Post-Secondary students. This will include the use of visualizations, tools for educators, datasets, and classroom scenarios.

  20. Relationship of biomedical science content acquisition performance to students' level of PBL group interaction: are students learning during PBL group?

    Science.gov (United States)

    Romito, Laura M; Eckert, George J

    2011-05-01

    This study assessed biomedical science content acquisition from problem-based learning (PBL) and its relationship to students' level of group interaction. We hypothesized that learning in preparation for exams results primarily from individual study of post-case learning objectives and that outcomes would be unrelated to students' group involvement. During dental curricular years 1 and 2, student-generated biomedical learning issues (LIs) were identified from six randomly chosen PBL cases. Knowledge and application of case concepts were assessed with quizzes based on the identified LIs prior to dissemination of the learning objectives. Students and facilitators were surveyed on students' level of group involvement for the assessed LI topics. Year 1 students had significantly higher assessment scores (p=0.0001). For both student classes, means were significantly higher for the recall item (Q1) than for the application item (Q2). Q1 scores increased along with the student's reported role for Year 1 (p=0.04). However, there was no relationship between the student's reported role and Q1 for Year 2 (p=0.20). There was no relationship between the student's reported role and Q2 for Year 1 (p=0.09) or Year 2 (p=0.19). This suggests that students' level of group involvement on the biomedical learning issues did not significantly impact students' assessment performance.

  1. Can 28-Month-Old Children Learn Spatial Prepositions Robustly from Pictures? Yes, When Narrative Input Is Provided.

    Science.gov (United States)

    Rohlfing, Katharina J; Nachtigäller, Kerstin

    2016-01-01

    The learning of spatial prepositions is assumed to be based on experience in space. In a slow mapping study, we investigated whether 31 German 28-month-old children could robustly learn the German spatial prepositions hinter [behind] and neben [next to] from pictures, and whether a narrative input can compensate for a lack of immediate experience in space. One group of children received pictures with a narrative input as a training to understand spatial prepositions. In two further groups, we controlled (a) for the narrative input by providing unconnected speech during the training and (b) for the learning material by training the children on toys rather than pictures. We assessed children's understanding of spatial prepositions at three different time points: pretest, immediate test, and delayed posttest. Results showed improved word retention in children from the narrative but not the control group receiving unconnected speech. Neither of the trained groups succeeded in generalization to novel referents. Finally, all groups were instructed to deal with untrained material in the test to investigate the robustness of learning across tasks. None of the groups succeeded in this task transfer.

  2. Informal Adult Learning and Emotion Work of Service Providers for Refugee Claimants

    Science.gov (United States)

    Brigham, Susan M.; Baillie Abidi, Catherine; Tastsoglou, Evangelia; Lange, Elizabeth

    2015-01-01

    Like the immigrant clients they serve, service providers have been overlooked in adult education literature, yet their roles are crucial for addressing the serious concerns of refugees and refugee claimants who flee their home countries hoping to find safe refuge in another country.

  3. Science in Sync: Integrating Science with Literacy Provides Rewarding Learning Opportunities in Both Subjects

    Science.gov (United States)

    Wallace, Carolyn S.; Coffey, Debra

    2016-01-01

    The "Next Generation Science Standards'" ("NGSS") eight scientific and engineering practices invite teachers to develop key investigative skills while addressing important disciplinary science ideas (NGSS Lead States 2013). The "NGSS" can also provide direct links to "Common Core English Language Arts…

  4. Advanced Cell Classifier: User-Friendly Machine-Learning-Based Software for Discovering Phenotypes in High-Content Imaging Data.

    Science.gov (United States)

    Piccinini, Filippo; Balassa, Tamas; Szkalisity, Abel; Molnar, Csaba; Paavolainen, Lassi; Kujala, Kaisa; Buzas, Krisztina; Sarazova, Marie; Pietiainen, Vilja; Kutay, Ulrike; Smith, Kevin; Horvath, Peter

    2017-06-28

    High-content, imaging-based screens now routinely generate data on a scale that precludes manual verification and interrogation. Software applying machine learning has become an essential tool to automate analysis, but these methods require annotated examples to learn from. Efficiently exploring large datasets to find relevant examples remains a challenging bottleneck. Here, we present Advanced Cell Classifier (ACC), a graphical software package for phenotypic analysis that addresses these difficulties. ACC applies machine-learning and image-analysis methods to high-content data generated by large-scale, cell-based experiments. It features methods to mine microscopic image data, discover new phenotypes, and improve recognition performance. We demonstrate that these features substantially expedite the training process, successfully uncover rare phenotypes, and improve the accuracy of the analysis. ACC is extensively documented, designed to be user-friendly for researchers without machine-learning expertise, and distributed as a free open-source tool at www.cellclassifier.org. Copyright © 2017 Elsevier Inc. All rights reserved.

  5. A comparison of numerical and machine-learning modeling of soil water content with limited input data

    Science.gov (United States)

    Karandish, Fatemeh; Šimůnek, Jiří

    2016-12-01

    Soil water content (SWC) is a key factor in optimizing the usage of water resources in agriculture since it provides information to make an accurate estimation of crop water demand. Methods for predicting SWC that have simple data requirements are needed to achieve an optimal irrigation schedule, especially for various water-saving irrigation strategies that are required to resolve both food and water security issues under conditions of water shortages. Thus, a two-year field investigation was carried out to provide a dataset to compare the effectiveness of HYDRUS-2D, a physically-based numerical model, with various machine-learning models, including Multiple Linear Regressions (MLR), Adaptive Neuro-Fuzzy Inference Systems (ANFIS), and Support Vector Machines (SVM), for simulating time series of SWC data under water stress conditions. SWC was monitored using TDRs during the maize growing seasons of 2010 and 2011. Eight combinations of six, simple, independent parameters, including pan evaporation and average air temperature as atmospheric parameters, cumulative growth degree days (cGDD) and crop coefficient (Kc) as crop factors, and water deficit (WD) and irrigation depth (In) as crop stress factors, were adopted for the estimation of SWCs in the machine-learning models. Having Root Mean Square Errors (RMSE) in the range of 0.54-2.07 mm, HYDRUS-2D ranked first for the SWC estimation, while the ANFIS and SVM models with input datasets of cGDD, Kc, WD and In ranked next with RMSEs ranging from 1.27 to 1.9 mm and mean bias errors of -0.07 to 0.27 mm, respectively. However, the MLR models did not perform well for SWC forecasting, mainly due to non-linear changes of SWCs under the irrigation process. The results demonstrated that despite requiring only simple input data, the ANFIS and SVM models could be favorably used for SWC predictions under water stress conditions, especially when there is a lack of data. However, process-based numerical models are undoubtedly a

  6. Adaptive learning and testing with learning objects

    OpenAIRE

    Yau, Jane Yin-Kim; Joy, Mike

    2004-01-01

    Learning objects are pedagogic software components which are interoperable, exchangeable and reusable between web-based learning environments, and adaptive learning and testing can provide each student with personalized learning content or assessment questions. In this paper, we describe our existing adaptive authoring tool which can be used to convert a non-adaptive course into an adaptive one which uses learning objects. Learning material can be reused in our framework which consists of les...

  7. The effect of a specialized content knowledge workshop on teaching and learning Basic Life Support in elementary school: A cluster randomized controlled trial.

    Science.gov (United States)

    Iserbyt, Peter; Theys, Lieselot; Ward, Phillip; Charlier, Nathalie

    2017-03-01

    Research investigating the effect of specialised content knowledge (SCK) on teaching and learning Basic Life Support (BLS) is lacking. To investigate the effect of a specialised content knowledge workshop on teaching behaviour, lesson context and student learning of BLS. Specialised content knowledge comprises knowledge of content progressions, skill analysis, and how to correct common errors. A cluster randomized controlled trial. Ten elementary teachers from three schools were assigned to a common content knowledge (n=4) and specialized content knowledge condition (n=6). Common content knowledge teachers received a 50-min BLS workshop focused on learning BLS. Next to learning BLS, specialised content knowledge teachers also practised the teaching of BLS focussing on skill progressions, skill analysis and how to correct common errors children would likely make. Teachers then taught one BLS lesson and their behaviour together with lesson context was collected through direct observation. BLS performance of 203 children (mean age: 11.3 years) was individually assessed immediately after the lesson. Students taught by specialised content knowledge teachers spent more time practising BLS (57% vs 30%), were less engaged in cognitive activities (29% vs 55%) and achieved a significantly higher BLS performance (62% vs 57%) compared to students taught by common content knowledge teachers, Pteachers on average gave more feedback (31 vs 19). This study demonstrates that a 50-min workshop with a focus on specialised content knowledge impacted teachers' in-class behaviour, which in turn significantly improved students' BLS performance. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

  8. A Didactic Analysis of Student Content Learning during the Reciprocal Style of Teaching

    Science.gov (United States)

    Hennings, John; Wallhead, Tristan; Byra, Mark

    2010-01-01

    Peer-assisted learning (PAL) strategies, such as the reciprocal style of teaching, have been shown to be effective in developing motor skills. Despite this research, little is currently understood of how PAL strategies influence the teaching-learning process. The purpose of this study was to use a didactic methodology (Amade-Escot, 2005) to…

  9. Dynamic Educational e-Content Selection Using Multiple Criteria in Web-Based Personalized Learning Environments.

    Science.gov (United States)

    Manouselis, Nikos; Sampson, Demetrios

    This paper focuses on the way a multi-criteria decision making methodology is applied in the case of agent-based selection of offered learning objects. The problem of selection is modeled as a decision making one, with the decision variables being the learner model and the learning objects' educational description. In this way, selection of…

  10. Increasing Interoperability of E-Learning Content in Moodle within a Franco-Arabo Educative Context

    Science.gov (United States)

    El Harrassi, Souad; Labour, Michel

    2010-01-01

    This article examines how Moodle, as an open-source Learning Management System, can be made more interoperable. The authors tested two software standards, LAMS and RELOAD, compatible with socio-constructivism norms. The analysis showed that pedagogic activities created with the LAMS-IMS Learning Design Level A Format are useable with Moodle but…

  11. Information Security Trends and Issues in the Moodle E-Learning Platform: An Ethnographic Content Analysis

    Science.gov (United States)

    Schultz, Christopher

    2012-01-01

    Empirical research on information security trends and practices in e-learning is scarce. Many articles that have been published apply basic information security concepts to e-learning and list potential threats or propose frameworks for classifying threats. The purpose of this research is to identify, categorize and understand trends and issues in…

  12. A Didactic Analysis of Content Development during Cooperative Learning in Primary Physical Education

    Science.gov (United States)

    Wallhead, Tristan; Dyson, Ben

    2017-01-01

    The purpose of this study was to use the Joint Action Studies in Didactics (JASD) to understand how teachers' and students' interactions co-construct knowledge during Cooperative Learning (CL). The basis of CL is that students learn with and from each other through a structured interdependent relationship. A case study approach was used to examine…

  13. Didactic Content of Constructively-Projective Function of Students Learning: The Extrapolation in Information Technology

    Science.gov (United States)

    Kutuev, Ruslan A.; Nuriyeva, Elvira N.; Safiullina, Tatyana R.; Kryukova, Nina I.; Tagirova, Nataliya P.; Karpenko, Galina V.

    2016-01-01

    The relevance of the study is conditioned by a radical impact on the learning process of the university by information technology, which put start a new phase in its transformation. According to experts at the present time the main factor of efficiency of university's activity becomes the expansion of students' learning activities, realized on the…

  14. Effects of embodied learning and digital platform on the retention of physics content: Centripetal force

    NARCIS (Netherlands)

    Johnson-Glenberg, M.C.; Megowan-Romanowicz, C.; Birchfield, D.A.; Savio-Ramos, C.

