WorldWideScience

Sample records for transformative learning theory

  1. Experiential learning: transforming theory into practice.

    Science.gov (United States)

    Yardley, Sarah; Teunissen, Pim W; Dornan, Tim

    2012-01-01

    Whilst much is debated about the importance of experiential learning in curriculum development, the concept only becomes effective if it is applied in an appropriate way. We believe that this effectiveness is directly related to a sound understanding of the theory, supporting the learning. The purpose of this article is to introduce readers to the theories underpinning experiential learning, which are then expanded further in an AMEE Guide, which considers the theoretical basis of experiential learning from a social learning, constructionist perspective and applies it to three stages of medical education: early workplace experience, clerkships and residency. This article argues for the importance and relevance of experiential learning and addresses questions that are commonly asked about it. First, we answer the questions 'what is experiential learning?' and 'how does it relate to social learning theory?' to orientate readers to the principles on which our arguments are based. Then, we consider why those ideas (theories) are relevant to educators--ranging from those with responsibilities for curriculum design to 'hands-on' teachers and workplace supervisors. The remainder of this article discusses how experiential learning theories and a socio-cultural perspective can be applied in practice. We hope that this will give readers a taste for our more detailed AMEE Guide and the further reading recommended at the end of it.

  2. Transformative Learning Theory in Gerontology: Nontraditional Students

    Science.gov (United States)

    Brown, Pamela Pitman; Brown, Candace S.

    2015-01-01

    Mezirow (1978) applied and used Transformative Learning Theoretical (TLT) processes while studying women who reentered academics during the 1970s. Similar to Mezirow's original 1975 work, we identify "factors that impeded or facilitated" participants' progress to obtain their undergraduate degree during the traditional student…

  3. Transformative Learning

    Science.gov (United States)

    Wang, Victor C. X.; Cranton, Patricia

    2011-01-01

    The theory of transformative learning has been explored by different theorists and scholars. However, few scholars have made an attempt to make a comparison between transformative learning and Confucianism or between transformative learning and andragogy. The authors of this article address these comparisons to develop new and different insights…

  4. Transformative learning theory: facilitating mammography screening in rural women.

    Science.gov (United States)

    Purtzer, Mary Anne; Overstreet, Lindsey

    2014-03-01

    To use transformative learning to investigate what experiences serve as catalysts for mammography screening, the cognitive and affective responses that result from the catalyst, and how screening behavior is impacted. A descriptive qualitative study. Southeastern Wyoming. 25 low-income, rural women aged 40 years and older. Four focus group interviews. Cancer experiences triggered universal responses of fear by screeners and nonscreeners. The manner in which that fear response was interpreted was a critical factor in the facilitation of, or impedance to, screening. Dichotomous interpretations of fear responses provided the context for screening behavior. Immobilizing and isolating experiences were associated with nonscreening behavior, whereas motivation and self-efficacy were associated with screening behavior. Transformative learning theory is a useful framework from which to explain differences in mammography screening behavior. Creating opportunities that facilitate dialogue and critical reflection hold the potential to change immobilizing and isolating frames of reference in nonscreening women. To help women transcend their fear and become self-efficacious, nurses can assess how cancer and the screening experience is viewed and, if indicated, move beyond standard education and offer opportunities for dialogue and critical reflection.

  5. Transformative Learning: A Case for Using Grounded Theory as an Assessment Analytic

    Science.gov (United States)

    Patterson, Barbara A. B.; Munoz, Leslie; Abrams, Leah; Bass, Caroline

    2015-01-01

    Transformative Learning Theory and pedagogies leverage disruptive experiences as catalysts for learning and teaching. By facilitating processes of critical analysis and reflection that challenge assumptions, transformative learning reframes what counts as knowledge and the sources and processes for gaining and producing it. Students develop a…

  6. A Critical Comparison of Transformation and Deep Approach Theories of Learning

    Science.gov (United States)

    Howie, Peter; Bagnall, Richard

    2015-01-01

    This paper reports a critical comparative analysis of two popular and significant theories of adult learning: the transformation and the deep approach theories of learning. These theories are operative in different educational sectors, are significant, respectively, in each, and they may be seen as both touching on similar concerns with learning…

  7. Transformative Learning and Professional Identity Formation During International Health Electives: A Qualitative Study Using Grounded Theory.

    Science.gov (United States)

    Sawatsky, Adam P; Nordhues, Hannah C; Merry, Stephen P; Bashir, M Usmaan; Hafferty, Frederic W

    2018-03-27

    International health electives (IHEs) are widely available during residency and provide unique experiences for trainees. Theoretical models of professional identity formation and transformative learning may provide insight into residents' experiences during IHEs. The purpose of this study was to explore transformative learning and professional identity formation during resident IHEs and characterize the relationship between transformative learning and professional identity formation. The authors used a constructivist grounded theory approach, with the sensitizing concepts of transformative learning and professional identity formation to analyze narrative reflective reports of residents' IHEs. The Mayo International Health Program supports residents from all specialties across three Mayo Clinic sites. In 2015, the authors collected narrative reflective reports from 377 IHE participants dating from 2001-2014. Reflections were coded and themes were organized into a model for transformative learning during IHEs, focusing on professional identity. Five components of transformative learning were identified during IHEs: a disorienting experience; an emotional response; critical reflection; perspective change; and a commitment to future action. Within the component of critical reflection three domains relating to professional identity were identified: making a difference; the doctor-patient relationship; and medicine in its "purest form." Transformation was demonstrated through perspective change and a commitment to future action, including continued service, education, and development. IHEs provide rich experiences for transformative learning and professional identity formation. Understanding the components of transformative learning may provide insight into the interaction between learner, experiences, and the influence of mentors in the process of professional identity formation.

  8. The Role of Spirituality in Transition to Parenthood: Qualitative Research Using Transformative Learning Theory.

    Science.gov (United States)

    Klobučar, Nataša Rijavec

    2016-08-01

    This article presents results of a qualitative study of 12 adult couples making transition to parenthood. The aim of the study was to research the meaning of transition to parenthood through the lens of transformative learning theory. Transformative learning theory explains learning through meaning-making of that life experience. In this paper, the spiritual dimension of learning is emphasized. An important part of research methodology included biographical method, using semi-structured interviews before and after the birth of the first child. The research showed that transformative learning occurs in different spheres of life during transition to parenthood. This paper discusses the spiritual dimension of learning, meaning-making and presents results of the research.

  9. Effect of Environmental Education Based on Transformational Learning Theory on Perceptions towards Environmental Problems and Permanency of Learning

    Science.gov (United States)

    Uyanik, Gökhan

    2016-01-01

    The aim of the study is to determine effect of environmental education based on transformational learning theory on primary school teacher candidates' perceptions towards environmental problems and permanency of learning. Pretest-posttest quasi-experimental design have been used in this study. The study group consists of 66 teacher candidates who…

  10. The Dance of the Magic Dragon: Embodied Knowledge in the Context of Transformative Learning Theory

    Science.gov (United States)

    Tsouvala, Maria; Magos, Kostas

    2016-01-01

    This paper describes a dance-based research project conducted at the Department of Early Childhood Education of the University of Thessaly. The main aim of the project was to explore the possibilities of dance in understanding the self in relation to the world, under the perspective of the transformative learning theory. The methodology applied…

  11. Transformative Theory in Social Research

    DEFF Research Database (Denmark)

    Ravn, Ib

    Social-scientific theory usually represents an attempt to describe or explain social phenomena and, sometimes, to criticize them. However, a theory can be transformative in the sense that in using and testing it, researchers may help practitioners transform and improve their social conditions......, institutions or organisations. This idea is illustrated by a research-and-development effort to help conference organisers develop meeting formats that create more learning among delegates than is accomplished by the conventional, lecture-based format. This effort was based on a (transformative) theory...... of conferences as forums for learning and "human co-flourishing." Seventeen learning techniques were derived from the theory and were tested as hypotheses: When implemented in 30 live experiments, did they contribute to learning, as specified by the theory? Properties of transformative theory that distinguish...

  12. Transforming Passive Receptivity of Knowledge into Deep Learning Experiences at the Undergraduate Level: An Example from Music Theory

    Science.gov (United States)

    Ferenc, Anna

    2015-01-01

    This article discusses transformation of passive knowledge receptivity into experiences of deep learning in a lecture-based music theory course at the second-year undergraduate level through implementation of collaborative projects that evoke natural critical learning environments. It presents an example of such a project, addresses key features…

  13. Stoking the Dialogue on the Domains of Transformative Learning Theory: Insights From Research With Faith-Based Organizations in Kenya

    Science.gov (United States)

    Moyer, Joanne M.; Sinclair, A. John

    2016-01-01

    Transformative learning theory is applied in a variety of fields, including archaeology, religious studies, health care, the physical sciences, environmental studies, and natural resource management. Given the breadth of the theory's application, it needs to be adaptable to broad contexts. This article shares insights gained from applying the…

  14. Transformative Learning and the Form That Transforms: Towards a Psychosocial Theory of Recognition Using Auto/ Biographical Narrative Research

    Science.gov (United States)

    West, Linden

    2014-01-01

    In this article, I interrogate the changing forms that may be fundamental to transformative learning and how these are best chronicled and understood. Drawing on auto/biographical narrative research, I challenge the continuing primacy of a kind of overly disembodied, decontextualized cognition as the basis of transformation. Notions of epistemic…

  15. Shame and Transformation in the Theory and Practice of Adult Learning and Education

    Science.gov (United States)

    Walker, Jude

    2017-01-01

    Shame both stymies and motivates learning; it prevents adults from participating in educational programs yet, with accompanied self-examination, it can be the catalyst for transformation. While fundamental for understanding adult learning, shame is (shamefully) inadequately theorized in the field of adult education: We don't talk enough about…

  16. Transforming learning?

    Science.gov (United States)

    1999-09-01

    A new Learning and Skills Council for post-16 learning is the latest proposal from the UK Government in its attempt to ensure a highly skilled workforce for the next century. Other aims will be to reduce the variability in standards of the existing post-16 system, coordination and coherence between further education and training, and a reduction in the duplication and layers in contracting and funding. The proposals include: a national Learning and Skills Council, with 40-50 local Learning and Skills Councils to develop local plans; a strengthened strategic role for business in education and training, influencing a budget of #5bn a radical new youth programme entitled `Connexions', with dedicated personal advisors for young people; greater cooperation between sixth forms and colleges; and the establishment of an independent inspectorate covering all work-related learning and training, to include a new role for Ofsted in inspecting the provision for 16-19 year-olds in schools and colleges. It is hoped that this programme will build on the successes of the previous systems and that savings of at least #50m can be achieved through streamlining and the reduction in bureaucracy. The intentions are set out in a White Paper, Learning to Succeed, which is available from the Stationery Office and bookshops, as well as on the website www.dfee.gov.uk/post16. Published in addition to the White Paper was `School Sixth form funding: a consultation paper' (available from DfEE publications, Prolog, PO Box 5050, Sherwood Park, Annesley, Nottingham NG15 0DJ) and `Transition plan for the post-16 education and training and for local delivery of support for small firms' (available from Trevor Tucknutt, TECSOP Division, Level 3, Department for Education and Employment, Moorfoot, Sheffield S1 4PQ). The deadline for comments on both the sixth form consultation document and the White Paper is 15 October 1999. Almost simultaneously with the announcement of the above proposals came the

  17. Transformative Theory in Social and Organizational Research

    DEFF Research Database (Denmark)

    Ravn, Ib

    2016-01-01

    and institutions. This idea is illustrated by a research-and-development project in Denmark, headed by the author, which used transformative theory to design professional conferences that are more conducive to participant learning and involvement than is the conventional, lecture-based format. A number of learning...... techniques were derived from the theory and were tested as hypotheses: When implemented in thirty live conference experiments, did they contribute to learning, as specified by the theory? Used in this manner, transformative theory may supplement the aspirations motivating change agents by some of the well...