    2016-01-01

    Embodiment theory proposes that knowledge is grounded in sensorimotor systems, and that learning can be facilitated to the extent that lessons can be mapped to these systems. This study with 109 college-age participants addresses two overarching questions: a) how are immediate and delayed learning

  15. Clear Goals, Clear Results: Content-Focused Routines Support Learning for Everyone--Including Coaches

    Science.gov (United States)

    Bickel, Donna DiPrima; Bernstein-Danis, Tabetha; Matsumura, Lindsay Clare

    2014-01-01

    Learning how to give effective feedback can be a difficult task for teacher leaders. This is especially true for what is called "hard feedback"--that is, feedback that challenges the teacher's practice and therefore may cause some level of professional discomfort. Educators at the University of Pittsburgh's Institute for Learning have…

  16. The Role of Business Education Provided Through Lifelong Learning in Enhancing Profesional Competencies. Evidence from the Eu-27 Dataset

    Directory of Open Access Journals (Sweden)

    Vlad Dumitrache

    2014-08-01

    Full Text Available This paper examines the macroeconomic implications of business education provided by the process of lifelong learning, based on a panel dataset comprising the EU-27 countries. Business education is a valuable component of adult education, and the lifelong learning represents the main channel facilitating the transfer of this knowledge. A number of three panel regression models are conducted separately for the New Member States (NMS and Old Member States (OMS. The positive effects of business education on economic growth and duration of working life are found to be more significant and powerful in the NMS than in the OMS. The empirical analysis also shows that business education is a determinant of the subjective poverty reduction only in the OMS, while the third-level education attainment contributes to the poverty reduction in the NMS, only when been accompanied by business education.

  17. Primary Contextualization of Science Learning through Immersion in Content-Rich Settings

    Science.gov (United States)

    Giamellaro, Michael

    2014-11-01

    This paper reports on a study of primary contextualization processes during science immersion trips and the resultant student learning. Four High School Ecology classes (n = 67) and teachers participated. Through a pre-/post-assessment of science concept knowledge (Pathfinder Network Modeling) and follow-up interviews with students, it was determined that (1) significant learning was associated with these immersion experiences, though overcontextualization was problematic for some, (2) there was a positive interaction between degree of contextualization (primary vs. secondary) and degree of learning, and (3) key primary contextualization processes included the situating of knowledge in time and place as well as the collection of personalized visual or embodied evidence for science concepts. The study contributes to our understanding of contextualization in the learning process and has the potential to inform field, classroom, and virtual learning environments.

  18. The Anatomy of Human Trafficking: Learning About the Blues: A Healthcare Provider's Guide.

    Science.gov (United States)

    Stevens, Meriam; Berishaj, Kelly

    2016-01-01

    Human trafficking is a major global public health concern. It is a grave crime that violates human rights. Contrary to healthcare providers' perceptions, victims of human trafficking come in contact with the healthcare system while being trafficked, with the emergency department being the most frequented setting for medical treatment. In this article, we explore the anatomy of human trafficking, including the scope of the problem, definitions, and types and elements of human trafficking. The roles of clinicians, particularly emergency department nurses and advanced practice nurses, in screening and identifying those at risk are examined. Clinical practice tools and guidelines that may be used by clinicians to guide the treatment of human trafficking victims are reviewed. Finally, current strategies and resources that address human trafficking are presented. For the purpose of this article, the terms "human trafficking" or "trafficking" will be used throughout.

  19. Learning from Rookie Mistakes: Critical Incidents in Developing Pedagogical Content Knowledge for Teaching Science to Teachers

    Science.gov (United States)

    Cite, Suleyman; Lee, Eun; Menon, Deepika; Hanuscin, Deborah L.

    2017-01-01

    While there is a growing literature focused on doctoral preparation for teaching about science teaching, rarely have recommendations extended to preparation for teaching science content to teachers. We three doctoral students employ self-study as a research methodology to investigate our developing pedagogical content knowledge for teaching…

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

    NARCIS (Netherlands)

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

    2015-01-01

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

  1. Trends in Studies on Virtual Learning Environments in Turkey between 1996-2014 Years: A Content Analysis

    Directory of Open Access Journals (Sweden)

    Veysel DEMIRER

    2016-10-01

    Full Text Available This study aims to review studies on virtual learning environments in Turkey through the content analysis method. 63 studies consisting of thesis, articles and proceedings published in Turkish and English between 1996-2014 years were analyzed. It was observed that "Second Life" was mostly preferred as the virtual learning environment. Literature review and quantitative research methods were mostly preferred in the studies respectively. Most of these studies used surveys to collect the data and sample size in most studies was between 31-100 participants. Mostly, participants were undergraduate students, and purposive and convenience sampling method were preferred in the studies. The data was mostly analyzed using quantitative descriptive analysis method. The most studied variable was academic achievement and the least one was the cognitive load. The studies yielded varying results owning to their study purposes and showed that virtual learning environments fostered student academic success, diminished the cognitive load by concretizing the concepts and ensured social and collaborative learning. The findings of this study might guide researchers aiming to employ virtual learning environments in their educational studies.

  2. Effects of learning content in context on knowledge acquisition and recall: a pretest-posttest control group design.

    Science.gov (United States)

    Bergman, Esther M; de Bruin, Anique B H; Vorstenbosch, Marc A T M; Kooloos, Jan G M; Puts, Ghita C W M; Leppink, Jimmie; Scherpbier, Albert J J A; van der Vleuten, Cees P M

    2015-08-15

    It is generally assumed that learning in context increases performance. This study investigates the relationship between the characteristics of a paper-patient context (relevance and familiarity), the mechanisms through which the cognitive dimension of context could improve learning (activation of prior knowledge, elaboration and increasing retrieval cues), and test performance. A total of 145 medical students completed a pretest of 40 questions, of which half were with a patient vignette. One week later, they studied musculoskeletal anatomy in the dissection room without a paper-patient context (control group) or with (ir)relevant-(un)familiar context (experimental groups), and completed a cognitive load scale. Following a short delay, the students completed a posttest. Surprisingly, our results show that students who studied in context did not perform better than students who studied without context. This finding may be explained by an interaction of the participants' expertise level, the nature of anatomical knowledge and students' approaches to learning. A relevant-familiar context only reduced the negative effect of learning the content in context. Our results suggest discouraging the introduction of an uncommon disease to illustrate a basic science concept. Higher self-perceived learning scores predict higher performance. Interestingly, students performed significantly better on the questions with context in both tests, possibly due to a 'framing effect'. Since studies focusing on the physical and affective dimensions of context have also failed to find a positive influence of learning in a clinically relevant context, further research seems necessary to refine our theories around the role of context in learning.

  3. The transition from learner to provider/teacher: The learning needs of new orthopaedic consultants

    Directory of Open Access Journals (Sweden)

    Elliot Katy

    2005-05-01

    Full Text Available Abstract Background Given the relatively sudden change from learner to teacher-provider that new consultants experience and the likely clinical and managerial challenges this may pose, there is a relative dearth of research into the problems they may have in relation to their new roles, or how supported they feel by senior colleagues acting in a mentoring role. This research sought to determine new consultants views on the quality and relevance of their training, its relationship to their confidence in clinical and managerial skills and their views on mentorship by senior colleagues. Methods Detailed postal questionnaire to new consultants using open and closed questions. Open questionnaire to established consultants to validate new consultant responses. Results Respondents felt their clinical training was good and were generally confident in most clinical skills although some perceived deficiencies in more complex procedures and specialist areas. Most lacked confidence in many managerial skills. These perceptions were verified by established consultants. Although no relationship was found between total training time or quality of training with confidence, extra training in specific sub-specialities improved confidence in these areas. While most established consultants thought that mentorship would be useful for new consultants, only 52% of them shared this view. Conclusion Training and experience in management should be given greater emphasis. There may be a need for specific, targeted training in complex procedures for doctors who experience lack of confidence in these areas. Mentorship should be offered to new consultants and recognised in the job-plan of the new consultant contract.

  4. Can Creative Podcasting Promote Deep Learning? The Use of Podcasting for Learning Content in an Undergraduate Science Unit

    Science.gov (United States)

    Pegrum, Mark; Bartle, Emma; Longnecker, Nancy

    2015-01-01

    This paper examines the effect of a podcasting task on the examination performance of several hundred first-year chemistry undergraduate students. Educational researchers have established that a deep approach to learning that promotes active understanding of meaning can lead to better student outcomes, higher grades and superior retention of…

  5. 3D-2D image registration for target localization in spine surgery: investigation of similarity metrics providing robustness to content mismatch.

    Science.gov (United States)

    De Silva, T; Uneri, A; Ketcha, M D; Reaungamornrat, S; Kleinszig, G; Vogt, S; Aygun, N; Lo, S-F; Wolinsky, J-P; Siewerdsen, J H

    2016-04-21

    In image-guided spine surgery, robust three-dimensional to two-dimensional (3D-2D) registration of preoperative computed tomography (CT) and intraoperative radiographs can be challenged by the image content mismatch associated with the presence of surgical instrumentation and implants as well as soft-tissue resection or deformation. This work investigates image similarity metrics in 3D-2D registration offering improved robustness against mismatch, thereby improving performance and reducing or eliminating the need for manual masking. The performance of four gradient-based image similarity metrics (gradient information (GI), gradient correlation (GC), gradient information with linear scaling (GS), and gradient orientation (GO)) with a multi-start optimization strategy was evaluated in an institutional review board-approved retrospective clinical study using 51 preoperative CT images and 115 intraoperative mobile radiographs. Registrations were tested with and without polygonal masks as a function of the number of multistarts employed during optimization. Registration accuracy was evaluated in terms of the projection distance error (PDE) and assessment of failure modes (PDE  >  30 mm) that could impede reliable vertebral level localization. With manual polygonal masking and 200 multistarts, the GC and GO metrics exhibited robust performance with 0% gross failures and median PDE registration to fail at a rate of >14%; however, GO maintained robustness with a 0% gross failure rate. Overall, the GI, GC, and GS metrics were susceptible to registration errors associated with content mismatch, but GO provided robust registration (median PDE  =  5.5 mm, 2.6 mm IQR) without manual masking and with an improved runtime (29.3 s). The GO metric improved the registration accuracy and robustness in the presence of strong image content mismatch. This capability could offer valuable assistance and decision support in spine level localization in a manner consistent with

  6. 3D-2D image registration for target localization in spine surgery: investigation of similarity metrics providing robustness to content mismatch

    Science.gov (United States)

    De Silva, T.; Uneri, A.; Ketcha, M. D.; Reaungamornrat, S.; Kleinszig, G.; Vogt, S.; Aygun, N.; Lo, S.-F.; Wolinsky, J.-P.; Siewerdsen, J. H.

    2016-04-01

    In image-guided spine surgery, robust three-dimensional to two-dimensional (3D-2D) registration of preoperative computed tomography (CT) and intraoperative radiographs can be challenged by the image content mismatch associated with the presence of surgical instrumentation and implants as well as soft-tissue resection or deformation. This work investigates image similarity metrics in 3D-2D registration offering improved robustness against mismatch, thereby improving performance and reducing or eliminating the need for manual masking. The performance of four gradient-based image similarity metrics (gradient information (GI), gradient correlation (GC), gradient information with linear scaling (GS), and gradient orientation (GO)) with a multi-start optimization strategy was evaluated in an institutional review board-approved retrospective clinical study using 51 preoperative CT images and 115 intraoperative mobile radiographs. Registrations were tested with and without polygonal masks as a function of the number of multistarts employed during optimization. Registration accuracy was evaluated in terms of the projection distance error (PDE) and assessment of failure modes (PDE  >  30 mm) that could impede reliable vertebral level localization. With manual polygonal masking and 200 multistarts, the GC and GO metrics exhibited robust performance with 0% gross failures and median PDE  14% however, GO maintained robustness with a 0% gross failure rate. Overall, the GI, GC, and GS metrics were susceptible to registration errors associated with content mismatch, but GO provided robust registration (median PDE  =  5.5 mm, 2.6 mm IQR) without manual masking and with an improved runtime (29.3 s). The GO metric improved the registration accuracy and robustness in the presence of strong image content mismatch. This capability could offer valuable assistance and decision support in spine level localization in a manner consistent with clinical workflow.

  7. Revisiting Professional Learning Communities to Increase College Readiness: The Importance of Pedagogical Content Knowledge

    National Research Council Canada - National Science Library

    Jennifer Merriman Bausmith; Carol Barry

    2011-01-01

    For over a decade, professional learning communities (PLCs) have been touted as an effective way to build upon the knowledge and skills of experienced teachers, yet much of the evidence base is derived from self-reports by practitioners...

  8. High-Content Analysis Provides Mechanistic Insights into the Testicular Toxicity of Bisphenol A and Selected Analogues in Mouse Spermatogonial Cells.

    Science.gov (United States)

    Liang, Shenxuan; Yin, Lei; Shengyang Yu, Kevin; Hofmann, Marie-Claude; Yu, Xiaozhong

    2017-01-01

    Bisphenol A (BPA), an endocrine-disrupting compound, was found to be a testicular toxicant in animal models. Bisphenol S (BPS), bisphenol AF (BPAF), and tetrabromobisphenol A (TBBPA) were recently introduced to the market as alternatives to BPA. However, toxicological data of these compounds in the male reproductive system are still limited so far. This study developed and validated an automated multi-parametric high-content analysis (HCA) using the C18-4 spermatogonial cell line as a model. We applied these validated HCA, including nuclear morphology, DNA content, cell cycle progression, DNA synthesis, cytoskeleton integrity, and DNA damage responses, to characterize and compare the testicular toxicities of BPA and 3 selected commercial available BPA analogues, BPS, BPAF, and TBBPA. HCA revealed BPAF and TBBPA exhibited higher spermatogonial toxicities as compared with BPA and BPS, including dose- and time-dependent alterations in nuclear morphology, cell cycle, DNA damage responses, and perturbation of the cytoskeleton. Our results demonstrated that this specific culture model together with HCA can be utilized for quantitative screening and discriminating of chemical-specific testicular toxicity in spermatogonial cells. It also provides a fast and cost-effective approach for the identification of environmental chemicals that could have detrimental effects on reproduction. © The Author 2016. Published by Oxford University Press on behalf of the Society of Toxicology. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com.

  9. Content Classification and Context-Based Retrieval System for E-Learning

    National Research Council Canada - National Science Library

    Ankush Mittal; Pagalthivarthi V Krishnan; Edward Altman

    2006-01-01

    .... Most authored content exist in the form of videos, audio, slides, text, and simulations. In the absence of suitable annotations, the conversion of such materials for on-line distribution, presentation...

  10. Curriculum content, structure and ECTS for European dental schools. Part II: methods of learning and teaching, assessment procedures and performance criteria.

    Science.gov (United States)

    Plasschaert, A J M; Manogue, M; Lindh, C; McLoughlin, J; Murtomaa, H; Nattestad, A; Sanz, M

    2007-08-01

    This paper presents a brief context of dental undergraduate curricular structure and content and lays out the Association for Dental Education in Europe's views on requirements and recommendations for learning, teaching and assessment procedures/performance.

  11. Curriculum content, structure and ECTS for European dental schools. Part II: methods of learning and teaching, assessment procedures and performance criteria.

    NARCIS (Netherlands)

    Plasschaert, A.J.M.; Manogue, M.; Lindh, C.; McLoughlin, J.; Murtomaa, H.; Nattestad, A.; Sanz, M.

    2007-01-01

    This paper presents a brief context of dental undergraduate curricular structure and content and lays out the Association for Dental Education in Europe's views on requirements and recommendations for learning, teaching and assessment procedures/performance.

  12. Medical School Anatomy and Pathology Workshops for High School Students Enhance Learning and Provide Inspiration for Careers in Medicine

    Science.gov (United States)

    Fenderson, Bruce A.; Veloski, J. Jon; Livesey, Michael; Wojdon-Smith, Tracey

    2016-01-01

    “Anatomy and Pathology Workshop” is a cadaver-based outreach program that models medical education to large groups of high school students. This study was designed to evaluate the impact of this program on students’ knowledge of anatomy and interest in biomedical science. A total of 144 high school students participated in the workshop in 2015. Preworkshop and postworkshop assessments were administered to assess students’ learning. A postworkshop survey was conducted to solicit students’ reflections and feedback. It was found that student performance in the postworkshop examination (mean 78%) had significantly improved when compared to the performance in the preexamination (mean 54%), indicating that this program enhances learning. Students were also inspired to consider opportunities in medicine and allied health professions—97% indicated that they had a better understanding of medical education; 95% agreed that they had better understanding of the human body; 84% thought anatomy was interesting and exciting; and 62% of the students indicated that they looked forward to studying medicine or another health profession. Students rated the instructors highly—95% agreed that the instructors were professional and served as role models. Medical/graduate student instructors were also highly regarded by the high school students—96% thought it was valuable to have student instructors and 94% thought that student instructors were caring and enthusiastic about teaching. In summary, this study demonstrates that outreach programs provided by medical schools help young adults during their formative years by modeling professionalism, providing role models, enhancing learning, and encouraging many to consider opportunities in the health professions. PMID:28725784

  13. An investigation of the impact of selected prereading activities on student content learning through laboratory activities

    Science.gov (United States)

    Kass, Jesse (Shaya)

    This study investigated whether two prereading activities impacted student learning from hands-on science activities. The study was based on constructivist learning theory. Based on the work of Piaget, it was hypothesized that students who activated prior knowledge would learn more from the activities. Based on the work of Vygotsky it was hypothesized that students who talk more and write more would learn more from the activity. The K-W-L chart and anticipation guide strategies were used with eighth grade students at Graves Middle School in Whittier, California before learning about levers and convection currents. D. M. Ogle (1986) created the three-column K-W-L chart to have students activate prior knowledge. In the first column, the students write what they already know about a subject, in the second column, the students write what they want to know about the subject, and the students complete the third column after learning about a subject by writing answers to the questions that they asked in the second column. Duffelmeyer (1994) created the anticipation guide based on Herber's (1978) reasoning guide. In the anticipation guide, the teacher creates three or four sentences that convey the major ideas of the topic and the students either agree or disagree with the statements. After learning about the topic, students revisit their answers and decide if they were correct or incorrect and they must defend their choices. This research used the Solomon (1947) four-square design and compared both the experimental groups to a control group that simply discussed the concepts before completing the activity. The research showed no significant difference between the control group and either of the treatment groups. The reasons for the lack of significant differences are considered. It was hypothesized that since the students were unfamiliar with the prereading activities and did not have much experience with using either writing-to-learn or talking-to-learn strategies, the

  14. Medical Content Searching, Retrieving, and Sharing Over the Internet: Lessons Learned From the mEducator Through a Scenario-Based Evaluation.

    Science.gov (United States)

    Antoniades, Athos; Nicolaidou, Iolie; Spachos, Dimitris; Mylläri, Jarkko; Giordano, Daniela; Dafli, Eleni; Mitsopoulou, Evangelia; Schizas, Christos N; Pattichis, Constantinos; Nikolaidou, Maria; Bamidis, Panagiotis

    2015-10-09

    The mEducator Best Practice Network (BPN) implemented and extended standards and reference models in e-learning to develop innovative frameworks as well as solutions that enable specialized state-of-the-art medical educational content to be discovered, retrieved, shared, and re-purposed across European Institutions, targeting medical students, doctors, educators and health care professionals. Scenario-based evaluation for usability testing, complemented with data from online questionnaires and field notes of users' performance, was designed and utilized for the evaluation of these solutions. The objective of this work is twofold: (1) to describe one instantiation of the mEducator BPN solutions (mEducator3.0 - "MEdical Education LINnked Arena" MELINA+) with a focus on the metadata schema used, as well as on other aspects of the system that pertain to usability and acceptance, and (2) to present evaluation results on the suitability of the proposed metadata schema for searching, retrieving, and sharing of medical content and with respect to the overall usability and acceptance of the system from the target users. A comprehensive evaluation methodology framework was developed and applied to four case studies, which were conducted in four different countries (ie, Greece, Cyprus, Bulgaria and Romania), with a total of 126 participants. In these case studies, scenarios referring to creating, sharing, and retrieving medical educational content using mEducator3.0 were used. The data were collected through two online questionnaires, consisting of 36 closed-ended questions and two open-ended questions that referred to mEducator 3.0 and through the use of field notes during scenario-based evaluations. The main findings of the study showed that even though the informational needs of the mEducator target groups were addressed to a satisfactory extent and the metadata schema supported content creation, sharing, and retrieval from an end-user perspective, users faced difficulties

  15. Bioinformatics training: selecting an appropriate learning content management system--an example from the European Bioinformatics Institute.

    Science.gov (United States)

    Wright, Victoria Ann; Vaughan, Brendan W; Laurent, Thomas; Lopez, Rodrigo; Brooksbank, Cath; Schneider, Maria Victoria

    2010-11-01

    Today's molecular life scientists are well educated in the emerging experimental tools of their trade, but when it comes to training on the myriad of resources and tools for dealing with biological data, a less ideal situation emerges. Often bioinformatics users receive no formal training on how to make the most of the bioinformatics resources and tools available in the public domain. The European Bioinformatics Institute, which is part of the European Molecular Biology Laboratory (EMBL-EBI), holds the world's most comprehensive collection of molecular data, and training the research community to exploit this information is embedded in the EBI's mission. We have evaluated eLearning, in parallel with face-to-face courses, as a means of training users of our data resources and tools. We anticipate that eLearning will become an increasingly important vehicle for delivering training to our growing user base, so we have undertaken an extensive review of Learning Content Management Systems (LCMSs). Here, we describe the process that we used, which considered the requirements of trainees, trainers and systems administrators, as well as taking into account our organizational values and needs. This review describes the literature survey, user discussions and scripted platform testing that we performed to narrow down our choice of platform from 36 to a single platform. We hope that it will serve as guidance for others who are seeking to incorporate eLearning into their bioinformatics training programmes.

  16. A multi-instructor, team-based, active-learning exercise to integrate basic and clinical sciences content.

    Science.gov (United States)

    Kolluru, Srikanth; Roesch, Darren M; Akhtar de la Fuente, Ayesha

    2012-03-12

    To introduce a multiple-instructor, team-based, active-learning exercise to promote the integration of basic sciences (pathophysiology, pharmacology, and medicinal chemistry) and clinical sciences in a doctor of pharmacy curriculum. A team-based learning activity that involved pre-class reading assignments, individual-and team-answered multiple-choice questions, and evaluation and discussion of a clinical case, was designed, implemented, and moderated by 3 faculty members from the pharmaceutical sciences and pharmacy practice departments. Student performance was assessed using a multiple-choice examination, an individual readiness assurance test (IRAT), a team readiness assurance test (TRAT), and a subjective, objective, assessment, and plan (SOAP) note. Student attitudes were assessed using a pre- and post-exercise survey instrument. Students' understanding of possible correct treatment strategies for depression improved. Students were appreciative of this true integration of basic sciences knowledge in a pharmacotherapy course and to have faculty members from both disciplines present to answer questions. Mean student score on the on depression module for the examination was 80.4%, indicating mastery of the content. An exercise led by multiple instructors improved student perceptions of the importance of team-based teaching. Integrated teaching and learning may be achieved when instructors from multiple disciplines work together in the classroom using proven team-based, active-learning exercises.

  17. Matching form with content - an appliance for globalised second language learning

    Directory of Open Access Journals (Sweden)

    Russell Johnson

    2012-06-01

    Full Text Available Successful computer-supported distance education requires that its enabling technologies are accessible and usable anywhere. They should work seamlessly inside and outside the information superhighway, wherever the target learners are located, without obtruding on the learning activity. It has long been recognised that the usability of interactive computer systems is inversely related to the visibility of the implementing technologies. Reducing the visibility of technology is especially challenging in the area of online language learning systems, which require high levels of interactivity and communication along multiple dimensions such as speaking, listening, reading and writing. In this article, the authors review the concept of invisibility as it applies to the design of interactive technologies and appliances. They describe a specialised appliance matched to the requirements for distance second language learning, and report on a successful multi-phase evaluation process, including initial field testing at a Thai open university.

  18. Influence of Native Language Vocabulary and Topic Knowledge on Foreign Language Vocabulary Learning in Health Care Providers

    Directory of Open Access Journals (Sweden)

    Marcia Foresee Drumhiller

    2013-05-01

    Full Text Available Adults attending short, language for specific purpose courses may have expertise not utilized in general foreign language courses. The present study investigates two factors that may influence the acquisition of medical Spanish vocabulary in such persons: native English vocabulary size and topic knowledge. Forty-four health care workers attended 12 hr of medical Spanish instruction. Prior to instruction, the Nelson–Denny Vocabulary Test, a Medical Spanish vocabulary test, and an English Medical Terminology Test (an indicator of topic knowledge were administered. The Medical Spanish Vocabulary Test was readministered at posttest. Individually, both English medical terminology knowledge and English vocabulary size were significant predictors of medical Spanish vocabulary acquisition, but English medical terminology knowledge explained most of the variance in medical Spanish vocabulary acquisition. The results are discussed in terms of the impact of expert memory organization on the ability to learn new labels in a second language. A curricular shift toward content-centered vocabulary in language for specific purpose courses may be advantageous for some groups of foreign language learners.