  18. Transformative learning spaces

    DEFF Research Database (Denmark)

    Maslo, Elina

    Despite rapid development of learning theory in general and language learning theory in particular in the last years, we still cannot provide an unequivocal answer on the question “why do individuals who presumably possess similar cognitive capacities for second language learning achieve such var......, Leo (2010). The ecology of language learning: Practice to theory, theory to practice. Procedia – Social and Behavioral Sciences. Elsevier......., social, personal, cultural, and historical world they live in (van Lier, 2000). People can learn when they discover possibilities for learning, which appear in this complex world – so called affordances (Gibson, 1979). This happens in the interaction between people and their environment on the basis...... to the different ways of interaction of cognitive, affective and social factors by different individuals. Learning stories, where multilingual individuals are telling about their subjective experiences in language learning in particular and learning in general, are constructed by using a special developed...

  19. Considering a Voice of the Body for Adult Transformative Learning Theory

    Science.gov (United States)

    Boleyn, Elizabeth C.

    2013-01-01

    Unknowingly, much of the population of the Western World are thinking machines who live and learn isolated from somatic experiences. They distrust their bodies in the learning process and are stuck living out unquestioned realities of embodied socioculturalism and rationalism which guide decision making, learning and ways of being. Considering a…

  20. Transformative Learning as an "Inter-Practice" Phenomenon

    Science.gov (United States)

    Hodge, Steven

    2014-01-01

    Transformative learning theory and practice-based theory both offer compelling but distinct accounts of adult learning. The vicissitudes of individual meaning-making is the focus of transformative learning theory whereas practice-based accounts view participation in social practices as the key to understanding learning. Despite their differing…

  1. WHAT CAN WE LEARN FROM TRAIT THEORIES AND CHARISMATIC-TRANSFORMATIONAL LEADERSHIP?: A NOTE TO DEVELOP PERSONAL CAREER STRATEGIES

    Directory of Open Access Journals (Sweden)

    Wan Juli

    2005-01-01

    Full Text Available This study examines how personal strategies for career advancement and leadership skills can be developed by drawing a red line from the trait theories of leadership and charismatic-transformational leadership. Shackleton's experience will provide an important example and reinforce those two theories which suggest that no leadership theories can be applied in isolation and that directly or indirectly, those theories will be manifested in a successful leader. Some challenges to the future leadership are examined in order to develop some personal career strategies that may be applicable for future careers. Five strategies (personal vision, personal development, mentoring, team building, and learning and change of future leadership career are finally suggested. The first two strategies deal with the development of personal leadership started by setting a personal mission which inspires the development of personal leadership qualities. The next two strategies, mentoring and team-building are intended to incorporate the personal leadership into an organisational setting and make the leadership meaningful for other people. Finally, it can be inferred that those four strategies are not sufficient in a turbulent and dynamic environment and thus the last strategy is required to enhance the leaders' ability to stimulate learning and change in the organisation. Abstract in Bahasa Indonesia : Studi ini bertujuan untuk mengetahui secara mendalam tentang bagaimanakah strategi-strategi untuk meningkatkan karir dan kemampuan kepemimpinan seorang individu dapat dibangun dengan berfokus pada teori kepemimpinan trait dan teori kepemimpinan transformasi karismatik. Pengalaman Shackleton akan menjadi contoh yang penting dan menguatkan, bahwa tidak satupun dari kedua teori kepemimpinan tersebut dapat diaplikasikan didalam suatu keadaan yang terisolasi, dan bahwa kedua teori tersebut, baik secara langsung maupun tidak, akan termanifestasikan dalam diri seorang

  2. Workplaces as Transformative Learning Spaces

    DEFF Research Database (Denmark)

    Maslo, Elina

    2010-01-01

    some other examples on “successful learning” from the formal, informal and non-formal learning environments, trying to prove those criteria. This presentation provides a view on to new examples on transformative learning spaces we discovered doing research on Workplace Learning in Latvia as a part......Abstract to the Vietnam Forum on Lifelong Learning: Building a Learning Society Hanoi, 7-8 December 2010 Network 2: Competence development as Workplace Learning Title of proposal: Workplaces as Transformative Learning Spaces Author: Elina Maslo, dr. paed., University of Latvia, elina@latnet.lv Key...... words: learning, lifelong learning, adult learning, workplace learning, transformative learning spaces During many years of research on lifelong foreign language learning with very different groups of learners, we found some criteria, which make learning process successful. Since then we tried to find...

  3. Linear canonical transforms theory and applications

    CERN Document Server

    Kutay, M; Ozaktas, Haldun; Sheridan, John

    2016-01-01

    This book provides a clear and accessible introduction to the essential mathematical foundations of linear canonical transforms from a signals and systems perspective. Substantial attention is devoted to how these transforms relate to optical systems and wave propagation. There is extensive coverage of sampling theory and fast algorithms for numerically approximating the family of transforms. Chapters on topics ranging from digital holography to speckle metrology provide a window on the wide range of applications. This volume will serve as a reference for researchers in the fields of image and signal processing, wave propagation, optical information processing and holography, optical system design and modeling, and quantum optics. It will be of use to graduate students in physics and engineering, as well as for scientists in other areas seeking to learn more about this important yet relatively unfamiliar class of integral transformations.

  4. Pullback Transformations in Gyrokinetic Theory

    International Nuclear Information System (INIS)

    Qin, H.; Tang, W.M.

    2003-01-01

    The Pullback transformation of the distribution function is a key component of the gyrokinetic theory. In this paper, a systematic treatment of this subject is presented, and results from applications of the uniform framework developed are reviewed. The focus is on providing a clear exposition of the basic formalism which arises from the existence of three distinct coordinate systems in gyrokinetic theory. The familiar gyrocenter coordinate system, where the gyromotion is decoupled from the rest of particle's dynamics, is non-canonical and non-fabric. On the other hand, Maxwell's equations, which are needed to complete a kinetic system, are initially only defined in the fabric laboratory phase space coordinate system. The pullback transformations provide a rigorous connection between the distribution functions in gyrocenter coordinates and Maxwell's equations in laboratory phase space coordinates. This involves the generalization of the usual moment integrals originally defined on the cotangent fiber of the phase space to the moment integrals on a general 6D symplectic manifold, is shown to be an important step in the proper formulation of gyrokinetic theory. The resultant systematic treatment of the moment integrals enabled by the pullback transformation. Without this vital element, a number of prominent physics features, such as the presence of the compressional Alfven wave and a proper description of the gyrokinetic equilibrium, cannot be readily recovered

  5. Organizational Learning through Transformational Leadership

    Science.gov (United States)

    Imran, Muhammad Kashif; Ilyas, Muhammad; Aslam, Usman; Ubaid-Ur-Rahman

    2016-01-01

    Purpose: The transformation of firms from resource-based-view to knowledge-based-view has extended the importance of organizational learning. Thus, this study aims to develop an organizational learning model through transformational leadership with indirect effect of knowledge management process capability and interactive role of…

  6. The sign learning theory

    African Journals Online (AJOL)

    KING OF DAWN

    The sign learning theory also holds secrets that could be exploited in accomplishing motor tasks. ... Introduction ... In his classic work: Cognitive Map in Rats and Men (1948),Tolman talked about five groups of experiments viz: latent learning ...

  7. Travel and Adult Transformative Learning

    Science.gov (United States)

    Lindstrom, Steven K.

    2011-01-01

    This phenomenological research study examines the lived experience of individual adult transformation in the context of travel. Adults throughout history have experienced profound personal and perception changes as a result of significant travel events. Transformative learning occurs through experience, crisis, and reflection, all of which are…

  8. Transformative Learning: Personal Empowerment in Learning Mathematics

    Science.gov (United States)

    Hassi, Marja-Liisa; Laursen, Sandra L.

    2015-01-01

    This article introduces the concept of personal empowerment as a form of transformative learning. It focuses on commonly ignored but enhancing elements of mathematics learning and argues that crucial personal resources can be essentially promoted by high engagement in mathematical problem solving, inquiry, and collaboration. This personal…

  9. Transformative Learning in Postapartheid South Africa: Disruption, Dilemma, and Direction

    Science.gov (United States)

    Cox, Amanda J.; John, Vaughn M.

    2016-01-01

    The catalyst for learning and change in transformative learning theory has mostly been explained in terms of a disorientation in a relatively stable life. This article explores a South African, nonformal adult learning program, as a source of "orienting dilemmas," which catalyze learning and change in lives that are regularly and…

  10. Creating Activating Events for Transformative Learning in a Prison Classroom

    Science.gov (United States)

    Keen, Cheryl H.; Woods, Robert

    2016-01-01

    In this article, we interpreted, in light of Mezirow's theory of transformative learning, interviews with 13 educators regarding their work with marginalized adult learners in prisons in the northeastern United States. Transformative learning may have been aided by the educators' response to unplanned activating events, humor, and respect, and…

  11. Optimising ICT effectiveness in instruction and learning: Multilevel transformation theory and a pilot project in secondary education

    NARCIS (Netherlands)

    Mooij, Ton

    2016-01-01

    Specific combinations of educational and ICT conditions including computer use may optimise learning processes, particularly for learners at risk. This position paper asks which curricular, instructional, and ICT characteristics can be expected to optimise learning processes and outcomes,and how to

  12. Building on transformative learning and response shift theory to investigate health-related quality of life changes over time in individuals with chronic health conditions and disability.

    Science.gov (United States)

    Barclay-Goddard, Ruth; King, Judy; Dubouloz, Claire-Jehanne; Schwartz, Carolyn E

    2012-02-01

    A major goal of treatment for people living with chronic illness or disability is self-management leading to optimized health-related quality of life. This change process has been described in the adult education literature as transformative learning, while in health-related quality of life research, response shift has emerged as a key concept. Response shift and transformative learning literature were reviewed, and the theoretical frameworks of the 2 concepts were compared and contrasted. Response shift is described as a change in internal standards, values, or definition of a construct (eg, health-related quality of life) over time, commonly seen in individuals with chronic illness. In the context of chronic illness, transformative learning is described as a complex process of personal change including beliefs, feelings, knowledge, and values. Transformative learning is often triggered by the diagnosis of a chronic illness. This results in a critical reflection of taken-for-granted assumptions and leads to new ways of thinking, influencing personal changes in daily living. Comparing the models of response shift and transformative learning in chronic illness, the catalyst in response shift appears comparable with the trigger in transformational learning; mechanisms to process of changing; and perceived quality of life to outcomes. Both transformative learning and response shift have much to offer health care providers in understanding the learning process for the person living with chronic illness or disability to optimize their quality of life. Suggestions for future research in response shift and transformative learning in individuals with chronic health conditions and disability are proposed. Copyright © 2012 American Congress of Rehabilitation Medicine. Published by Elsevier Inc. All rights reserved.