  19. A Meta-analysis of Content and Language Integrated Learning in English

    Directory of Open Access Journals (Sweden)

    Jong-Keol Kim

    2017-08-01

    Full Text Available The purpose of this study is to investigate the effects of integrated content and English education. To fulfill this, 30 studies conducted in elementary school setting matching the meta-analysis criteria, such as being quantitative, experimental, or having affective statistical results after searching for the key words of “content-based”, “theme-based” and “integrated learning” on the accessible databases such as RISS and Google scholar were selected. The results of meta-analysis are as follows: 1 Content-based integrated English education is more effective in improving English skills than improving affective factors. 2 There is no discernable difference in effect sizes among different grades. 3 Integrating with knowledge-based subjects were more effective than integrating with all the subjects.

  20. Effects of WOE Presentation Types Used in Pre-Training on the Cognitive Load and Comprehension of Content in Animation-Based Learning Environments

    Science.gov (United States)

    Jung, Jung,; Kim, Dongsik; Na, Chungsoo

    2016-01-01

    This study investigated the effectiveness of various types of worked-out examples used in pre-training to optimize the cognitive load and enhance learners' comprehension of the content in an animation-based learning environment. An animation-based learning environment was developed specifically for this study. The participants were divided into…

  1. How Much L1 Is Too Much? Teachers' Language Use in Response to Students' Abilities and Classroom Interaction in Content and Language Integrated Learning

    Science.gov (United States)

    Lo, Yuen Yi

    2015-01-01

    In Content and Language Integrated Learning (CLIL) classrooms where students' L2 proficiency has not reached the threshold level, teachers have been observed to use L1 to assist students in grasping specific technical terms and abstract concepts. It is argued to be a 'realistic' approach to the learning problems caused by students' limited L2…

  2. Assessment of Student Performance in a PSI College Physics Course Using Ausubel's Learning Theory as a Theoretical Framework for Content Organization.

    Science.gov (United States)

    Moriera, M. A.

    1979-01-01

    David Ausubel's learning theory was used as a framework for the content organization of an experimental Personalized System of Instruction (PSI) course in physics. Evaluation suggests that the combination of PSI as a method of instruction and Ausubel's theory for organization might result in better learning outcomes. (Author/JMD)

  3. Building Bridges between Technology and Content Literacy in Special Education: Lessons Learned from Special Educators' Use of Integrated Technology and Perceived Benefits for Students

    Science.gov (United States)

    Ciampa, Katia

    2017-01-01

    This single-site case study describes the outcomes and lessons learned from the implementation of a technology professional development initiative aimed at helping three special education teachers from an urban elementary school learn how to infuse technology in their content literacy instruction. Three types of qualitative data were collected:…

  4. Effects of Mathematics Content Knowledge on Pre-School Teachers' Performance: A Video-Based Assessment of Perception and Planning Abilities in Informal Learning Situations

    Science.gov (United States)

    Dunekacke, Simone; Jenßen, Lars; Blömeke, Sigrid

    2015-01-01

    This study addresses the relation of pre-school teachers' mathematics content knowledge and their performance--how they perceive mathematical learning situations and whether they are able to plan adequate actions that foster children's learning--in the informal settings of pre-schools. It thus addresses a serious gap in teacher research that has…

  5. Foreign Language Competence and Content and Language Integrated Learning in Multilingual Schools in Catalonia: An "Ex Post Facto" Study Analysing the Results of State Key Competences Testing

    Science.gov (United States)

    Coral, Josep; Lleixà, Teresa; Ventura, Carles

    2018-01-01

    The member states of the European Union have funded many initiatives supporting the teaching and learning of foreign languages. Content and language integrated learning is one of the experimental language programmes that have been introduced in Catalonia, in the north-east of Spain. The aims of this study are to analyse the results achieved by…

  6. An Agent-Based Approach for Delivering Educational Contents through Interactive Digital TV in the Context of T-Learning

    Science.gov (United States)

    Mendes Neto, Francisco Milton; de Carvalho Muniz, Raphael; Filgueira Burlamaqui, Aquiles Medeiros; Castro de Souza, Rafael

    2015-01-01

    The support of technological resources in teaching and learning has contributed to make them more efficient and enjoyable. Through this support has become quite common to use media resources before explored only for entertainment for educational purposes, among them the TV. The interactive Digital TV (iDTV) provides resources that make possible…

  7. vPELS: An E-Learning Social Environment for VLSI Design with Content Security Using DRM

    Science.gov (United States)

    Dewan, Jahangir; Chowdhury, Morshed; Batten, Lynn

    2014-01-01

    This article provides a proposal for personal e-learning system (vPELS [where "v" stands for VLSI: very large scale integrated circuit])) architecture in the context of social network environment for VLSI Design. The main objective of vPELS is to develop individual skills on a specific subject--say, VLSI--and share resources with peers.…

  8. Defining Content and Language Integrated Learning for Languages Education in Australia

    Science.gov (United States)

    Cross, Russell

    2014-01-01

    While there is much that Australia has done well with respect to languages education, many problems still persist in terms of mainstream provision of quality languages programs, attaining real outcomes and gains in language learning, and in relation to retention of students studying languages through to the senior years of school. The success of…

  9. Independent Curriculum Enrichment Studies: Learning Packages for the Gifted. Table of Contents; Teachers' Sheets.

    Science.gov (United States)

    Lafayette School District, CA.

    The looseleaf binder contains a series of 268 learning packages for gifted and talented elementary school students, divided into 13 subject area sections, including art, chess, general, health, language arts, literature, mathematics, perception, reading, science, social studies, study skills, and thinking skills. Two additional sections include…

  10. Organizational Principles and Content of Early Foreign Language Learning in the USA

    Science.gov (United States)

    Biletska, Iryna

    2015-01-01

    According to the results of leading American scientists that convincingly demonstrate the effectiveness and necessity of early foreign language learning the features of teaching foreign languages at elementary level in the United States have been analyzed. It has been found out that the US government is working on the improvement of foreign…

  11. Deaf Children's Science Content Learning in Direct Instruction Versus Interpreted Instruction

    Science.gov (United States)

    Kurz, Kim B.; Schick, Brenda; Hauser, Peter C.

    2015-01-01

    This research study compared learning of 6-9th grade deaf students under two modes of educational delivery--interpreted vs. direct instruction using science lessons. Nineteen deaf students participated in the study in which they were taught six science lessons in American Sign Language. In one condition, the lessons were taught by a hearing…

  12. Game-Based Learning as a Vehicle to Teach First Aid Content: A Randomized Experiment

    Science.gov (United States)

    Charlier, Nathalie; De Fraine, Bieke

    2013-01-01

    Background: Knowledge of first aid (FA), which constitutes lifesaving treatments for injuries or illnesses, is important for every individual. In this study, we have set up a group-randomized controlled trial to assess the effectiveness of a board game for learning FA. Methods: Four class groups (120 students) were randomly assigned to 2…

  13. Experiential Learning Using Second Life[R]: A Content Analysis of Student Reflective Writing

    Science.gov (United States)

    Leggette, Holli R.; Witt, Christy; Dooley, Kim E.; Rutherford, Tracy; Murphrey, Theresa Pesl; Doerfert, David; Edgar, Leslie D.

    2012-01-01

    Experiential learning allows students to connect previous experiences with new ideas. Second Life (SL) is a virtual world that allows students to simulate real-world experiences. SL was utilized as an educational tool in an agricultural risk and crisis communications course. Weekly journal entries pertaining to the SL simulation were analyzed to…

  14. Analyzing Social Media and Learning through Content and Social Network Analysis: A Faceted Methodological Approach

    Science.gov (United States)

    Gruzd, Anatoliy; Paulin, Drew; Haythornthwaite, Caroline

    2016-01-01

    In just a short period, social media have altered many aspects of our daily lives, from how we form and maintain social relationships to how we discover, access, and share information online. Now social media are also affecting how we teach and learn. In this paper, we discuss methods that can help researchers and educators evaluate and understand…

  15. A Rapid Auto-Indexing Technology for Designing Readable E-Learning Content

    Science.gov (United States)

    Yu, Pao-Ta; Liao, Yuan-Hsun; Su, Ming-Hsiang; Cheng, Po-Jen; Pai, Chun-Hsuan

    2012-01-01

    A rapid scene indexing method is proposed to improve retrieval performance for students accessing instructional videos. This indexing method is applied to anchor suitable indices to the instructional video so that students can obtain several small lesson units to gain learning mastery. The method also regulates online course progress. These…

  16. Sound's Use in Instructional Software to Enhance Learning: A Theory-to-Practice Content Analysis

    Science.gov (United States)

    Bishop, M. J.; Amankwatia, Tonya B.; Cates, Ward Mitchell

    2008-01-01

    Sound may hold great promise for instructional software by supporting learning in a variety of ways. Conceptual and preconceptual barriers, however, still appear to prevent software designers from using sound more effectively in their instructional products. Interface books seldom discuss the use of sound and when they do, it is most often simple…

  17. Learning Management System with Prediction Model and Course-Content Recommendation Module

    Science.gov (United States)

    Evale, Digna S.

    2017-01-01

    Aim/Purpose: This study is an attempt to enhance the existing learning management systems today through the integration of technology, particularly with educational data mining and recommendation systems. Background: It utilized five-year historical data to find patterns for predicting student performance in Java Programming to generate…

  18. Learning from video modeling examples : Content kept equal, adults are more effective models than peers

    NARCIS (Netherlands)

    Hoogerheide, Vincent; van Wermeskerken, Margot; Loyens, Sofie M M; van Gog, Tamara

    2016-01-01

    Learning from (video) modeling examples in which a model demonstrates how to perform a task is an effective instructional strategy. The model-observer similarity (MOS) hypothesis postulates that (perceived) similarity between learners and the model in terms of age or expertise moderates the

  19. Imagining a New Kind of Self: Academic Language, Identity, and Content Area Learning

    Science.gov (United States)

    Wilhelm, Jeffrey D., Ed.

    2007-01-01

    Based on the belief that learning is deeper in meaningful contexts, Wilhelm makes a case for creating (authentically or simulated in the classroom) specific contexts that lead students into new identities, new perspectives, and new vocabulary. This is effectively accomplished by framing instructional units or curricular topics as inquiry,…

  20. The Place of Content and Pedagogy in Shaping Sustainability Learning Outcomes in Higher Education

    Science.gov (United States)

    Mintz, Keren; Tal, Tali

    2018-01-01

    This research investigates the ways in which undergraduate courses dealing with the environment address sustainable development (SD), and contribute to the development of sustainability learning outcomes (SLO). The participants in the study were 13 instructors, and 360 students who were enrolled in 13 courses that addressed the environment in a…

  1. RSS and Content Syndication in Higher Education: Subscribing to a New Model of Teaching and Learning

    Science.gov (United States)

    Lee, Mark J. W.; Miller, Charlynn; Newnham, Leon

    2008-01-01

    While blogs, wikis and social networking sites are enjoying high levels of attention as tools to support learning, Really Simple Syndication (RSS) remains the "poor cousin" of these technologies in the higher education classroom, with relatively low uptake amongst educators and students. In this article, the authors argue that the affordances of…

  2. Designing Computer-Based Learning Contents: Influence of Digital Zoom on Attention

    Science.gov (United States)

    Glaser, Manuela; Lengyel, Dominik; Toulouse, Catherine; Schwan, Stephan

    2017-01-01

    In the present study, we investigated the role of digital zoom as a tool for directing attention while looking at visual learning material. In particular, we analyzed whether minimal digital zoom functions similarly to a rhetorical device by cueing mental zooming of attention accordingly. Participants were presented either static film clips, film…

  3. From Content-Centred to Learning-Centred Approaches: Shifting Educational Paradigm in Higher Education

    Science.gov (United States)

    Rege Colet, Nicole Mary

    2017-01-01

    This article reviews changes in pedagogical approaches in higher education at the turn of the twentieth and twenty-first century from a creative perspective, by looking back from the future on the shifts that occurred in conceptions and approaches relating to teaching and learning. Reflecting on moves from one-dimensional thinking to…

  4. Primary Contextualization of Science Learning through Immersion in Content-Rich Settings

    Science.gov (United States)

    Giamellaro, Michael

    2014-01-01

    This paper reports on a study of primary contextualization processes during science immersion trips and the resultant student learning. Four High School Ecology classes (n?=?67) and teachers participated. Through a pre-/post-assessment of science concept knowledge (Pathfinder Network Modeling) and follow-up interviews with students, it was…

  5. The Use of Collaboration Tools when Teaching with Learning Content Management Systems (LCMS)

    Science.gov (United States)

    Mncube-Barnes, Fatima Maria

    2010-01-01

    This study was designed to determine whether faculty members utilized collaboration tools within Desire2Learn Inc., in accordance with Chickering and Gamson's (1987) "Seven Principles of Good Practice: A Framework for Evaluating Effective Teaching in Undergraduate Education." The population for this study was faculty members at…

  6. Custom E-Learning Experiences: Working with Profiles for Multiple Content Sources Access and Adaptation

    Science.gov (United States)

    Ferretti, Stefano; Roccetti, Marco; Salomoni, Paola; Mirri, Silvia

    2009-01-01

    It is a common belief that the problem of extracting learners' profiles to be used for delivering custom learning experiences is a closed case. Yet, practical solutions do not completely cope with the complex issue of capturing all the features of users, especially those of heterogeneous learners, who may have special needs or characteristics…

  7. "Mano a Mano": Arts-Based Nonfiction Literacy and Content Area Learning

    Science.gov (United States)

    Bryce, Nadine

    2012-01-01

    At the James Weldon Johnson Leadership Academy in East Harlem, New York, administrators, teachers, students, families, and community-based artists worked together to create a visually explosive environment that reflected enriched learning experiences based on their multidisciplinary study of New York's history. The Mano a Mano ("Hand to…

  8. Patients' perspectives of accessibility and digital delivery of factual content provided by official medical and surgical specialty society websites: a qualitative assessment.