  13. A Transformative Perspective on the Scholarship of Teaching and Learning

    Science.gov (United States)

    Cranton, Patricia

    2011-01-01

    In this paper, I explore the Scholarship of Teaching and Learning through the lens of transformative learning theory and critical theory. In doing so, I expand the notion of a Scholarship of Teaching so as to go beyond the solving of practical problems in teaching and the improvement of teaching effectiveness. I focus on an emancipatory…

  14. Leading to Transgress: Critical Considerations for Transforming Leadership Learning.

    Science.gov (United States)

    Osteen, Laura; Guthrie, Kathy L; Jones, Tamara Bertrand

    2016-12-01

    The culturally relevant leadership learning (CRLL) model is explored through the lens of theory and practice. This creates critical questions to guide leadership educators in the ongoing process of transforming leadership programs. © 2016 Wiley Periodicals, Inc., A Wiley Company.

  15. Teaching and Learning Science for Transformative, Aesthetic Experience

    Science.gov (United States)

    Girod, Mark; Twyman, Todd; Wojcikiewicz, Steve

    2010-01-01

    Drawing from the Deweyan theory of experience (1934, 1938), the goal of teaching and learning for transformative, aesthetic experience is contrasted against teaching and learning from a cognitive, rational framework. A quasi-experimental design was used to investigate teaching and learning of fifth grade science from each perspective across an…

  16. THE LET ME LEARN PROFESSIONAL LEARNING PROCESS FOR TEACHER TRANSFORMATION

    OpenAIRE

    Calleja, Colin

    2013-01-01

    This research set out to explore how a group of nine educators from a Catholic Church school in Malta, who have attended the Let Me Learn professional Learning process (LMLpLp), experienced personal and professional transformation. This study investigates those factors influencing participants in their transformative learning journey. It also explores the dynamics of transformative learning and whether individual transformation affects the school’s transformative learning experience. More spe...

  17. Masculinities, Attachment Theory and Transformative Learning: A Discussion of Some Theoretical Considerations for Developing an Emotionally Secure Teaching Praxis

    Science.gov (United States)

    Carberry, Damien

    2017-01-01

    This paper situates education as an integral component of the overall prison rehabilitation process. The article discusses how an educational practitioner's knowledge of attachment theory and masculinities can be utilized to develop a secure methodological teaching environment in the classroom of a prison education unit and create a space where…

  18. Transformational Theory and English as a Second Language/Dialect.

    Science.gov (United States)

    Scott, Charles T.

    Noam Chomsky's numerous criticisms of formerly well-accepted beliefs about the nature of language learning (e.g. in his review of Skinner's "Verbal Behavior") have led to a diversity of views regarding the potential application of transformational theory to the teaching of English as a second language/dialect. It seems clear, moreover, that his…

  19. Theories of inflation and conformal transformations

    International Nuclear Information System (INIS)

    Kalara, S.; Kaloper, N.; Olive, K.A.

    1990-01-01

    We show that several different theories of inflation including R 2 , Brans-Dicke, and induced-gravity inflation are all related to generalized or power-law inflation by means of conformal transformations. These theories all involve non-standard gravity, and the use of conformal transformations allows one to obtain standard inflationary predictions such as the expansion time-scale, reheating and density perturbations in each case very simply. We also discuss the possibilities of this method to be applied to string theory. (orig.)

  20. Gaia: "Thinking Like a Planet" as Transformative Learning

    Science.gov (United States)

    Haigh, Martin

    2014-01-01

    Transformative learning may involve gentle perspective widening or something more traumatic. This paper explores the impact of a transformative pedagogy in a course that challenges learners to "think like a planet". Among six sources of intellectual anxiety, learners worry about: why Gaia Theory is neglected by their other courses; the…

  1. Using Transformative Learning Theory to Explore the Mechanisms of Citizen Participation for Environmental Education on the Removal of Invasive Species: The Case of Green Island, Taiwan

    Science.gov (United States)

    Chao, Ren-Fang

    2017-01-01

    The purpose of this study is to investigate the process of participation in the transformative learning process for invasive species by community volunteers and voluntourists. The results show that children play an important role in motivating adults to accept new ideas, and for both community volunteers and voluntourists, "dialogue" has…

  2. Hospital transformation and organisational learning.

    Science.gov (United States)

    Ho, W

    1999-12-01

    Kwong Wah Hospital was founded by the charity organisation Tung Wah Group of Hospitals some 88 years ago, with management transfer to the Hong Kong Hospital Authority in 1991. Capitalizing both from the traditional caring culture of its founder, as well as opportunities in the new management environment, the hospital has scored remarkable successes in service quality, community partnership, organisational effectiveness, and staff development. Underpinning these transformations were Structure, Process, People, and Culture strategies. The learning imperative is heavily mandated or the success of each of these strands of development. Indeed, the embodiment of a learning organisation culture provides the impetus in sustaining the change momentum, towards achieving the Vision of becoming a 'Most Preferred Hospital' in Hong Kong.

  3. Teaching and Learning Science for Transformative, Aesthetic Experience

    Science.gov (United States)

    Girod, Mark; Twyman, Todd; Wojcikiewicz, Steve

    2010-11-01

    Drawing from the Deweyan theory of experience (1934, 1938), the goal of teaching and learning for transformative, aesthetic experience is contrasted against teaching and learning from a cognitive, rational framework. A quasi-experimental design was used to investigate teaching and learning of fifth grade science from each perspective across an entire school year including three major units of instruction. Detailed comparisons of teaching are given and pre and post measures of interest in learning science, science identity affiliation, and efficacy beliefs are investigated. Tests of conceptual understanding before, after, and one month after instruction reveal teaching for transformative, aesthetic experience fosters more, and more enduring, learning of science concepts. Investigations of transfer also suggest students learning for transformative, aesthetic experiences learn to see the world differently and find more interest and excitement in the world outside of school.

  4. Canonical and D-transformations in Theories with Constraints

    OpenAIRE

    Gitman, Dmitri M.

    1995-01-01

    A class class of transformations in a super phase space (we call them D-transformations) is described, which play in theories with second-class constraints the role of ordinary canonical transformations in theories without constraints.

  5. Design of educational and ICT conditions to integrate differences in learning: Contextual learning theory and a first transformation step in early education.

    NARCIS (Netherlands)

    Mooij, Ton

    2016-01-01

    Educational differentiation and ICT can be designed to better recognize and integrate learning differences across students particularly by assisting instructional management and the self-regulation of students. A conceptual framework for such practice is elaborated here. First, learning as an

  6. Learning theory and gestalt therapy.

    Science.gov (United States)

    Harper, R; Bauer, R; Kannarkat, J

    1976-01-01

    This article discusses the theory and operations of Gestalt Therapy from the viewpoint of learning theory. General comparative issues are elaborated as well as the concepts of introjection, retroflextion, confluence, and projection. Principles and techniques of Gestalt Therapy are discussed in terms of learning theory paradigm. Practical implications of the various Gestalt techniques are presented.

  7. Crystallographic theory of the martensitic transformation

    Directory of Open Access Journals (Sweden)

    Edwar A. Torres-López

    2014-08-01

    Full Text Available The martensitic transformation is one of the most researched topics in the materials science during the 20th century. The second half of this century was mainly remembered by the development of several theories related with the kinetics of phase transformation, the mechanisms involved in the nucleation phenomenon, and the way as the crystallographic change is produced. In this paper are described the fundamental concepts that are defined in the crystallographic framework of the martensitic transformation. The study is focused on the application of the most outstanding crystallographic models: the Bain; the Wechsler, Lieberman & Read; and the Bowles & Mackenzie. The topic is presented based upon the particular features of the martensitic transformation, such as its non-diffusional character, type of interface between parent (austenite and product (martensite phases, the formation of substructural defects, and the shape change; all of these features are mathematically described by equations aimed to predict how the transformation will take place rather than to explain the actual movement of the atoms within the structure. This mathematical development is known as the Phenomenological Theory of Martensite Crystallography (PTMC.

  8. Using the Discovering Model to Facilitate Transformational Learning and Career Development

    Science.gov (United States)

    Kroth, Michael; Boverie, Patricia

    2009-01-01

    Transformative Learning Theory has become one of the leading adult learning theories today and yet students, practitioners, and faculty can find it difficult to use. This useful theory has been applied to a variety of settings, including helping to describe the process which occurs as life mission is related to self directed learning. In the book,…

  9. Transforming Leadership Development for Significant Learning.

    Science.gov (United States)

    Owen, Julie E

    2015-01-01

    Leadership education is undergoing a transformation where powerful pedagogies and emerging knowledge about the scholarship of teaching and learning supplant long held and often-outmoded practices of leadership education. This transformation requires new commitments to evidence-based practice, critical consciousness, and more complex understanding of the levers of leadership learning. © 2015 Wiley Periodicals, Inc., A Wiley Company.

  10. Scale transformation and massless limit in neutral-vector field theory. [Gauge transformation unified theory

    Energy Technology Data Exchange (ETDEWEB)

    Kubo, R; Takahashi, Y; Yokoyama, K

    1975-01-01

    In a wide class of neutral vector field theories, in which massive and massless fields are described in a unified way and a unique massless limit exists to quantum electrodynamics in covariant gauges, the commutability of the scale transformation and the massless limit is examined. It is shown that there occurs no anomaly with respect to the assignment for scale dimensions of relevant fields. Connection of scale transformation and gauge transformation is also discussed.

  11. Blended Learning as Transformational Institutional Learning

    Science.gov (United States)

    VanDerLinden, Kim

    2014-01-01

    This chapter reviews institutional approaches to blended learning and the ways in which institutions support faculty in the intentional redesign of courses to produce optimal learning. The chapter positions blended learning as a strategic opportunity to engage in organizational learning.

  12. Dynasting Theory: Lessons in learning grounded theory

    Directory of Open Access Journals (Sweden)

    Johnben Teik-Cheok Loy, MBA, MTS, Ph.D.

    2011-06-01

    Full Text Available This article captures the key learning lessons gleaned from the author’s experience learning and developing a grounded theory for his doctoral dissertation using the classic methodology as conceived by Barney Glaser. The theory was developed through data gathered on founders and successors of Malaysian Chinese family-own businesses. The main concern for Malaysian Chinese family businesses emerged as dynasting . the building, maintaining, and growing the power and resources of the business within the family lineage. The core category emerged as dynasting across cultures, where founders and successors struggle to transition from traditional Chinese to hybrid cultural and modernized forms of family business from one generation to the next. The key learning lessons were categorized under five headings: (a sorting through different versions of grounded theory, (b educating and managing research stakeholders, (c embracing experiential learning, (d discovering the core category: grounded intuition, and (e recognizing limitations and possibilities.Keywords: grounded theory, learning, dynasting, family business, Chinese

  13. An Ecological Perspective of Power in Transformational Learning: A Case Study of Ethical Vegans.

    Science.gov (United States)

    McDonald, Barbara; Cervero, Ronald M.; Courtenay, Bradley C.

    1999-01-01

    In-depth interviews with 12 ethical vegans revealed the process of becoming vegetarian. Transformative learning proved to be a journey rather than a one-time decision. Mezirow's transformative theory does not adequately account for the power relations central to this process. Therefore, transformative learning should be viewed more holistically.…

  14. Transformative Learning, Affect, and Reciprocal Care in Community Engagement

    Science.gov (United States)

    Holmes, Ashley J.

    2015-01-01

    Drawing on interviews with writing teachers, this article highlights some of the affective responses that may arise for students, community partners, and teachers when we situate our pedagogies in public sites beyond the classroom. I analyze a teacher-narrated moment of student distress to demonstrate how theories of transformative learning might…

  15. Geometrical methods in learning theory

    International Nuclear Information System (INIS)

    Burdet, G.; Combe, Ph.; Nencka, H.