    Science.gov (United States)

    Ow, Darren; Wetherell, David; Papa, Nathan; Bolton, Damien; Lawrentschuk, Nathan

    2015-03-27

    Health care websites provide a valuable resource of health information to online consumers, especially patients. Official surgical and medical society websites should be a reliable first point of contact. The primary aim of this study was to quantitatively assess medical and surgical society websites for content and highlight the essential features required for a high-quality, user-friendly society website. Twenty specialty association websites from each of the regions, Australia, UK, Canada, Europe, and the USA were selected for a total of 100 websites. Medical and surgical specialities were consistent across each region. Each website was systematically and critically analysed for content and usability. The average points scored per website was 3.2 out of 10. Of the total (N=100) websites, 12 scored at least 7 out of 10 points and 2 scored 9 out of 10. As well, 35% (35.0/100) of the websites had an information tab for patients on their respective homepages while 38% (38.0/100) had download access to patient information. A minority of the websites included different forms of multimedia such as pictures and diagrams (24.0/100, 24%) and videos (18.0/100, 18%). We found that most society websites did not meet an adequate standard for delivery of information. Half of the websites were not patient accessible, with the primary focus being for health professionals. As well, most required logins for information access. Specialty health care societies should create patient-friendly websites that would be beneficial to all online consumers.

  9. Creating blended learning with virtual learning environment: A comparative study of open source virtual learning software

    National Research Council Canada - National Science Library

    Dipti Arora; Shalini R Lihitkar; Ramdas S Lihitkar

    2015-01-01

      Virtual learning environment (VLE) provides students a common platform where they can get the subject-wise tutorial, course content, assignments, worksheets, notes, lectures, etc., anywhere, anytime...

  10. Developing Technological Pedagogical Content Knowledge in pre-service science teachers: Support from blended learning

    NARCIS (Netherlands)

    Alayyar, G.; Fisser, Petra; Voogt, Joke

    2012-01-01

    The Technological Pedagogical Content Knowledge (TPACK) framework has been used to prepare pre-service science teachers at the Public Authority of Applied Education and Training in Kuwait for ICT integration in education. Pre-service teachers worked in teams to design an ICT solution for an

  11. Integrating Problem-Based Learning with ICT for Developing Trainee Teachers' Content Knowledge and Teaching Skill

    Science.gov (United States)

    Karami, Mehdi; Karami, Zohreh; Attaran, Mohammad

    2013-01-01

    Professional teachers can guarantee the progress and the promotion of society because fostering the development of next generation is up to them and depends on their professional knowledge which has two kinds of sources: content knowledge and teaching skill. The aim of the present research was studying the effect of integrating problem-based…

  12. Learning about the Nature of Science Using Newspaper Articles with Scientific Content

    Science.gov (United States)

    García-Carmona, Antonio; Acevedo Díaz, José Antonio

    2016-01-01

    This article presents a study aiming at assessing the efficacy of reading newspaper articles with scientific content in order to incorporate nature of science (NOS) aspects in initial primary teacher education. To this aim, a short teaching intervention based on newspaper articles was planned and performed under regular class conditions. First,…

  13. A Tale of Two Rubrics: Improving Teaching and Learning across the Content Areas through Assessment

    Science.gov (United States)

    Wolf, Kenneth; Connelly, Mary; Komara, Ann

    2008-01-01

    This is a story of two different assessment rubrics, similar in design but different in content area and pedagogical context. One rubric is from a course in the College of Arts and Media in an advanced painting class; the other is from the College of Architecture and Planning in a landscape architecture studio design class. Each rubric is…

  14. 20161116 - Toxicological Tipping Points: Learning Boolean Networks from High-Content Imaging Data. (BOSC meeting)

    Science.gov (United States)

    The objective of this work is to elucidate biological networks underlying cellular tipping points using time-course data. We discretized the high-content imaging (HCI) data and inferred Boolean networks (BNs) that could accurately predict dynamic cellular trajectories. We found t...

  15. Open Educational Resources, ICT and Virtual Communities for Content and Language Integrated Learning

    Science.gov (United States)

    Cinganotto, Letizia; Cuccurullo, Daniela

    2016-01-01

    The present contribution is aimed at describing one of the latest trends in the European school curricula: the teaching of subject content in a foreign language (CLIL), which is becoming more and more popular all over Europe, also bearing in mind the latest recommendations from the European Commission. Starting with a brief theoretical background…

  16. Generic Critical Thinking Infusion and Course Content Learning in Introductory Psychology

    Science.gov (United States)

    Solon, Tom

    2007-01-01

    One group of introductory psychology students received a moderate infusion of generic critical thinking material. The other group did not. Otherwise both groups had the same course content, and took the same pretests and posttests of their critical thinking ability and their knowledge of psychology. The experimental group improved its critical…

  17. Using XML to Separate Content from the Presentation Software in eLearning Applications

    Science.gov (United States)

    Merrill, Paul F.

    2005-01-01

    This paper has shown how XML (extensible Markup Language) can be used to mark up content. Since XML documents, with meaningful tags, can be interpreted easily by humans as well as computers, they are ideal for the interchange of information. Because XML tags can be defined by an individual or organization, XML documents have proven useful in a…

  18. Middle School Reading Comprehension and Content Learning Intervention for Below-Average Readers

    Science.gov (United States)

    Swanson, Elizabeth; Wanzek, Jeanne; Vaughn, Sharon; Fall, Anna-Maria; Roberts, Greg; Hall, Colby; Miller, Veronica L.

    2017-01-01

    This study aimed to determine the efficacy of a content knowledge and reading comprehension treatment implemented by 8th-grade social studies teachers over the course of 1 school year. We randomly assigned 8th-grade students with reading difficulties to the intervention treatment condition (n = 45) or the business-as-usual comparison condition…

  19. The Effects of Active Learning on Students' Memories for Course Content

    Science.gov (United States)

    Cherney, Isabelle D.

    2008-01-01

    Two studies examined the free recall for course content of 314 American undergraduate students across various course levels. The purpose was to examine how students' memories and level of understanding for introductory materials would differ from those of more advanced classes. Across all class levels, the most frequently listed items were…

  20. Learning to Teach Computer Science: Qualitative Insights into Secondary Teachers' Pedagogical Content Knowledge

    Science.gov (United States)

    Hubbard, Aleata Kimberly

    2017-01-01

    In this dissertation, I explored the pedagogical content knowledge of in-service high school educators recently assigned to teach computer science for the first time. Teachers were participating in a professional development program where they co-taught introductory computing classes with tech industry professionals. The study was motivated by…

  1. Contents and effects of contracts - Lessons to learn from the Common European Sales Law

    NARCIS (Netherlands)

    Colombi Ciacchi, Aurelia

    2016-01-01

    This book presents a critical analysis of the rules on the contents and effects of contracts included in the proposal for a Common European Sales Law (CESL). The European Commission published this proposal in October 2011 and then withdrew it in December 2014, notwithstanding the support the

  2. Tuning University Undergraduates for High Mobility and Employability under the Content and Language Integrated Learning Approach

    Science.gov (United States)

    Yang, Wenhsien

    2017-01-01

    Globalisation affects both language use and the economics of higher education. Considering how to design new instructional approaches to prepare graduates with competence in using language and professional knowledge interactively and interculturally has thus become a major concern of higher education institutes. Content and language integrated…

  3. Online Distributed Leadership: A Content Analysis of Interaction and Teacher Reflections on Computer-Supported Learning

    Science.gov (United States)

    Gallego-Arrufat, María-Jesús; Gutiérrez-Santiuste, Elba; Campaña-Jiménez, Rafael-Luis

    2015-01-01

    This study performs a content analysis of the communication that develops in online educational situations. It focuses on two aspects of communication in a context in which we observe instructional leadership: how leadership is seen in the virtual classroom and how teachers view their role. The study attempts to answer the question of how teachers…

  4. A Blended Professional Development Program to Help a Teacher Learn to Provide One-to-One Scaffolding

    Science.gov (United States)

    Belland, Brian R.; Burdo, Ryan; Gu, Jiangyue

    2015-04-01

    Argumentation is central to instruction centered on socio-scientific issues (Sadler & Donnelly in International Journal of Science Education, 28(12), 1463-1488, 2006. doi: 10.1080/09500690600708717). Teachers can play a big role in helping students engage in argumentation and solve authentic scientific problems. To do so, they need to learn one-to-one scaffolding—dynamic support to help students accomplish tasks that they could not complete unaided. This study explores a middle school science teacher's provision of one-to-one scaffolding during a problem-based learning unit, in which students argued about how to optimize the water quality of their local river. The blended professional development program incorporated three 1.5-h seminars, one 8-h workshop, and 4 weeks of online education activities. Data sources were video of three small groups per period, and what students typed in response to prompts from computer-based argumentation scaffolds. Results indicated that the teacher provided one-to-one scaffolding on a par with inquiry-oriented teachers described in the literature.

  5. The Use of Online Citizen-Science Projects to Provide Experiential Learning Opportunities for Nonmajor Science Students

    Directory of Open Access Journals (Sweden)

    Donna M. Kridelbaugh

    2015-11-01

    Full Text Available Citizen science is becoming even more accessible to the general public through technological advances in the development of mobile applications, facilitating information dissemination and data collection. With the advent of “big data,” many citizen-science projects designed to help researchers sift through piles of research data now exist entirely online, either in the form of playing a game or via other digital avenues. Recent trends in citizen science have also focused on “crowdsourcing” solutions from the general public to help solve societal issues, often requiring nothing more than brainstorming and a computer to submit ideas. Online citizen science thus provides an excellent platform to expand the accessibility of experiential learning opportunities for a broad range of nonmajor science students at institutions with limited resources (e.g., community colleges. I created an activity for a general microbiology lecture to engage students in hands-on experiences via participation in online citizen-science projects. The objectives of the assignment were for students to: 1 understand that everyone can be a scientist; 2 learn to be creative and innovative in designing solutions to health and science challenges; and 3 further practice science communication skills with a written report. This activity is designed for introductory science courses with nonmajor science students who have limited opportunities to participate in undergraduate research experiences.

  6. The Evolution of U.S. e-Learning Policy: A Content Analysis of the National Education Technology Plans

    Science.gov (United States)

    Roumell, Elizabeth Anne; Salajan, Florin Daniel

    2016-01-01

    The purpose of this study was threefold: to expand on existing reviews of 20 years of educational technology policy in the United States, to perform an empirical content analysis of the four National Education Technology Plan (NETP) documents issued by the Department of Education since 1996, and to provide a dialectic analysis of the evolution of…

  7. E-learning for Critical Thinking: Using Nominal Focus Group Method to Inform Software Content and Design

    OpenAIRE

    Parker, Steve; Mayner, Lidia; Michael Gillham, David

    2015-01-01

    Background Undergraduate nursing students are often confused by multiple understandings of critical thinking. In response to this situation, the Critiique for critical thinking (CCT) project was implemented to provide consistent structured guidance about critical thinking. Objectives This paper introduces Critiique software, describes initial validation of the content of this critical thinking tool and explores wider applications ...

  8. Critical reflection and dialogical learning design: moving MOOCs beyond unidirectional transmission of content

    Directory of Open Access Journals (Sweden)

    Kim Haagen Mathiesen

    2016-11-01

    Over a 5 week period we conducted a netnographic (Kozinet, 2015 mixed methods research of the MOOC Blended Learning Essentials (https://www.futurelearn.com/courses/blended-learning-gettingstarted/2. Contrary to the acclaimed potentials of MOOCs, our research showed a pronounced lack of dialogue and a high degree of what Freire (1996 calls “the banking concept of education,” entailing a high amount of one-way knowledge transmission (Hoem, 2006. To circumvent these tendencies, the paper presents a case analysis and design framework for moving MOOCs beyond “the banking concept of education” and towards dialogue in ways that support critical thinking; a high-level cognitive skill essential to higher education (Laurillard, 2012.

  9. Second language learning and acculturation: The role of motivation and goal content congruence

    Directory of Open Access Journals (Sweden)

    Sara Rubenfeld

    2007-12-01

    Full Text Available Abstract This study explored how having differing goals and motives for learning a second language influences adaptation in the foreign culture. Specifically, we compared English as a second language (ESL students in two programs, which differed in their long-term goal orientations. Some students were taking ESL courses in order to attend university in their second language, whereas other ESL students took courses that were not followed by an immediate reward. Students in both programs completed measures of acculturation as well as measures of intrinsic and extrinsic motivation for learning English. We found that adaptation to the foreign culture, in the form of acculturation, is best facilitated by congruence between students’ motives and goals. The findings are discussed in terms of their methodological and pedagogical implications

  10. Registered nurses' thoughts on blended learning in a postgraduate course in cancer care--content analyses of web surveys and a focus group interview.

    Science.gov (United States)

    Arving, Cecilia; Wadensten, Barbro; Johansson, Birgitta

    2014-06-01

    Purpose of the research was to describe registered nurses' (RNs) (n = 53) thoughts on the blended learning format in a 'specialist nursing programme in cancer care'. The study was conducted in autumn 2007 and 2008. A content analysis of answers to open-ended questions in a web-based questionnaire and a focus group interview were carried out. The analysis revealed that the RNs appreciated blended learning. The web lectures facilitated learning and gave RNs access to the education at any time. However, according to the RNs, knowledge is gained through interaction between RNs and teachers, and this aspect needed to be improved. The RNs also thought that the content of the seminars on campus should focus on evidence-based nursing knowledge and practical skills, not just taught as stable facts and procedures. The result from the present study could help to improve the design and content of advanced nursing courses using a blended learning format.

  11. Effects of Stereoscopic 3D Contents on the Process of Learning to Build a Handmade PC

    Directory of Open Access Journals (Sweden)

    Tosh Yamamoto

    2011-09-01

    Full Text Available We previously developed Web3D contents that simulate the procedure for assembling a handmade PC. The original motivation for this project was to enable media-informatics students to deepen their understanding of PC hardware. However, it was found that due to their lack of perspective, conveying information that relates to such virtual manufacturing was quite difficult using conventional 2D displays. In this study, we optimized the graphical contents for a stereoscopic environment that would allow proper perspective to be realized. No significant differences were identified between stereoscopic 3D cases and 2D cases. This result is considered to be due to learner fatigue specific to stereoscopic 3D cases.

  12. Future of the Learning Activities in Teenage School: Content, Methods, and Forms

    Directory of Open Access Journals (Sweden)

    Vorontsov A.B.

    2015-11-01

    Full Text Available the early 1990s their scientific research results have been formed in the educational system and began to be used in general primary school. However, when the widespread use of developmental education in elementary school, further studies on the age possibilities of adolescents and the content of their education have not been completed. Targeted research was organized again under the leadership of B.D. Elkonin only in 2000. Designing of teenage school in the framework of the principles and ideology of this system started at the same time at the Psychological Institute of the Russian Academy of Education and many other educational institutions. The article presents the hypothetical ideas about the content, forms and methods of organization of educational process in the second stage of schooling. Particular attention is paid to the fate of the educational activity in teenage school, as well as methods and forms of organization of other activities in the adolescent school.

  13. Development of the Transferable Learning Orientations Tool: Providing Metacognitive Opportunities and Meaningful Feedback for Students and Instructors

    Science.gov (United States)

    Simper, Natalie; Kaupp, James; Frank, Brian; Scott, Jill

    2016-01-01

    This study encapsulates the development and testing of the Transferable Learning Orientations (TLO) tool. It is a triangulated measure built on select scales from the Motivated Strategies for Learning Questionnaire (MSLQ), together with multiple-choice items adapted from the lifelong learning VALUE rubric, and an open-ended response for each…

  14. The content and organization of parent feedback conversations – implications for learning support practices

    OpenAIRE

    2014-01-01

    M.Ed. (Educational Psychology) To improve teacher-parent partnerships, continuous communication between all individuals is essential. The most effective form of communication between parents and a teacher is the parent feedback meeting. Therefore, this study aims to understand the content and organisation of Trans-Disciplinary Team parent feedback conversations and its influence on the process of collaboration. This study was motivated due to the need to better understand Trans-Disciplinar...

  15. Planung einer Mobile Learning Application für medizinische Lerninhalte [Planning of a mobile learning application for medical contents

    Directory of Open Access Journals (Sweden)

    Walther, Patrick

    2013-11-01

    Full Text Available [english] Due to the high popularity of mobile devices barriers for mobile learning are becoming less. Place-and time-independent access to information is part of everyday life. The number of mobile applications is steadily growing. Currently there are more than 500,000 mobile applications, so-called apps, available for the Apple iPhone/iPad which can be downloaded in the Apple iTunes Store. More than ten percent of these apps are mobile learning applications.Before starting development of a mobile app we need to analyze all requirements accurately. This is due to the fact that there is a multiplicity of different operating systems with different functionalities. This paper shows general properties of so-called native, hybrid, and web applications and advantages and disadvantages in development and use of the finished application. In addition, current software, which supports the development of a mobile application is explained.Finally the differences of the various development options are shown based on concrete mobile applications.[german] Aufgrund der hohen Verbreitung mobiler Endgeräte werden die Barrieren für das mobile Lernen immer geringer und orts- und zeitunabhängiger Zugriff auf Informationen ist längst im Alltag angekommen. Die Zahl mobiler Applikation wächst stetig an. So stehen beispielsweise aktuell mehr als 500.000 mobile Applikationen, sogenannte Apps, für das Apple iPhone/iPad, dem Nutzer über den Apple iTunes Store bereit. Hiervon sind mehr als zehn Prozent mobile Lernapplikationen.Vor der eigentlichen Entwicklung einer App muss, u.a. aufgrund der Vielzahl mobiler Betriebssysteme und Funktionen der verschiedenen mobilen Endgeräte, zuvor eine genaue Bedarfsanalyse durchgeführt werden um die passende Entwicklungsvariante zu wählen.In diesem Beitrag werden die verschiedenen Möglichkeiten (nativ, hybrid, web zur Entwicklung einer mobilen Applikation, als auch deren Vor- und Nachteile bei der Entwicklung und Nutzung der

  16. Online Dutch L2 Learning in Adult Education: Educators' and Providers' Viewpoints on Needs, Advantages and Disadvantages

    Science.gov (United States)

    De Paepe, Liesbeth; Zhu, Chang; Depryck, Koen

    2018-01-01

    This study critically addresses the assumptions made by educators and providers in the field of Dutch second language (L2) acquisition about the online learning of Dutch L2. These include assumptions about advantages and disadvantages of online language learning, such as flexibility, learner autonomy, enhanced opportunities for remediation and…

  17. DPT Student Perceptions of the Physical Therapist Assistant's Role: Effect of Collaborative Case-Based Learning Compared to Traditional Content Delivery and Clinical Experience.

    Science.gov (United States)

    Colgrove, Yvonne M; VanHoose, Lisa D

    2017-01-01

    Doctor of physical therapy (DPT) student learning about role delineation of physical therapist assistants (PTAs) is essential to ethical and legal practice. Survey assessment of three DPT student cohorts compared collaborative interprofessional case-based learning with PTA students to traditional curriculum delivery strategies. Control cohorts were assessed one time. The intervention group was assessed pre-intervention, immediately post-intervention, and after completing a full-time clinical experience. The case-based learning covered 46% of survey content, allowing for the assessment of content-specific material and potential learning through collaboration. Following the educational intervention, the intervention group improved significantly in areas inside and outside the case-based study content, outscoring both control groups on 25-34% of the survey items. Following the clinical experience, the intervention group declined answer accuracy for patient evaluation and treatment implementation, suggesting unlearning. Improvement in the administrative section was observed after the clinical experience. Perceptions of the tasks within the PTA role were diminished while tasks outside the scope of practice appeared clarified following the clinical experience. While case-based collaborative intraprofessional learning proves effective in student learning about the PTA role, changes following the clinical experience raise questions about the influence of the clinical environment on learning and the practical application of recently learned knowledge.

  18. Harnessing user generated multimedia content in the creation of collaborative classification structures and retrieval learning games

    Science.gov (United States)

    Borchert, Otto Jerome

    This paper describes a software tool to assist groups of people in the classification and identification of real world objects called the Classification, Identification, and Retrieval-based Collaborative Learning Environment (CIRCLE). A thorough literature review identified current pedagogical theories that were synthesized into a series of five tasks: gathering, elaboration, classification, identification, and reinforcement through game play. This approach is detailed as part of an included peer reviewed paper. Motivation is increased through the use of formative and summative gamification; getting points completing important portions of the tasks and playing retrieval learning based games, respectively, which is also included as a peer-reviewed conference proceedings paper. Collaboration is integrated into the experience through specific tasks and communication mediums. Implementation focused on a REST-based client-server architecture. The client is a series of web-based interfaces to complete each of the tasks, support formal classroom interaction through faculty accounts and student tracking, and a module for peers to help each other. The server, developed using an in-house JavaMOO platform, stores relevant project data and serves data through a series of messages implemented as a JavaScript Object Notation Application Programming Interface (JSON API). Through a series of two beta tests and two experiments, it was discovered the second, elaboration, task requires considerable support. While students were able to properly suggest experiments and make observations, the subtask involving cleaning the data for use in CIRCLE required extra support. When supplied with more structured data, students were enthusiastic about the classification and identification tasks, showing marked improvement in usability scores and in open ended survey responses. CIRCLE tracks a variety of educationally relevant variables, facilitating support for instructors and researchers. Future

  19. Occupational Radiation Exposure of Anesthesia Providers: A Summary of Key Learning Points and Resident-Led Radiation Safety Projects.

    Science.gov (United States)

    Wang, Rachel R; Kumar, Amanda H; Tanaka, Pedro; Macario, Alex

    2017-06-01

    Anesthesia providers are frequently exposed to radiation during routine patient care in the operating room and remote anesthetizing locations. Eighty-two percent of anesthesiology residents (n = 57 responders) at our institution had a "high" or "very high" concern about the level of ionizing radiation exposure, and 94% indicated interest in educational materials about radiation safety. This article highlights key learning points related to basic physical principles, effects of ionizing radiation, radiation exposure measurement, occupational dose limits, considerations during pregnancy, sources of exposure, factors affecting occupational exposure such as positioning and shielding, and monitoring. The principle source of exposure is through scattered radiation as opposed to direct exposure from the X-ray beam, with the patient serving as the primary source of scatter. As a result, maximizing the distance between the provider and the patient is of great importance to minimize occupational exposure. Our dosimeter monitoring project found that anesthesiology residents (n = 41) had low overall mean measured occupational radiation exposure. The highest deep dose equivalent value for a resident was 0.50 mSv over a 3-month period, less than 10% of the International Commission on Radiological Protection occupational limit, with the eye dose equivalent being 0.52 mSv, approximately 4% of the International Commission on Radiological Protection recommended limit. Continued education and awareness of the risks of ionizing radiation and protective strategies will reduce exposure and potential for associated sequelae.