    2001-01-01

    The methods of information theory provide natural approaches to learning algorithms in the case of stochastic formal neural networks. Most of the classical techniques are based on some extremization principle. A geometrical interpretation of the associated algorithms provides a powerful tool for understanding the learning process and its stability and offers a framework for discussing possible new learning rules. An illustration is given using sequential and parallel learning in the Boltzmann machine

  16. The Role of Transformational Learning in Women's Leadership Development

    Science.gov (United States)

    Suby-Long, Sallie

    2012-01-01

    Based on the theory of transformational learning, the purpose of this study was to conduct survey research with women graduates of two community-based leadership development programs to determine what characteristics describe transformational learning among women participants and to identify what learning activities and experiences may foster…

  17. Constructivist learning theories and complex learning environments

    NARCIS (Netherlands)

    R-J. Simons; Dr. S. Bolhuis

    2004-01-01

    Learning theories broadly characterised as constructivist, agree on the importance to learning of the environment, but differ on what exactly it is that constitutes this importance. Accordingly, they also differ on the educational consequences to be drawn from the theoretical perspective. Cognitive

  18. Theory and Model for Martensitic Transformations

    DEFF Research Database (Denmark)

    Lindgård, Per-Anker; Mouritsen, Ole G.

    1986-01-01

    Martensitic transformations are shown to be driven by the interplay between two fluctuating strain components. No soft mode is needed, but a central peak occurs representing the dynamics of strain clusters. A two-dimensional magnetic-analog model with the martensitic-transition symmetry is constr......Martensitic transformations are shown to be driven by the interplay between two fluctuating strain components. No soft mode is needed, but a central peak occurs representing the dynamics of strain clusters. A two-dimensional magnetic-analog model with the martensitic-transition symmetry...... is constructed and analyzed by computer simulation and by a theory which accounts for correlation effects. Dramatic precursor effects at the first-order transition are demonstrated. The model is also of relevance for surface reconstruction transitions....

  19. Adult Learning, Transformative Education, and Indigenous Epistemology

    Science.gov (United States)

    McEachern, Diane

    2016-01-01

    This chapter describes an innovative program that weaves together adult learning, transformative education, and indigenous epistemology in order to prepare Alaskan rural indigenous social service providers to better serve their communities.

  20. Implementation of Transformative Sustainability Learning into Engineering Curricular

    Directory of Open Access Journals (Sweden)

    Yuliana Lavrysh

    2018-04-01

    Full Text Available Nowadays an engineering profession is the most promising in terms of sustainability. Yet, there is a question if higher educational establishments are ready and possess necessary resources to prepare graduates in a sufficient way to create a life-sustainable future. Therefore, universities recognize the education for sustainable development as an essential and timely process of engineering training. The paper presents the characteristics of transformative sustainability learning as a key factor of advanced life-learning engineering education. The analysis of theoretical background signifies that the transformative sustainability learning concept is based on the theory of person’s transformations depending on such personality traits as the life experience, cognitive development, and critical reflection skills which foster personality changes towards sustainability. Thus, we can state that transformative sustainability learning (TSL integrates such fields as transformative learning and Education for Sustainable Development and the combination impacts personal and societal transformations. This fact provides us with the opportunity to suggest the (TSL concepts implementation into engineering educational process as an approach that enhances students’ motivation to studying, understanding of sustainability issues and high order thinking skills. If students experience personality transformations, we can find out the pedagogical strategy attributed to these transformations. Having conducted interviews and observations the teaching process at the university, we outlined the most used TSL pedagogical strategies at technical university (placed-based, problem-based, enquiry and service learning assessed their efficacy, found out the barriers to successful implementation and suggested recommendations to overcome the barriers. Our paper demonstrates potential of TSL implementation as it not only benefits for students but also enhances sustainability

  1. Transformative Learning Challenges in a Context of Trauma and Fear: An Educator's Story

    Science.gov (United States)

    John, Vaughn M.

    2016-01-01

    After more than three decades of development, transformative learning theory is currently a major theory of adult learning. It has also attracted substantial critique, leading to further development, application and differentiation. Recent contributions to this vast scholarship show a quest for a more unified theory. This article examines…

  2. Learning Theory and Prosocial Behavior

    Science.gov (United States)

    Rosenhan, D. L.

    1972-01-01

    Although theories of learning which stress the role of reinforcement can help us understand altruistic behaviors, it seems clear that a more complete comprehension calls for an expansion of our notions of learning, such that they incorporate affect and cognition. (Author/JM)

  3. Transform Modern Language Learning through Mobile Devices

    Science.gov (United States)

    Tuttle, Harry Grover

    2013-01-01

    College professors can transform their modern language classes through mobile devices. Their students' learning becomes more active, more personalized, more contextual, and more culturally authentic as illustrated through the author's modern language mobile learning classroom examples. In addition, their students engage in many diverse types of…

  4. 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.

  5. Lie transforms and their use in Hamiltonian perturbation theory

    International Nuclear Information System (INIS)

    Cary, J.R.

    1978-06-01

    A review is presented of the theory of Lie transforms as applied to Hamiltonian systems. We begin by presenting some general background on the Hamiltonian formalism and by introducing the operator notation for canonical transformations. We then derive the general theory of Lie transforms. We derive the formula for the new Hamiltonian when one uses a Lie transform to effect a canonical transformation, and we use Lie transforms to prove a very general version of Noether's theorem, or the symmetry-equals-invariant theorem. Next we use the general Lie transform theory to derive Deprit's perturbation theory. We illustrate this perturbation theory by application to two well-known problems in classical mechanics. Finally we present a chapter on conventions. There are many ways to develop Lie transforms. The last chapter explains the reasons for the choices made here

  6. School Leaders and Transformational Leadership Theory: Time to Part Ways?

    Science.gov (United States)

    Berkovich, Izhak

    2016-01-01

    Purpose: After decades in which transformational leadership theory has prevailed as the dominant paradigm in leadership scholarship, critical voices have started raising serious concerns about its falsifiability, suggesting that transformational leadership theory should be abandoned. Although transformational leadership is a key to conceptualizing…

  7. Can Digital Learning Transform Education?

    Science.gov (United States)

    Finn, Chester E., Jr.; Horn, Michael B.

    2013-01-01

    The enthusiasm for digital learning is contagious. More than 2 million K-12 students are enrolled in online courses today, and research firm Ambient Insight projects that figure will hit 10 million by 2014. Will today's wave of technology inexorably change the face of schooling, or must school administrators first alter policy? This article…

  8. A New Bloom: Transforming Learning

    Science.gov (United States)

    Cochran, David; Conklin, Jack

    2007-01-01

    This article discusses a new design for the classic Bloom's Taxonomy developed by Anderson, L. W. & Krathwohl, D. (2001), which can be used to evaluate learners' technology-enhanced experience in more powerful and critical ways. The New Bloom's Taxonomy incorporates contemporary research on learning and human cognition into its model. The…

  9. Transformations: Mobile Interaction & Language Learning

    Science.gov (United States)

    Carroll, Fiona; Kop, Rita; Thomas, Nathan; Dunning, Rebecca

    2015-01-01

    Mobile devices and the interactions that these technologies afford have the potential to change the face and nature of education in our schools. Indeed, mobile technological advances are seen to offer better access to educational material and new interactive ways to learn. However, the question arises, as to whether these new technologies are…

  10. Theory in learning technology

    Directory of Open Access Journals (Sweden)

    Laura Czerniewicz

    2011-12-01

    Full Text Available This special issue is being published at a significant point in time in relation tosimultaneous changes in higher education, in technology and in the field of learningtechnology itself. As the 2011 ALT C conference themes clearly state, learningtechnology needs to learn to thrive in a colder and more challenging climate. In thisdifficult political and economic environment technological trends continue todevelop in terms of mobility, cloud computing, ubiquity and the emergence of whathas been called big data. E-learning has become mainstream and the field of learningtechnology itself is beginning to stabilise as a profession. Profession here isunderstood as a knowledge-based occupation and a form of cultural work where thetasks addressed are human problems amenable to expert advice and distinguishablefrom other kinds of work by the fact that it is underpinned by abstract knowledge(Macdonald, 1995.

  11. The Media and Transformative Learning.

    Science.gov (United States)

    Palazon, Maria

    The media constitute important sources and resources for development of critical thought about the media themselves and the reality they represent. The first theories of the media were based on the concept of unidirectional communication. Later, factors such as the increasing interest in audiences and development of cultural studies caused…

  12. [Linking learning theory with practice].

    Science.gov (United States)

    Ávalos-Carranza, María Teresa; Amador-Olvera, Eric; Zerón-Gutiérrez, Lydia

    2016-01-01

    It is often said that it is easier to learn what is observed and practiced on a daily basis; to the need to effectively link theory with practice considered in the process of teaching and learning, many strategies have been developed to allow this process to be carried out in a more efficiently maner. It is, therefore, very important to recognize that an appropriate teacher/student relationship is essential for students to acquire the skills and abilities required.

  13. Learning Theories In Instructional Multimedia For English Learning

    OpenAIRE

    Farani, Rizki

    2016-01-01

    Learning theory is the concept of human learning. This concept is one of the important components in instructional for learning, especially English learning. English subject becomes one of important subjects for students but learning English needs specific strategy since it is not our vernacular. Considering human learning process in English learning is expected to increase students' motivation to understand English better. Nowadays, the application of learning theories in English learning ha...

  14. Early Learning Theories Made Visible

    Science.gov (United States)

    Beloglovsky, Miriam; Daly, Lisa

    2015-01-01

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

  15. Researching the Practice of Fostering Transformative Learning: Lessons Learned From the Study of Andragogy

    Science.gov (United States)

    Taylor, Edward W.; Laros, Anna

    2014-01-01

    This article identifies factors that have contributed to the challenges associated with the practice and research of fostering transformative learning (TL), by drawing on the work by Rachal and others in reviewing the study of andragogy--theory, research, and practice. Implications are also discussed of how scholars of TL can best respond to the…

  16. Learning for transformation of water governance

    NARCIS (Netherlands)

    Blackmore, Chris; Bommel, van Severine; Bruin, de Annemarieke; Vries, de Jasper; Westberg, Lotten; Powell, Neil; Foster, Natalie; Collins, Kevin; Roggero, Pier Paolo; Seddaiu, Giovanna

    2016-01-01

    This paper considers how learning for transformation of water governance in the context of climate change adaptation can be designed for and supported, drawing examples from the international climate change adaptation and water governance project (CADWAGO). The project explicitly set out to design

  17. Transformative Learning Approaches for Public Relations Pedagogy

    Science.gov (United States)

    Motion, Judy; Burgess, Lois

    2014-01-01

    Public relations educators are frequently challenged by students' flawed perceptions of public relations. Two contrasting case studies are presented in this paper to illustrate how socially-oriented paradigms may be applied to a real-client project to deliver a transformative learning experience. A discourse-analytic approach is applied within the…

  18. Transformative Teaching and Learning by Developing

    Science.gov (United States)

    Kallioinen, Outi

    2011-01-01

    The scholarship of teaching at Laurea University of Applied Sciences is undergoing a great change. The purpose of this article is to reflect the SWOT-analysis produced by 13 teachers at the end of the 2-year PD programme for Transformative Teaching concerning the implementation of the new pedagogical model of Laurea called Learning by Developing…

  19. Learning for Transformation: Empowering the Nigerian Child ...

    African Journals Online (AJOL)

    This deficiency in learning is undoubtedly endeared by the “Banking concept of education” practiced within the system as captured by Paulo Freire; has become the concern of all and sundry in our society. This paper therefore, explores the viability of drama as a potent device for learners' empowerment and transformation: ...

  20. A Professionalism Curricular Model to Promote Transformative Learning Among Residents.

    Science.gov (United States)

    Foshee, Cecile M; Mehdi, Ali; Bierer, S Beth; Traboulsi, Elias I; Isaacson, J Harry; Spencer, Abby; Calabrese, Cassandra; Burkey, Brian B

    2017-06-01

    Using the frameworks of transformational learning and situated learning theory, we developed a technology-enhanced professionalism curricular model to build a learning community aimed at promoting residents' self-reflection and self-awareness. The RAPR model had 4 components: (1) R ecognize : elicit awareness; (2) A ppreciate : question assumptions and take multiple perspectives; (3) P ractice : try new/changed perspectives; and (4) R eflect : articulate implications of transformed views on future actions. The authors explored the acceptability and practicality of the RAPR model in teaching professionalism in a residency setting, including how residents and faculty perceive the model, how well residents carry out the curricular activities, and whether these activities support transformational learning. A convenience sample of 52 postgraduate years 1 through 3 internal medicine residents participated in the 10-hour curriculum over 4 weeks. A constructivist approach guided the thematic analysis of residents' written reflections, which were a required curricular task. A total of 94% (49 of 52) of residents participated in 2 implementation periods (January and March 2015). Findings suggested that RAPR has the potential to foster professionalism transformation in 3 domains: (1) attitudinal, with participants reporting they viewed professionalism in a more positive light and felt more empathetic toward patients; (2) behavioral, with residents indicating their ability to listen to patients increased; and (3) cognitive, with residents indicating the discussions improved their ability to reflect, and this helped them create meaning from experiences. Our findings suggest that RAPR offers an acceptable and practical strategy to teach professionalism to residents.

  1. Coaching Model + Clinical Playbook = Transformative Learning.

    Science.gov (United States)

    Fletcher, Katherine A; Meyer, Mary

    2016-01-01

    Health care employers demand that workers be skilled in clinical reasoning, able to work within complex interprofessional teams to provide safe, quality patient-centered care in a complex evolving system. To this end, there have been calls for radical transformation of nursing education including the development of a baccalaureate generalist nurse. Based on recommendations from the American Association of Colleges of Nursing, faculty concluded that clinical education must change moving beyond direct patient care by applying the concepts associated with designer, manager, and coordinator of care and being a member of a profession. To accomplish this, the faculty utilized a system of focused learning assignments (FLAs) that present transformative learning opportunities that expose students to "disorienting dilemmas," alternative perspectives, and repeated opportunities to reflect and challenge their own beliefs. The FLAs collected in a "Playbook" were scaffolded to build the student's competencies over the course of the clinical experience. The FLAs were centered on the 6 Quality and Safety Education for Nurses competencies, with 2 additional concepts of professionalism and systems-based practice. The FLAs were competency-based exercises that students performed when not assigned to direct patient care or had free clinical time. Each FLA had a lesson plan that allowed the student and faculty member to see the competency addressed by the lesson, resources, time on task, student instructions, guide for reflection, grading rubric, and recommendations for clinical instructor. The major advantages of the model included (a) consistent implementation of structured learning experiences by a diverse teaching staff using a coaching model of instruction; (b) more systematic approach to present learning activities that build upon each other; (c) increased time for faculty to interact with students providing direct patient care; (d) guaranteed capture of selected transformative

  2. Strategies of learning in the process of transformation

    DEFF Research Database (Denmark)

    Lorentzen, Anne

    2005-01-01

    The paper deals with the learning and innovation strategies of manufacturing companies in the economies of transformation.......The paper deals with the learning and innovation strategies of manufacturing companies in the economies of transformation....

  3. The Penrose transform its interaction with representation theory

    CERN Document Server

    Baston, Robert J

    1989-01-01

    This advanced text explores the Penrose transform, a major component of classical twistor theory. Geared toward students of physics and mathematics, the treatment presupposes no familiarity with twistor theory and a minimum of representation theory. "Brings to the reader a huge amount of information, well organized and condensed into less than 200 pages." — Mathematical Reviews.

  4. Language and learning in transformative learning spaces – multilingual learner’s stories

    DEFF Research Database (Denmark)

    Maslo, Elina

    : Practice to theory, theory to practice. Procedia – Social and Behavioral Sciences. Elsevier. Van Manen, M. (1997). Researching Lived Experience. The Althouse Press.  Intent of the Publication:This publication intends to provide a more nuanced understanding of human learning processes, not least......Proposal information:The necessity of knowing languages, many languages in fact, is emphasised in many different contexts in Europe, often in connection with globalisation. Languages are referred to as a key that opens a door – or many doors. Language is “a key to education”, ”a key to employment...... to success – language and learning in transformative learning spaces” is a study of multilingual people’s experiences of their (language) learning processes. It is aimed to improve our understanding of human learning processes, not least the subjective dimensions of these processes. Despite rapid development...

  5. The radon transform. Theory and implementation

    International Nuclear Information System (INIS)

    Toft, P.

    1996-01-01

    The subject of this Ph.D. thesis is the mathematical Radon transform, which is well suited for curve detection in digital images, and for reconstruction of tomography images. The thesis is divided into two main parts. Part I describes the Radon- and the Hough-transform and especially their discrete approximations with respect to curve parameter detection in digital images. The sampling relationships of the Radon transform is reviewed from a digital signal processing point of view. The discrete Radon transform is investigated for detection of curves, and aspects regarding the performance of the Radon transform assuming various types of noise is covered. Furthermore, a new fast scheme for estimating curve parameters is presented. Part II of the thesis describes the inverse Radon transform in 2D and 3D with focus on reconstruction of tomography images. Some of the direct reconstruction schemes are analyzed, including their discrete implementation. Furthermore, several iterative reconstruction schemes based on linear algebra are reviewed and applied for reconstruction of Positron Emission Tomography (PET) images. A new and very fast implementation of 2D iterative reconstruction methods is devised. In a more practical oriented chapter, the noise in PET images is modelled from a very large number of measurements. Several packagers for Radon- and Hough-transform based curve detection and direct/iterative 2D and 3D reconstruction have been developed and provided for free. (au) 140 refs

  6. Memory Transformation Enhances Reinforcement Learning in Dynamic Environments.

    Science.gov (United States)

    Santoro, Adam; Frankland, Paul W; Richards, Blake A

    2016-11-30

    Over the course of systems consolidation, there is a switch from a reliance on detailed episodic memories to generalized schematic memories. This switch is sometimes referred to as "memory transformation." Here we demonstrate a previously unappreciated benefit of memory transformation, namely, its ability to enhance reinforcement learning in a dynamic environment. We developed a neural network that is trained to find rewards in a foraging task where reward locations are continuously changing. The network can use memories for specific locations (episodic memories) and statistical patterns of locations (schematic memories) to guide its search. We find that switching from an episodic to a schematic strategy over time leads to enhanced performance due to the tendency for the reward location to be highly correlated with itself in the short-term, but regress to a stable distribution in the long-term. We also show that the statistics of the environment determine the optimal utilization of both types of memory. Our work recasts the theoretical question of why memory transformation occurs, shifting the focus from the avoidance of memory interference toward the enhancement of reinforcement learning across multiple timescales. As time passes, memories transform from a highly detailed state to a more gist-like state, in a process called "memory transformation." Theories of memory transformation speak to its advantages in terms of reducing memory interference, increasing memory robustness, and building models of the environment. However, the role of memory transformation from the perspective of an agent that continuously acts and receives reward in its environment is not well explored. In this work, we demonstrate a view of memory transformation that defines it as a way of optimizing behavior across multiple timescales. Copyright © 2016 the authors 0270-6474/16/3612228-15$15.00/0.

  7. Chinese Learning Through Internet Inspired by Contructivist Learning Theory

    OpenAIRE

    Yan, Huang

    2011-01-01

    With the changing concept of education, there is growing emphasis on “student-centered”principle. This is one of the characteristics of Constructivist learning theory. On network teachingChinese, Constructivist learning theory is indispensable. This article is the design of online Chineseteaching which is basic on the Constructivist learning theory.

  8. Learned-Helplessness Theory: Implications for Research in Learning Disabilities.

    Science.gov (United States)

    Canino, Frank J.

    1981-01-01

    The application of learned helplessness theory to achievement is discussed within the context of implications for research in learning disabilities. Finally, the similarities between helpless children and learning disabled students in terms of problems solving and attention are discussed. (Author)

  9. A Concept Transformation Learning Model for Architectural Design Learning Process

    Science.gov (United States)

    Wu, Yun-Wu; Weng, Kuo-Hua; Young, Li-Ming

    2016-01-01

    Generally, in the foundation course of architectural design, much emphasis is placed on teaching of the basic design skills without focusing on teaching students to apply the basic design concepts in their architectural designs or promoting students' own creativity. Therefore, this study aims to propose a concept transformation learning model to…

  10. A Survey of Quantum Learning Theory

    OpenAIRE

    Arunachalam, Srinivasan; de Wolf, Ronald

    2017-01-01

    This paper surveys quantum learning theory: the theoretical aspects of machine learning using quantum computers. We describe the main results known for three models of learning: exact learning from membership queries, and Probably Approximately Correct (PAC) and agnostic learning from classical or quantum examples.

  11. Optimal quantum learning of a unitary transformation

    International Nuclear Information System (INIS)

    Bisio, Alessandro; Chiribella, Giulio; D'Ariano, Giacomo Mauro; Facchini, Stefano; Perinotti, Paolo

    2010-01-01

    We address the problem of learning an unknown unitary transformation from a finite number of examples. The problem consists in finding the learning machine that optimally emulates the examples, thus reproducing the unknown unitary with maximum fidelity. Learning a unitary is equivalent to storing it in the state of a quantum memory (the memory of the learning machine) and subsequently retrieving it. We prove that, whenever the unknown unitary is drawn from a group, the optimal strategy consists in a parallel call of the available uses followed by a 'measure-and-rotate' retrieving. Differing from the case of quantum cloning, where the incoherent 'measure-and-prepare' strategies are typically suboptimal, in the case of learning the 'measure-and-rotate' strategy is optimal even when the learning machine is asked to reproduce a single copy of the unknown unitary. We finally address the problem of the optimal inversion of an unknown unitary evolution, showing also in this case the optimality of the 'measure-and-rotate' strategies and applying our result to the optimal approximate realignment of reference frames for quantum communication.

  12. An analysis of the transformational leadership theory | Moradi ...

    African Journals Online (AJOL)

    An analysis of the transformational leadership theory. ... at all levels of the organization also feel the need to cooperate with others to achieve the desired results. ... intellectual stimulation; inspirational motivation; personal considerations ...

  13. Learning a commonsense moral theory.

    Science.gov (United States)

    Kleiman-Weiner, Max; Saxe, Rebecca; Tenenbaum, Joshua B

    2017-10-01

    We introduce a computational framework for understanding the structure and dynamics of moral learning, with a focus on how people learn to trade off the interests and welfare of different individuals in their social groups and the larger society. We posit a minimal set of cognitive capacities that together can solve this learning problem: (1) an abstract and recursive utility calculus to quantitatively represent welfare trade-offs; (2) hierarchical Bayesian inference to understand the actions and judgments of others; and (3) meta-values for learning by value alignment both externally to the values of others and internally to make moral theories consistent with one's own attachments and feelings. Our model explains how children can build from sparse noisy observations of how a small set of individuals make moral decisions to a broad moral competence, able to support an infinite range of judgments and decisions that generalizes even to people they have never met and situations they have not been in or observed. It also provides insight into the causes and dynamics of moral change across time, including cases when moral change can be rapidly progressive, changing values significantly in just a few generations, and cases when it is likely to move more slowly. Copyright © 2017 Elsevier B.V. All rights reserved.