  20. Teaching and learning: Novice teachers' descriptions of their confidence to teach science content

    Science.gov (United States)

    Ford, Barbara Ann

    Statement of the problem. The problem being studied in this research is the relationship between a specific series of integrated science courses in a science teacher preparation program and the actual needs of the science teacher during the first years of teaching practice. Teachers often report that there is a disconnect between the coursework they have taken in college as pre-service teachers and the reality of their classroom practice during their first years of teaching. The intent of this study was to record the descriptions of three teachers who were members of a cohort and took a series of integrated science courses (NSCI series) during their teacher preparation program as it related to the influence of these courses on their teaching practice. The focus of inquiry is guided by a single question: How do former participants in the series of science courses who are currently novice teachers describe their confidence in their ability to teach science content to their middle school students? The theoretical framework was based on Shulman's (1987) pedagogical content knowledge (PCK). PCK involves the teacher understanding the content of science so thoroughly that ways are identified of representing and formulating the subject matter to make it understandable to others. The teacher who has a strong PCK uses powerful analogies, illustrations, examples, explanations and demonstrations that promote personally meaningful student understandings. Novice teachers' reflections on their confidence to teach science content to their middle school students were observed through the lens of PCK. All three novice teachers reported a high confidence level to teach middle school science and attributed their confidence level to a great degree to the integrated science series of courses (NSCI). Method. A qualitative design, specifically a case study, was used for this study. Multiple forms of data collection were employed including a semi structured interview and a focus group

  1. Analysis of image content recognition algorithm based on sparse coding and machine learning

    Science.gov (United States)

    Xiao, Yu

    2017-03-01

    This paper presents an image classification algorithm based on spatial sparse coding model and random forest. Firstly, SIFT feature extraction of the image; and then use the sparse encoding theory to generate visual vocabulary based on SIFT features, and using the visual vocabulary of SIFT features into a sparse vector; through the combination of regional integration and spatial sparse vector, the sparse vector gets a fixed dimension is used to represent the image; at last random forest classifier for image sparse vectors for training and testing, using the experimental data set for standard test Caltech-101 and Scene-15. The experimental results show that the proposed algorithm can effectively represent the features of the image and improve the classification accuracy. In this paper, we propose an innovative image recognition algorithm based on image segmentation, sparse coding and multi instance learning. This algorithm introduces the concept of multi instance learning, the image as a multi instance bag, sparse feature transformation by SIFT images as instances, sparse encoding model generation visual vocabulary as the feature space is mapped to the feature space through the statistics on the number of instances in bags, and then use the 1-norm SVM to classify images and generate sample weights to select important image features.

  2. Using multimedia information and communication technology (ICT) to provide added value to reminiscence therapy for people with dementia : Lessons learned from three field studies.

    Science.gov (United States)

    Bejan, Alexander; Gündogdu, Ramazan; Butz, Katherina; Müller, Nadine; Kunze, Christophe; König, Peter

    2018-01-01

    In the care of people with dementia (PwD), occupational therapies and activities aiming at maintaining the quality of life of PwD, such as reminiscence therapy (RT), are taking on a more and more important role. Information and communication technology (ICT) has the potential to improve and to facilitate RT by facilitating access to and selection of biographical information and related contents or by providing novel multimodal interaction forms to trigger memories; however, interactive multimedia technology is barely used in practice. This article presents three exploratory field studies that evaluated different aspects of RT technology use for PwD in care homes, including the utilization of online movie databases, interactive surface touch computers as well as natural user interfaces allowing gestures and haptic interaction. In these studies, the usage of prototype systems was observed in occupational sessions by 5, 12 and 16 PwD. The results indicate positive effects of technology use, e. g. in the form of verbally elicited reminiscence statements, expressed joy and playful interaction. Lessons learned for the design of technology-based RT interventions are presented and discussed.

  3. Analysis of Maths Learning Activities Developed By Pre-service Teachers in Terms of the Components of Content, Purpose, Application Methods

    Directory of Open Access Journals (Sweden)

    Çağla Toprak

    2014-04-01

    Full Text Available Today- when the influence of the alteration movement done in order to keep up with the age of the educational system is still continuing- the importance of teachers in students’ learning and achieving what is expected from the education system has been stated by the studies conducted (Hazır & Bıkmaz, 2006. Teachers own a critical role in the stage of both preparing teaching materials and using them (Stein & Smith, 1998b; Swan, 2007. When the existing curriculums –in particular, maths and geometry cirriculums- are analyzed, it can be observed that activities are the most significant teaching materials (Bozkurt, 2012. In fact, it is possible to characterize the existing curriculums as activity-based ones (Report of Workshop Examining Content of Primary School Curriculums According to Branches, 2010; Epö, 2005. Therefore, what sort of learning activities there are, what qualities they need to have, how to design and apply them are topics that must be elaborated (Uğurel et al., 2010.  At this point, our study to increase the skills of pre-service teachers during the process of developing activities was conducted with 27 pre-service teachers -19 girls 8 boys- studying in the 4th year in Mathematics Education Department at a state university in the Aegean Region. The activity designs the pre-service teachers developed considering the patterns given after a series of practice were analyzed in documents in terms of the aim of design and the form of practice. As a result of the studies, it is observed that pre-service teachers deal with the topics from the maths curriculum and these topics are of different grade levels. The result of the examination named as target component suggests that activities developed aim firstly at providing learning and this is followed by reinforcing the concepts already learned. It is stated that pre-service teachers prefer mostly small group (cooperative studies in the activities they develop.Key Words:

  4. Spatial positioning of gender in two award-winning software programs for learning english: a visual content analysis

    Directory of Open Access Journals (Sweden)

    Kordjazi, Zahra

    2013-01-01

    Full Text Available This research was conducted to identify and interpret how spaces were differentiated by gender in visual images included in two award-winning English-learning software applications (Tell Me More and English at Home. The visual content analysis was based on examining the following values: home, workplace, street and neighborhood environment, leisure areas, and shop. Findings showed that females appeared as subordinate, financially dependent, and powerless; males as dominant, sporty, breadwinners, and powerful. Material writers, software developers, and instructors should be sensitized to such unfair positioning of gender and encouraged to promote alternative spatial discursive practices. Additionally, learners need to be well-informed and visually literate. It is argued that by discovering how females and males are positioned in contemporary interactive texts, consciously structured pictorial descriptions of gender can be articulated and contested in technology-based educational media to reflect gender equality

  5. PREPARING FUTURE TEACHERS THROUGH DISTANCE LEARNING: An Empirical Study on Students’ Perception of Teacher Education Program Provided by AIOU Pakistan

    Directory of Open Access Journals (Sweden)

    Mohammad NADEEM

    2013-10-01

    Full Text Available The purpose of the current study was to analyse the pre service teachers training programs for the distance learners of Allama Iqbal Open University (AIOU Islamabad, Pakistan. This kind of training is provided to the future teachers enrolled to acquire pre service training to become a teacher in a Government educational institution in Pakistan. The data was collected by administering a 45 items agree disagree four points Likert type scale to the subjects mainly through the scheduled meetings during the workshops. The independent sample t-test, and one way ANOVA along with mean difference was worked out for the data set. A group of 490 student teachers were randomly selected from the regions of Bahawalpur, Bahawalnagar, Rahimyarkhan, Multan, and D.G.Khan Districts (Southern Punjab. The planning for training is made timely but lacking physical facilities remains dominant in trainings. Although training plays an important role in students learning yet it is considered just a routine activity which made it a useless exercise. Similarly, findings reveal that co-curricular activities and child psychology are those aspects which ignored in the training. Future studies may be aimed at comparing the training system of teachers with teacher training through other channels of formal system of governments.

  6. Multisite Machine Learning Analysis Provides a Robust Structural Imaging Signature of Schizophrenia Detectable Across Diverse Patient Populations and Within Individuals.

    Science.gov (United States)

    Rozycki, Martin; Satterthwaite, Theodore D; Koutsouleris, Nikolaos; Erus, Guray; Doshi, Jimit; Wolf, Daniel H; Fan, Yong; Gur, Raquel E; Gur, Ruben C; Meisenzahl, Eva M; Zhuo, Chuanjun; Ying, Hong; Yan, Hao; Yue, Weihua; Zhang, Dai; Davatzikos, Christos

    2017-11-24

    Past work on relatively small, single-site studies using regional volumetry, and more recently machine learning methods, has shown that widespread structural brain abnormalities are prominent in schizophrenia. However, to be clinically useful, structural imaging biomarkers must integrate high-dimensional data and provide reproducible results across clinical populations and on an individual person basis. Using advanced multi-variate analysis tools and pooled data from case-control imaging studies conducted at 5 sites (941 adult participants, including 440 patients with schizophrenia), a neuroanatomical signature of patients with schizophrenia was found, and its robustness and reproducibility across sites, populations, and scanners, was established for single-patient classification. Analyses were conducted at multiple scales, including regional volumes, voxelwise measures, and complex distributed patterns. Single-subject classification was tested for single-site, pooled-site, and leave-site-out generalizability. Regional and voxelwise analyses revealed a pattern of widespread reduced regional gray matter volume, particularly in the medial prefrontal, temporolimbic and peri-Sylvian cortex, along with ventricular and pallidum enlargement. Multivariate classification using pooled data achieved a cross-validated prediction accuracy of 76% (AUC = 0.84). Critically, the leave-site-out validation of the detected schizophrenia signature showed accuracy/AUC range of 72-77%/0.73-0.91, suggesting a robust generalizability across sites and patient cohorts. Finally, individualized patient classifications displayed significant correlations with clinical measures of negative, but not positive, symptoms. Taken together, these results emphasize the potential for structural neuroimaging data to provide a robust and reproducible imaging signature of schizophrenia. A web-accessible portal is offered to allow the community to obtain individualized classifications of magnetic resonance

  7. Using IMS Learning Design to model collaborative learning activities

    NARCIS (Netherlands)

    Tattersall, Colin

    2006-01-01

    IMS Learning Design provides a counter to the trend towards designing for lone-learners reading from screens. It guides staff and educational developers to start not with content, but with learning activities and the achievement of learning objectives. It recognises that learning can happen without

  8. Targeting change: Assessing a faculty learning community focused on increasing statistics content in life science curricula.

    Science.gov (United States)

    Parker, Loran Carleton; Gleichsner, Alyssa M; Adedokun, Omolola A; Forney, James

    2016-11-12

    Transformation of research in all biological fields necessitates the design, analysis and, interpretation of large data sets. Preparing students with the requisite skills in experimental design, statistical analysis, and interpretation, and mathematical reasoning will require both curricular reform and faculty who are willing and able to integrate mathematical and statistical concepts into their life science courses. A new Faculty Learning Community (FLC) was constituted each year for four years to assist in the transformation of the life sciences curriculum and faculty at a large, Midwestern research university. Participants were interviewed after participation and surveyed before and after participation to assess the impact of the FLC on their attitudes toward teaching, perceived pedagogical skills, and planned teaching practice. Overall, the FLC had a meaningful positive impact on participants' attitudes toward teaching, knowledge about teaching, and perceived pedagogical skills. Interestingly, confidence for viewing the classroom as a site for research about teaching declined. Implications for the creation and development of FLCs for science faculty are discussed. © 2016 by The International Union of Biochemistry and Molecular Biology, 44(6):517-525, 2016. © 2016 The International Union of Biochemistry and Molecular Biology.