  14. An Elementary Introduction to Statistical Learning Theory

    CERN Document Server

    Kulkarni, Sanjeev

    2011-01-01

    A thought-provoking look at statistical learning theory and its role in understanding human learning and inductive reasoning A joint endeavor from leading researchers in the fields of philosophy and electrical engineering, An Elementary Introduction to Statistical Learning Theory is a comprehensive and accessible primer on the rapidly evolving fields of statistical pattern recognition and statistical learning theory. Explaining these areas at a level and in a way that is not often found in other books on the topic, the authors present the basic theory behind contemporary machine learning and

  15. Bogoliubov transformations and fermion condensates in lattice field theories

    International Nuclear Information System (INIS)

    Caracciolo, Sergio; Palumbo, Fabrizio; Viola, Giovanni

    2009-01-01

    We apply generalized Bogoliubov transformations to the transfer matrix of relativistic field theories regularized on a lattice. We derive the conditions these transformations must satisfy to factorize the transfer matrix into two terms which propagate fermions and antifermions separately, and we solve the relative equations under some conditions. We relate these equations to the saddle point approximation of a recent bosonization method and to the Foldy-Wouthuysen transformations which separate positive from negative energy states in the Dirac Hamiltonian

  16. Gauge transformations in relativistic two-particle constraint theory

    International Nuclear Information System (INIS)

    Jallouli, H.; Sazdjian, H.

    1996-01-01

    The forms of the local potentials in linear covariant gauges are investigated and relationships are found between them. The gauge transformation properties of the Green's function and of the Bethe-Salpeter wave function are reviewed. The infinitesimal gauge transformation laws of the constraint theory wave functions and potentials are determined. The case of the local approximation of potentials is considered. The general properties of the gauge transformations in the local approximation are studied. (K.A.)

  17. Optimization of renormalization group transformations in lattice gauge theory

    International Nuclear Information System (INIS)

    Lang, C.B.; Salmhofer, M.

    1988-01-01

    We discuss the dependence of the renormalization group flow on the choice of the renormalization group transformation (RGT). An optimal choice of the transformation's parameters should lead to a renormalized trajectory close to a few-parameter action. We apply a recently developed method to determine an optimal RGT to SU(2) lattice gauge theory and discuss the achieved improvement. (orig.)

  18. The Scientific Status of Learning Styles Theories

    Science.gov (United States)

    Willingham, Daniel T.; Hughes, Elizabeth M.; Dobolyi, David G.

    2015-01-01

    Theories of learning styles suggest that individuals think and learn best in different ways. These are not differences of ability but rather preferences for processing certain types of information or for processing information in certain types of way. If accurate, learning styles theories could have important implications for instruction because…

  19. Fourier transform resampling: Theory and application

    International Nuclear Information System (INIS)

    Hawkins, W.G.

    1996-01-01

    One of the most challenging problems in medical imaging is the development of reconstruction algorithms for nonstandard geometries. This work focuses on the application of Fourier analysis to the problem of resampling or rebinning. Conventional resampling methods utilizing some form of interpolation almost always result in a loss of resolution in the tomographic image. Fourier Transform Resampling (FTRS) offers potential improvement because the Modulation Transfer Function (MTF) of the process behaves like an ideal low pass filter. The MTF, however, is nonstationary if the coordinate transformation is nonlinear. FTRS may be viewed as a generalization of the linear coordinate transformations of standard Fourier analysis. Simulated MTF's were obtained by projecting point sources at different transverse positions in the flat fan beam detector geometry. These MTF's were compared to the closed form expression for FIRS. Excellent agreement was obtained for frequencies at or below the estimated cutoff frequency. The resulting FTRS algorithm is applied to simulations with symmetric fan beam geometry, an elliptical orbit and uniform attenuation, with a normalized root mean square error (NRME) of 0.036. Also, a Tc-99m point source study (1 cm dia., placed in air 10 cm from the COR) for a circular fan beam acquisition was reconstructed with a hybrid resampling method. The FWHM of the hybrid resampling method was 11.28 mm and compares favorably with a direct reconstruction (FWHM: 11.03 mm)

  20. Learning Dynamics in Transformational Change: A Study of Workforce Behavior in the Developing Economies

    Directory of Open Access Journals (Sweden)

    Abdul Majid

    2011-10-01

    Full Text Available Organizational and individual learning are two different concepts in contemporaryorganizational theory. Organizational learning is a difficult concept which needs to be furtherelucidated for organizational practitioner at actual work setting; especially in the developingcountries like Pakistan. This paper reviews the literature on organizational learning intransformational change, and the comparative learning processes in the developed anddeveloping economies. Furthermore, we are dealing here with the proposed learning cycle instrategic change process with special reference to the developing countries.Keywords: Learning cycle, Transformational change, Innovation, Learning Dynamics

  1. Learning Theory Foundations of Simulation-Based Mastery Learning.

    Science.gov (United States)

    McGaghie, William C; Harris, Ilene B

    2018-06-01

    Simulation-based mastery learning (SBML), like all education interventions, has learning theory foundations. Recognition and comprehension of SBML learning theory foundations are essential for thoughtful education program development, research, and scholarship. We begin with a description of SBML followed by a section on the importance of learning theory foundations to shape and direct SBML education and research. We then discuss three principal learning theory conceptual frameworks that are associated with SBML-behavioral, constructivist, social cognitive-and their contributions to SBML thought and practice. We then discuss how the three learning theory frameworks converge in the course of planning, conducting, and evaluating SBML education programs in the health professions. Convergence of these learning theory frameworks is illustrated by a description of an SBML education and research program in advanced cardiac life support. We conclude with a brief coda.

  2. Jack Mezirow's Conceptualisation of Adult Transformative Learning: A Review

    Science.gov (United States)

    Calleja, Colin

    2014-01-01

    This paper traces the evolution of Jack Mezirow's transformative learning theory and its conceptualisation. It discusses the three major influences, namely Thomas Khun's philosophical conception of paradigm, Freire's conception of conscientisation and consciousness growth, and Habermas' domains of learning and the discussion of…

  3. Using Transformative Learning as a Framework to Explore Women and Running

    Science.gov (United States)

    Hayduk, Dina

    2011-01-01

    This qualitative narrative inquiry explored women's self-perceptions changed through regular participation in running. Transformative learning theory was considered as a possible explanation for the learning and changes adult women experienced. In-depth interviews of 11 adult women who have been running between 1 to 4 years were conducted. Based…

  4. Transformative Learning and Concepts of the Self: Insights from Immigrant and Intercultural Journeys

    Science.gov (United States)

    Lange, Elizabeth

    2015-01-01

    This article examines Canadian immigrant and intercultural learning as an insightful context for examining transformative learning. Theories of intercultural communication are explored, particularly the concept of transculturality and Bhabha's concept of "Third Space". Various concepts of the self are also compared, particularly two…

  5. Advanced Learning Theories Applied to Leadership Development

    Science.gov (United States)

    2006-11-01

    Center for Army Leadership Technical Report 2006-2 Advanced Learning Theories Applied to Leadership Development Christina Curnow...2006 5a. CONTRACT NUMBER W91QF4-05-F-0026 5b. GRANT NUMBER 4. TITLE AND SUBTITLE Advanced Learning Theories Applied to Leadership Development 5c...ABSTRACT This report describes the development and implementation of an application of advanced learning theories to leadership development. A

  6. Some ideas for learning CP-theories

    OpenAIRE

    Fierens, Daan

    2008-01-01

    Causal Probabilistic logic (CP-logic) is a language for describing complex probabilistic processes. In this talk we consider the problem of learning CP-theories from data. We briefly discuss three possible approaches. First, we review the existing algorithm by Meert et al. Second, we show how simple CP-theories can be learned by using the learning algorithm for Logical Bayesian Networks and converting the result into a CP-theory. Third, we argue that for learning more complex CP-theories, an ...

  7. A Dynamic Logic for Learning Theory

    DEFF Research Database (Denmark)

    Baltag, Alexandru; Gierasimczuk, Nina; Özgün, Aybüke

    2017-01-01

    Building on previous work that bridged Formal Learning Theory and Dynamic Epistemic Logic in a topological setting, we introduce a Dynamic Logic for Learning Theory (DLLT), extending Subset Space Logics with dynamic observation modalities, as well as with a learning operator, which encodes the le...... the learner’s conjecture after observing a finite sequence of data. We completely axiomatise DLLT, study its expressivity and use it to characterise various notions of knowledge, belief, and learning. ...

  8. Statistical Learning Theory: Models, Concepts, and Results

    OpenAIRE

    von Luxburg, Ulrike; Schoelkopf, Bernhard

    2008-01-01

    Statistical learning theory provides the theoretical basis for many of today's machine learning algorithms. In this article we attempt to give a gentle, non-technical overview over the key ideas and insights of statistical learning theory. We target at a broad audience, not necessarily machine learning researchers. This paper can serve as a starting point for people who want to get an overview on the field before diving into technical details.

  9. Blockspin transformations for finite temperature field theories with gauge fields

    International Nuclear Information System (INIS)

    Kerres, U.

    1996-08-01

    A procedure is proposed to study quantum field theories at zero or at finite temperature by a sequence of real space renormalization group (RG) or blockspin transformations. They transform to effective theories on coarser and coarser lattices. The ultimate aim is to compute constraint effective potentials, i.e. the free energy as a function of suitable order parameters. From the free energy one can read off the thermodynamic behaviour of the theory, in particular the existence and nature of phase transitions. In a finite temperature field theory one begins with either one or a sequence of transformations which transform the original theory into an effective theory on a three-dimensional lattice. Its effective action has temperature dependent coefficients. Thereafter one may proceed with further blockspin transformations of the three-dimensional theory. Assuming a finite volume, this can in principle be continued until one ends with a lattice with a single site. Its effective action is the constraint effective potential. In each RG-step, an integral over the high frequency part of the field, also called the fluctuation field, has to be performed. This is done by perturbation theory. It requires the knowledge of bare fluctuation field propagators and of interpolation operators which enter into the vertices. A detailed examination of these quantities is presented for scalar fields, abelian gauge fields and for Higgs fields, finite temperature is admitted. The lattice perturbation theory is complicated because the bare lattice propagators are complicated. This is due to a partial loss of translation invariance in each step. Therefore the use of translation invariant cutoffs in place of a lattice is also discussed. In case of gauge fields this is only possible as a continuum version of the blockspin method. (orig.)

  10. Module Ten: Transformers; Basic Electricity and Electronics Individualized Learning System.

    Science.gov (United States)

    Bureau of Naval Personnel, Washington, DC.

    The module introduces a very important electrical device, the transformer. The module is divided into six lessons: transformer construction, transformer theory and operation, turns and voltage ratios, power and current, transformer efficiency, and semiconductor rectifiers. Each lesson consists of an overview, a list of study resources, lesson…

  11. Consideration on Singularities in Learning Theory and the Learning Coefficient

    Directory of Open Access Journals (Sweden)

    Miki Aoyagi

    2013-09-01

    Full Text Available We consider the learning coefficients in learning theory and give two new methods for obtaining these coefficients in a homogeneous case: a method for finding a deepest singular point and a method to add variables. In application to Vandermonde matrix-type singularities, we show that these methods are effective. The learning coefficient of the generalization error in Bayesian estimation serves to measure the learning efficiency in singular learning models. Mathematically, the learning coefficient corresponds to a real log canonical threshold of singularities for the Kullback functions (relative entropy in learning theory.

  12. Effective Learning Environments in Relation to Different Learning Theories

    OpenAIRE

    Guney, Ali; Al, Selda

    2012-01-01

    There are diverse learning theories which explain learning processes which are discussed within this paper, through cognitive structure of learning process. Learning environments are usually described in terms of pedagogical philosophy, curriculum design and social climate. There have been only just a few studies about how physical environment is related to learning process. Many researchers generally consider teaching and learning issues as if independent from physical environment, whereas p...

  13. Transgressing the norm: Transformative agency in community-based learning for sustainability in southern African contexts

    Science.gov (United States)

    Lotz-Sisitka, Heila; Mukute, Mutizwa; Chikunda, Charles; Baloi, Aristides; Pesanayi, Tichaona

    2017-12-01

    Environment and sustainability education processes are often oriented to change and transformation, and frequently involve the emergence of new forms of human activity. However, not much is known about how such change emerges from the learning process, or how it contributes to the development of transformative agency in community contexts. The authors of this article present four cross-case perspectives of expansive learning and transformative agency development in community-based education in southern Africa, studying communities pursuing new activities that are more socially just and sustainable. The four cases of community learning and transformative agency focus on the following activities: (1) sustainable agriculture in Lesotho; (2) seed saving and rainwater harvesting in Zimbabwe; (3) community-based irrigation scheme management in Mozambique; and (4) biodiversity conservation co-management in South Africa. The case studies all draw on cultural-historical activity theory to guide learning and change processes, especially third-generation cultural-historical activity theory (CHAT), which emphasises expansive learning in collectives across interacting activity systems. CHAT researchers, such as the authors of this article, argue that expansive learning can lead to the emergence of transformative agency. The authors extend their transformative agency analysis to probe if and how expansive learning might also facilitate instances of transgressing norms - viewed here as embedded practices which need to be reframed and changed in order for sustainability to emerge.

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

    Science.gov (United States)

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

    2017-01-01

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

  15. Effective Learning Environments in Relation to Different Learning Theories

    NARCIS (Netherlands)

    Guney, A.; Al, S.

    2012-01-01

    There are diverse learning theories which explain learning processes which are discussed within this paper, through cognitive structure of learning process. Learning environments are usually described in terms of pedagogical philosophy, curriculum design and social climate. There have been only just

  16. Canonical transformation path to gauge theories of gravity

    Science.gov (United States)

    Struckmeier, J.; Muench, J.; Vasak, D.; Kirsch, J.; Hanauske, M.; Stoecker, H.

    2017-06-01

    In this paper, the generic part of the gauge theory of gravity is derived, based merely on the action principle and on the general principle of relativity. We apply the canonical transformation framework to formulate geometrodynamics as a gauge theory. The starting point of our paper is constituted by the general De Donder-Weyl Hamiltonian of a system of scalar and vector fields, which is supposed to be form-invariant under (global) Lorentz transformations. Following the reasoning of gauge theories, the corresponding locally form-invariant system is worked out by means of canonical transformations. The canonical transformation approach ensures by construction that the form of the action functional is maintained. We thus encounter amended Hamiltonian systems which are form-invariant under arbitrary spacetime transformations. This amended system complies with the general principle of relativity and describes both, the dynamics of the given physical system's fields and their coupling to those quantities which describe the dynamics of the spacetime geometry. In this way, it is unambiguously determined how spin-0 and spin-1 fields couple to the dynamics of spacetime. A term that describes the dynamics of the "free" gauge fields must finally be added to the amended Hamiltonian, as common to all gauge theories, to allow for a dynamic spacetime geometry. The choice of this "dynamics" Hamiltonian is outside of the scope of gauge theory as presented in this paper. It accounts for the remaining indefiniteness of any gauge theory of gravity and must be chosen "by hand" on the basis of physical reasoning. The final Hamiltonian of the gauge theory of gravity is shown to be at least quadratic in the conjugate momenta of the gauge fields—this is beyond the Einstein-Hilbert theory of general relativity.

  17. Dialogic Learning: Basis for Education & Transformation in Brasil

    Directory of Open Access Journals (Sweden)

    Adriana Marigo

    2011-10-01

    Full Text Available The present paper aims to introduce the Nucleus of Investigation and Social and Educational Action (NIASE, which is an academic nucleus in Brazil whose practices are based on the concept of dialogic learning as well as on the communicative action theory by Jürgen Habermas and on the concept of dialogicity by Paulo Freire. Dialogic learning is the result of dialogue directed to the overcoming of social and educational challenges which can be achieved through seven articulated principles: egalitarian dialogue, cultural intelligence, transformation, instrumental dimension, creation of meaning, sympathy and equality of differences. NIASE, which was founded in Brazil in 2002 with the purpose of working with education, research and extension, has found in dialogic learning the support for the democratic organization of schooling and on schooling educational environments, whose participants decide on seeking learning qualification and the social respect from the involved groups. As a result of such actions, the concept of dialogic learning has made an impact on education and academic production in Brazil, therefore contributing to consolidate the social commitment and the dialogue between the scientific community and the broader context in which it is involved.

  18. Game Engagement Theory and Adult Learning

    Science.gov (United States)

    Whitton, Nicola

    2011-01-01

    One of the benefits of computer game-based learning is the ability of certain types of game to engage and motivate learners. However, theories of learning and engagement, particularly in the sphere of higher education, typically fail to consider gaming engagement theory. In this article, the author examines the principles of engagement from games…

  19. Transformative Learning: Patterns of Psychophysiologic Response and Technology-Enabled Learning and Intervention Systems

    Science.gov (United States)

    2008-09-01

    Psychophysiologic Response and Technology -Enabled Learning and Intervention Systems PRINCIPAL INVESTIGATOR: Leigh W. Jerome, Ph.D...NUMBER Transformative Learning : Patterns of Psychophysiologic Response and Technology - Enabled Learning and Intervention Systems 5b. GRANT NUMBER...project entitled “Transformative Learning : Patterns of Psychophysiologic Response in Technology Enabled Learning and Intervention Systems.” The

  20. Duality transformation of a spontaneously broken gauge theory

    International Nuclear Information System (INIS)

    Mizrachi, L.

    1981-04-01

    Duality transformation for a spontaneously broken gauge theory is constructed in the CDS gauge (xsub(μ)Asub(μ)sup(a)=0). The dual theory is expressed in terms of dual potentials which satisfy the same gauge condition, but with g→ 1 /g. Generally the theory is not self dual but in the weak coupling region (small g), self duality is found for the subgroup which is not spontaneously broken or in regions where monopoles and vortices are concentrated (in agreement with t'Hooft's ideas that monopoles and vortices in the Georgi-Glashow model make it self dual). In the strong coupling regime a systematic strong coupling expansion can be written. For this region the dual theory is generally not local gauge invariant, but it is invariant under global gauge transformations. (author)

  1. Learning Theory Applied to the Biology Classroom.

    Science.gov (United States)

    Novak, Joseph D.

    1980-01-01

    The material presented in this article is intended to help students learn how to learn. The seven key concepts of David Ausubel's assimilation theory for cognitive learning are discussed with reference to the classroom. Concept mapping is suggested as a tool for demonstrating how the seven key concepts function. (SA)

  2. Transforming Low Socioeconomic Status Schools to Learning for Well-Being Schools

    DEFF Research Database (Denmark)

    Nunez, Heilyn Camacho

    2016-01-01

    This article presents the initial finding about the complexity of dealing with a transformation of a low socioeconomic school into a learning for well-being school. The article looks at the problem through the lens of complexity theory to discuss the different components, subsystems and the diffe......This article presents the initial finding about the complexity of dealing with a transformation of a low socioeconomic school into a learning for well-being school. The article looks at the problem through the lens of complexity theory to discuss the different components, subsystems...

  3. Designing and Evaluating Students' Transformative Learning

    Directory of Open Access Journals (Sweden)

    Nina B. Namaste

    2017-12-01

    Full Text Available Transformative learning hinges on navigating cognitive dissonance; thus, intercultural competency assignments and experiences need to be integrated into study abroad/away courses to help students process and make sense of the cognitive dissonance such an experience provides. Assignments, therefore, need to consciously and intentionally triangulate learning by addressing the read (course readings, the lived/observed (conversations, interactions, activities, excursions, observations about public portrayals of culture, etc., and the compared (home culture vs. host culture. The hope is to improve students’ experiences so that semesters abroad are consistently deep, enriching, and intellectual as opposed to simply an extended tourist sojourn. This article documents the process by which I designed for and assessed, via an in-depth analysis of students’ texts/writings, students’ transformation of their intercultural competency skills and development. In addition, I compared students’ works from two differing semesters to evaluate whether transformation in intercultural competency is inherent in the nature of study abroad or must be explicitly taught and cultivated. My Scholarship of Teaching and Learning (SoTL project corroborated the almost ten years of research that confirm our fears: exposure to another culture is not enough; studying and living abroad does not necessarily lead to increased intercultural learning. Meaningful, integrative, “learning-laden,” and transformative study abroad experiences hinge on students’ ability to make sense of cognitive dissonance. Intercultural competency assignments, therefore, need to be fully and intentionally designed and integrated into such experiences, and evaluated to document such growth. L’apprentissage transformationnel repose sur la manière de naviguer la dissonance cognitive. Par conséquent, les devoirs qui traitent de la compétence interculturelle ainsi que les expériences n

  4. Constructivism, the so-called semantic learning theories, and situated cognition versus the psychological learning theories.

    Science.gov (United States)

    Aparicio, Juan José; Rodríguez Moneo, María

    2005-11-01

    In this paper, the perspective of situated cognition, which gave rise both to the pragmatic theories and the so-called semantic theories of learning and has probably become the most representative standpoint of constructivism, is examined. We consider the claim of situated cognition to provide alternative explanations of the learning phenomenon to those of psychology and, especially, to those of the symbolic perspective, currently predominant in cognitive psychology. The level of analysis of situated cognition (i.e., global interactive systems) is considered an inappropriate approach to the problem of learning. From our analysis, it is concluded that the pragmatic theories and the so-called semantic theories of learning which originated in situated cognition can hardly be considered alternatives to the psychological learning theories, and they are unlikely to add anything of interest to the learning theory or to contribute to the improvement of our knowledge about the learning phenomenon.

  5. Moral learning as intuitive theory revision.

    Science.gov (United States)

    Rhodes, Marjorie; Wellman, Henry

    2017-10-01

    We argue that moral learning, like much of conceptual development more generally, involves development and change in children's intuitive theories of the world. Children's intuitive theories involve coherent and abstract representations of the world, which point to domain-specific, unobservable causal-explanatory entities. From this perspective, children rely on intuitive sociological theories (in particular, an abstract expectation that group memberships constrain people's obligations), and their intuitive psychological theories (including expectations that mental states motivate individual behavior) to predict, explain, and evaluate morally-relevant action. Thus, moral learning involves development and change in each of these theories of the world across childhood, as well as developmental change in how children integrate information from these two intuitive theories. This perspective is supported by a series of research studies on young children's moral reasoning and learning, and compared to other developmental approaches, including more traditional forms of constructivism and more recent nativist perspectives. Copyright © 2016 Elsevier B.V. All rights reserved.

  6. The Activity Theory Approach to Learning

    Directory of Open Access Journals (Sweden)

    Ritva Engeström

    2014-12-01

    Full Text Available In this paper the author offers a practical view of the theory-grounded research on education action. She draws on studies carried out at the Center for Research on Activity, Development and Learning (CRADLE at the University of Helsinki in Finland. In its work, the Center draws on cultural-historical activity theory (CHAT and is well-known for the theory of Expansive Learning and its more practical application called Developmental Work Research (DWR. These approaches are widely used to understand professional learning and have served as a theoreticaland methodological foundation for studies examining change and professional development in various human activities.