  9. Conceptual Understanding and Representation Quality through Multi-representation Learning on Newton Law Content

    Directory of Open Access Journals (Sweden)

    Suci Furwati

    2017-08-01

    Full Text Available Abstract: Students who have good conceptual acquisition will be able to represent the concept by using multi representation. This study aims to determine the improvement of students' understanding of the concept of Newton's Law material, and the quality of representation used in solving problems on Newton's Law material. The results showed that the concept acquisition of students increased from the average of 35.32 to 78.97 with an effect size of 2.66 (strong and N-gain of 0.68 (medium. The quality of each type of student representation also increased from level 1 and level 2 up to level 3. Key Words: concept aquisition, represetation quality, multi representation learning, Newton’s Law Abstrak: Siswa yang memiliki penguasaan konsep yang baik akan mampu merepresentasikan konsep dengan menggunakan multi representasi. Penelitian ini bertujuan untuk mengetahui peningkatan pemahaman konsep siswa SMP pada materi Hukum Newton, dan kualitas representasi yang digunakan dalam menyelesaikan masalah pada materi Hukum Newton. Hasil penelitian menunjukkan bahwa penguasaan konsep siswa meningkat dari rata-rata 35,32 menjadi 78,97 dengan effect size sebesar 2,66 (kuat dan N-gain sebesar 0,68 (sedang. Kualitas tiap jenis representasi siswa juga mengalami peningkatan dari level 1 dan level 2 naik menjadi level 3. Kata kunci: hukum Newton, kualitas representasi, pemahaman konsep, pembelajaran multi representasi

  10. Science Teacher Educators’ Engagement with Pedagogical Content Knowledge and Scientific Inquiry in Predominantly Paper-Based Distance Learning Programs

    Directory of Open Access Journals (Sweden)

    William J. FRASER

    2017-10-01

    Full Text Available This article focuses on the dilemmas science educators face when having to introduce Pedagogical Content Knowledge (PCK to science student teachers in a predominantly paper-based distance learning environment. It draws on the premise that science education is bound by the Nature of Science (NOS, and by the Nature of Scientific Inquiry (NOSI. Furthermore, science educators’ own PCK, and the limitations of a predominantly paper-based distance education (DE model of delivery are challenges that they have to face when introducing PCK and authentic inquiry-based learning experiences. It deprives them and their students from optimal engagement in a science-oriented community of practice, and leaves little opportunity to establish flourishing communities of inquiry. This study carried out a contextual analysis of the tutorial material to assess the PCK that the student teachers had been exposed to. This comprised the ideas of a community of inquiry, a community of science, the conceptualization of PCK, scientific inquiry, and the 5E Instructional Model of the Biological Sciences Curriculum Study. The analysis confirmed that the lecturers had a good understanding of NOS, NOSI and science process skills, but found it difficult to design interventions to optimize the PCK development of students through communities of inquiry. Paper-based tutorials are ideal to share theory, policies and practices, but fail to monitor the engagement of learners in communities of inquiry. The article concludes with a number of suggestions to address the apparent lack of impact power of the paper-based mode of delivery, specifically in relation to inquiry-based teaching and learning (IBTL.

  11. Lights, camera, action research: The effects of didactic digital movie making on students' twenty-first century learning skills and science content in the middle school classroom

    Science.gov (United States)

    Ochsner, Karl

    Students are moving away from content consumption to content production. Short movies are uploaded onto video social networking sites and shared around the world. Unfortunately they usually contain little to no educational value, lack a narrative and are rarely created in the science classroom. According to new Arizona Technology standards and ISTE NET*S, along with the framework from the Partnership for 21st Century Learning Standards, our society demands students not only to learn curriculum, but to think critically, problem solve effectively, and become adept at communicating and collaborating. Didactic digital movie making in the science classroom may be one way that these twenty-first century learning skills may be implemented. An action research study using a mixed-methods approach to collect data was used to investigate if didactic moviemaking can help eighth grade students learn physical science content while incorporating 21st century learning skills of collaboration, communication, problem solving and critical thinking skills through their group production. Over a five week period, students researched lessons, wrote scripts, acted, video recorded and edited a didactic movie that contained a narrative plot to teach a science strand from the Arizona State Standards in physical science. A pretest/posttest science content test and KWL chart was given before and after the innovation to measure content learned by the students. Students then took a 21st Century Learning Skills Student Survey to measure how much they perceived that communication, collaboration, problem solving and critical thinking were taking place during the production. An open ended survey and a focus group of four students were used for qualitative analysis. Three science teachers used a project evaluation rubric to measure science content and production values from the movies. Triangulating the science content test, KWL chart, open ended questions and the project evaluation rubric, it

  12. Improving Student Learning via Mobile Phone Video Content: Evidence from the BridgeIT India Project

    Science.gov (United States)

    Wennersten, Matthew; Quraishy, Zubeeda Banu; Velamuri, Malathi

    2015-01-01

    Past efforts invested in computer-based education technology interventions have generated little evidence of affordable success at scale. This paper presents the results of a mobile phone-based intervention conducted in the Indian states of Andhra Pradesh and Tamil Nadu in 2012-13. The BridgeIT project provided a pool of audio-visual learning…

  13. Capturing the complexity: Content, type, and amount of instruction and quality of the classroom learning environment synergistically predict third graders’ vocabulary and reading comprehension outcomes

    Science.gov (United States)

    Connor, Carol McDonald; Spencer, Mercedes; Day, Stephanie L.; Giuliani, Sarah; Ingebrand, Sarah W.; McLean, Leigh; Morrison, Frederick J.

    2014-01-01

    We examined classrooms as complex systems that affect students’ literacy learning through interacting effects of content and amount of time individual students spent in literacy instruction along with the global quality of the classroom-learning environment. We observed 27 third grade classrooms serving 315 target students using two different observation systems. The first assessed instruction at a more micro-level; specifically, the amount of time individual students spent in literacy instruction defined by the type of instruction, role of the teacher, and content. The second assessed the quality of the classroom-learning environment at a more macro level focusing on classroom organization, teacher responsiveness, and support for vocabulary and language. Results revealed that both global quality of the classroom learning environment and time individual students spent in specific types of literacy instruction covering specific content interacted to predict students’ comprehension and vocabulary gains whereas neither system alone did. These findings support a dynamic systems model of how individual children learn in the context of classroom literacy instruction and the classroom-learning environment, which can help to improve observations systems, advance research, elevate teacher evaluation and professional development, and enhance student achievement. PMID:25400293

  14. Capturing the complexity: Content, type, and amount of instruction and quality of the classroom learning environment synergistically predict third graders' vocabulary and reading comprehension outcomes.

    Science.gov (United States)

    Connor, Carol McDonald; Spencer, Mercedes; Day, Stephanie L; Giuliani, Sarah; Ingebrand, Sarah W; McLean, Leigh; Morrison, Frederick J

    2014-08-01

    We examined classrooms as complex systems that affect students' literacy learning through interacting effects of content and amount of time individual students spent in literacy instruction along with the global quality of the classroom-learning environment. We observed 27 third grade classrooms serving 315 target students using two different observation systems. The first assessed instruction at a more micro-level; specifically, the amount of time individual students spent in literacy instruction defined by the type of instruction, role of the teacher, and content. The second assessed the quality of the classroom-learning environment at a more macro level focusing on classroom organization, teacher responsiveness, and support for vocabulary and language. Results revealed that both global quality of the classroom learning environment and time individual students spent in specific types of literacy instruction covering specific content interacted to predict students' comprehension and vocabulary gains whereas neither system alone did. These findings support a dynamic systems model of how individual children learn in the context of classroom literacy instruction and the classroom-learning environment, which can help to improve observations systems, advance research, elevate teacher evaluation and professional development, and enhance student achievement.

  15. Influence of a highly focused case on the effect of small-group facilitators' content expertise on students' learning and satisfaction.

    Science.gov (United States)

    Davis, W K; Oh, M S; Anderson, R M; Gruppen, L; Nairn, R

    1994-08-01

    There has been considerable debate over the need for content expertise to lead a successful small-group discussion for medical students. Some authors feel process expertise related to the conduct of a small group is of more value than content expertise related to the case. At least one study has presented data that suggest content expertise can lead to teacher domination of the learning environment. In an earlier study, the present authors found that students learned more and were more satisfied with small-group instruction when the instruction was facilitated by a faculty member who was an expert in the content of the case. That study also identified no tendency for content experts to dominate the sessions (e.g., through lecturing or otherwise controlling the learning environment). The purpose of the present study was to explore the efficacy of a carefully designed and highly focused case problem to remove the influence of group facilitators' content expertise on students' learning outcomes. The 211 students in the University of Michigan Medical School class of 1994 were randomly assigned to 28 groups in a microbiology and immunology course in the fall of 1991; each small group was led by a faculty facilitator. Complete data were available from 27 groups: 13 groups led by experts and 14 groups led by non-experts. Data collection included observers' codings of interactions between the students and the facilitators (interactional analysis), test scores, and students' ratings of the experience. Unlike in the previous study, group leaders who were content experts devoted significantly more time to teacher-directed activities than did non-content-expert leaders. However, overall, 62% of the time was devoted to student-initiated activity. The results of the multiple-choice tests that were related specifically to the goals of the case indicated there was no significant difference between the students' performances in the groups led by experts and those led by non

  16. Apps of Steel: Are Exercise Apps Providing Consumers with Realistic Expectations?: A Content Analysis of Exercise Apps for Presence of Behavior Change Theory

    Science.gov (United States)

    Cowan, Logan T.; Van Wagenen, Sarah A.; Brown, Brittany A.; Hedin, Riley J.; Seino-Stephan, Yukiko; Hall, P. Cougar; West, Joshua H.

    2013-01-01

    Objective. To quantify the presence of health behavior theory constructs in iPhone apps targeting physical activity. Methods. This study used a content analysis of 127 apps from Apple's (App Store) "Health & Fitness" category. Coders downloaded the apps and then used an established theory-based instrument to rate each app's inclusion of…

  17. Examining the content of weight, nutrition and physical activity advices provided by Dutch practice nurses in primary care: analysis of videotaped consultations

    NARCIS (Netherlands)

    Dillen, S.M. van; Noordman, J.; Dulmen, S. van; Hiddink, G.J.

    2014-01-01

    BACKGROUND/OBJECTIVE: To examine the content of Dutch practice nurses' (PNs') advices about weight, nutrition and physical activity to overweight and obese patients. SUBJECTS/METHODS: A 100 videotaped real-life PN consultations (The Netherlands, 2010/2011) with overweight or obese patients were

  18. Examining the content of weight, nutrition and physical activity advices provided by Dutch practice nurses in primary care: analysis of videotaped consultations.

    NARCIS (Netherlands)

    Dillen, S.M.E. van; Noordman, J.; Dulmen, S. van; Hiddink, G.J.

    2014-01-01

    Background/Objective: To examine the content of Dutch practice nurses’ (PNs’) advices about weight, nutrition and physical activity to overweight and obese patients. Subjects/Methods: A 100 videotaped real-life PN consultations (The Netherlands, 2010/2011) with overweight or obese patients were

  19. On the Future Possibilities of Artificial Intelligence Based M-Learning Content Development

    OpenAIRE

    Köse, Utku; TÜFEKÇİ, Aslıhan

    2016-01-01

    Abstract—Artificial Intelligence is widely used in almost every field of the modern life; in order to provide effective solutions for real-world problems. It can be definitely said that this research field has a remarkable power on shaping the future of the humankind. When we take today's technologies into consideration, it is also seen that usage of Artificial Intelligence and mobile applications together is a key element for many future applications. At this point, main objective of th...

  20. Knowledge of primary paediatric care providers regarding attention deficit hyperactivity disorder and learning disorder: a study from Pakistan.

    Science.gov (United States)

    Jawaid, A; Zafar, A M; Naveed, A; Sheikh, S; Waheed, S; Zafar, M A; Syed, E U; Fatmi, Z

    2008-12-01

    Attention deficit hyperactivity disorder (ADHD) and learning disorder (LD) remain prevalent globally and are also speculated to have a high occurrence in Pakistan. An early diagnosis and intervention in these disabilities is imperative for achieving good clinical and functional outcomes. This can be ensured by an effective screening at the level of primary paediatric care in the developing countries. We aimed to explore the ability of general practitioners (GPs) and paediatricians in Pakistan to screen for ADHD and LD based on their awareness regarding the risk factors and symptomatology of ADHD and LD. A total of 96 paediatricians and 98 GPs practising in Karachi, Pakistan were included in the study. Data was collected employing a self-administered questionnaire. Only 13.7 percent of the GPs and 21.6 percent of the paediatricians were shown to have knowledge sufficient to effectively screen for/diagnose ADHD. Alarmingly, not a single GP was adequately familiar with the established risk factors and clinical symptoms of LD. The level of knowledge was not influenced by age, gender, and clinical practice attributes of the physicians. Doctors who regularly read medical journals and attend medical education seminars showed slightly better trends. We hypothesise that this demonstrated lack of knowledge at the level of primary care in Pakistan prevents an early screening of ADHD and LD. A multipronged strategy targeted at the provision of objective screening tools for primary paediatric care providers, regular continuing medical education seminars and an emphasis on paediatric mental health in undergraduate and postgraduate curricula may ensure an early detection of ADHD and LD in Pakistan.