  7. The Audience Wheel as a Technic to Create Transformative Learning

    DEFF Research Database (Denmark)

    Helth, Poula

    2016-01-01

    Purpose: The purpose of this chapter is to document how a new learning technic may create transformative learning in leadership in an organisational practice. Design/methodology/approach: The learning methods developed in the learning in practice (LIP) project include aesthetic performances...... combined with reflections. The intention has been to explore how leadership may be transformed, when leaders work as a collective of leaders. The learning methods developed and tested in the LIP project are art-informed learning methods, concepts of liminality and reflection processes carried out...... in the leaders’ organisational practice. Findings: One of the most important findings in the LIP project in relation to transformative learning is a new learning technique based on guided processes rooted in aesthetic performance combined with reflections and separation of roles as performer and audience...

  8. Learned Helplessness: Theory and Evidence

    Science.gov (United States)

    Maier, Steven F.; Seligman, Martin E. P.

    1976-01-01

    Authors believes that three phenomena are all instances of "learned helplessness," instances in which an organism has learned that outcomes are uncontrollable by his responses and is seriously debilitated by this knowledge. This article explores the evidence for the phenomena of learned helplessness, and discussed a variety of theoretical…

  9. Development and application of social learning theory.

    Science.gov (United States)

    Price, V; Archbold, J

    This article traces the development of social learning theory over the last 30 years, relating the developments to clinical nursing practice. Particular attention is focused on the contribution of Albert Bandura, the American psychologist, and his work on modelling.

  10. Learning theories application in nursing education

    OpenAIRE

    Aliakbari, Fatemeh; Parvin, Neda; Heidari, Mohammad; Haghani, Fariba

    2015-01-01

    Learning theories are the main guide for educational systems planning in the classroom and clinical training included in nursing. The teachers by knowing the general principles of these theories can use their knowledge more effectively according to various learning situations. In this study, Eric, Medline, and Cochrane databases were used for articles in English and for the Persian literature, Magiran, Iran doc, Iran medex, and Sid databases were used with the help of keywords including socia...

  11. Quasigroup of local-symmetry transformations in constrained theories

    International Nuclear Information System (INIS)

    Chitaya, N.P.; Gogilidze, S.A.; Surovtsev, Yu.S.

    1996-01-01

    In the framework of the generalized Hamiltonian formalism by Dirac, the local symmetries of dynamical systems with first- and second-class constraints are investigated in the general case without restrictions on the algebra of constraints. The method of constructing the generator of local-symmetry transformations is obtained from the requirement for them to map the solutions of the Hamiltonian equations of motion into the solutions of the same equations. It is proved that second-class constraints do not contribute to the transformation law of the local symmetry entirely stipulated by all the first-class constraints (only by them) of an equivalent set passing to which from the initial constraint set is always possible and is presented. A mechanism of occurrence of higher derivatives of coordinates and group parameters in the symmetry transformation law in the Noether second theorem is elucidated. In the latter case it is shown that the obtained transformations of symmetry are canonical in the extended (by Ostrogradsky) phase space. It is thereby shown in the general case that the degeneracy of theories with the first- and second-class constraints is due to their invariance under local-symmetry transformations. It is also shown in the general case that the action functional and the corresponding Hamiltonian equations of motion are invariant under the same quasigroup of local-symmetry transformations. 29 refs

  12. An Interpretation of Dewey's Experiential Learning Theory.

    Science.gov (United States)

    Roberts, T. Grady

    "Experience and Education" (John Dewey, 1938) serves as a foundation piece of literature when discussing experiential learning. To facilitate a better understanding, a conceptual model was developed. In John Dewey's experiential learning theory, everything occurs within a social environment. Knowledge is socially constructed and based on…

  13. Jigsaw Cooperative Learning: Acid-Base Theories

    Science.gov (United States)

    Tarhan, Leman; Sesen, Burcin Acar

    2012-01-01

    This study focused on investigating the effectiveness of jigsaw cooperative learning instruction on first-year undergraduates' understanding of acid-base theories. Undergraduates' opinions about jigsaw cooperative learning instruction were also investigated. The participants of this study were 38 first-year undergraduates in chemistry education…

  14. D'Arcy Thompson and the theory of transformations.

    Science.gov (United States)

    Arthur, Wallace

    2006-05-01

    D'Arcy Thompson was a biologist, a mathematician and a classicist. His writing was great literature as well as great science. He is primarily known for a single book--On Growth and Form--and indeed for a single chapter within it, on his 'theory of transformations', which shows how the differences between the forms of related species can be represented geometrically. This theory cries out for causal explanation, which is something the great man eschewed. Perhaps the time is close when comparative developmental genetics will be able to provide such an explanation.

  15. Towards an improved continuum theory for phase transformations

    International Nuclear Information System (INIS)

    Tijssens, M.G.A.; James, R.D.

    2003-01-01

    We develop a continuum theory for martensitic phase transformations in which explicit use is made of atomistic calculations based on density functional theory. Following the work of Rabe and coworkers, branches of the phonon-dispersion relation with imaginary frequencies are selected to construct a localized basis tailored to the symmetry of the crystal lattice. This so-called Wannier basis helps to construct an effective Hamiltonian of a particularly simple form. We extend the methodology by incorporating finite deformations and passing the effective Hamiltonian fully to continuum level. The developments so far are implemented on the shape memory material NiTi

  16. On Becoming a Qualitative Researcher: A View through the Lens of Transformative Learning

    Science.gov (United States)

    Carawan, Lena W.; Knight, Sharon; Wittman, Peggy; Pokorny, Marie; Velde, Beth P.

    2011-01-01

    This article describes a graduate-level qualitative research course informed by transformational learning theory. It presents strategies an interdisciplinary team of instructors used to engage and support students as they entered and moved through the course. The strategies focused on creating a safe, supportive, learner-centered environment,…

  17. The Efficiency Challenge: Creating a Transformative Learning Experience in a Principles of Management Course

    Science.gov (United States)

    Durant, Rita A.; Carlon, Donna M.; Downs, Alexis

    2017-01-01

    This article describes the results of the "Efficiency Challenge," a 10-week, Principles of Management course activity that uses reflection and goal setting to help students understand the concept of operational efficiency. With transformative learning theory as a lens, we base our report on 4 years' worth of student reflections regarding…

  18. Learning and the transformative potential of citizen science.

    Science.gov (United States)

    Bela, Györgyi; Peltola, Taru; Young, Juliette C; Balázs, Bálint; Arpin, Isabelle; Pataki, György; Hauck, Jennifer; Kelemen, Eszter; Kopperoinen, Leena; Van Herzele, Ann; Keune, Hans; Hecker, Susanne; Suškevičs, Monika; Roy, Helen E; Itkonen, Pekka; Külvik, Mart; László, Miklós; Basnou, Corina; Pino, Joan; Bonn, Aletta

    2016-10-01

    The number of collaborative initiatives between scientists and volunteers (i.e., citizen science) is increasing across many research fields. The promise of societal transformation together with scientific breakthroughs contributes to the current popularity of citizen science (CS) in the policy domain. We examined the transformative capacity of citizen science in particular learning through environmental CS as conservation tool. We reviewed the CS and social-learning literature and examined 14 conservation projects across Europe that involved collaborative CS. We also developed a template that can be used to explore learning arrangements (i.e., learning events and materials) in CS projects and to explain how the desired outcomes can be achieved through CS learning. We found that recent studies aiming to define CS for analytical purposes often fail to improve the conceptual clarity of CS; CS programs may have transformative potential, especially for the development of individual skills, but such transformation is not necessarily occurring at the organizational and institutional levels; empirical evidence on simple learning outcomes, but the assertion of transformative effects of CS learning is often based on assumptions rather than empirical observation; and it is unanimous that learning in CS is considered important, but in practice it often goes unreported or unevaluated. In conclusion, we point to the need for reliable and transparent measurement of transformative effects for democratization of knowledge production. © 2016 The Authors. Conservation Biology published by Wiley Periodicals, Inc. on behalf of Society for Conservation Biology.

  19. MRI reconstruction with joint global regularization and transform learning.

    Science.gov (United States)

    Tanc, A Korhan; Eksioglu, Ender M

    2016-10-01

    Sparsity based regularization has been a popular approach to remedy the measurement scarcity in image reconstruction. Recently, sparsifying transforms learned from image patches have been utilized as an effective regularizer for the Magnetic Resonance Imaging (MRI) reconstruction. Here, we infuse additional global regularization terms to the patch-based transform learning. We develop an algorithm to solve the resulting novel cost function, which includes both patchwise and global regularization terms. Extensive simulation results indicate that the introduced mixed approach has improved MRI reconstruction performance, when compared to the algorithms which use either of the patchwise transform learning or global regularization terms alone. Copyright © 2016 Elsevier Ltd. All rights reserved.

  20. Theory of Nonlocal Point Transformations in General Relativity

    Directory of Open Access Journals (Sweden)

    Massimo Tessarotto

    2016-01-01

    Full Text Available A discussion of the functional setting customarily adopted in General Relativity (GR is proposed. This is based on the introduction of the notion of nonlocal point transformations (NLPTs. While allowing the extension of the traditional concept of GR-reference frame, NLPTs are important because they permit the explicit determination of the map between intrinsically different and generally curved space-times expressed in arbitrary coordinate systems. For this purpose in the paper the mathematical foundations of NLPT-theory are laid down and basic physical implications are considered. In particular, explicit applications of the theory are proposed, which concern (1 a solution to the so-called Einstein teleparallel problem in the framework of NLPT-theory; (2 the determination of the tensor transformation laws holding for the acceleration 4-tensor with respect to the group of NLPTs and the identification of NLPT-acceleration effects, namely, the relationship established via general NLPT between particle 4-acceleration tensors existing in different curved space-times; (3 the construction of the nonlocal transformation law connecting different diagonal metric tensors solution to the Einstein field equations; and (4 the diagonalization of nondiagonal metric tensors.

  1. Combining lived experience with the facilitation of enquiry-based learning: a 'trigger' for transformative learning.

    Science.gov (United States)

    Stacey, G; Oxley, R; Aubeeluck, A

    2015-09-01

    What is known on the subject The values underpinning recovery-orientated practice are recited in the literature and influential in the content of mental health nurse education internationally. However, scepticism exists regarding the degree to which students' assimilate the principles of recovery into their practice due to the troublesome and challenging nature of learning at a transformational level, also known as threshold concept learning. Evaluation suggests that this combination of educational approaches positively influences students' prior understandings, beliefs and values in relation to the prospect for people with significant mental health problems to recover. The components of threshold concepts are useful as a deductive framework for the evaluation of educational initiatives which attempt to initiate transformative learning. While this forum clearly holds significant potential for student development, support and preparation is needed for both the student and the facilitator in order to enable the possibility of learning which influences attitudes, beliefs and practice. The aim of this paper is to discuss the potential for combining lived experience of mental distress with the facilitation of enquiry-based learning (EBL) to act as a trigger for transformative learning in the context of promoting the understanding of mental health 'recovery' in nurse education.The values underpinning recovery-orientated practice are recited in the literature and influential in mental health nurse education internationally. However, scepticism exists regarding the degree to which students assimilate into their practice. An open-ended was distributed to a cohort of pre-registration nursing students receiving the co-facilitated EBL (n = 112). Data demonstrated how the specific attributes of this educational approach were identified by students as impacting positively on ill-informed preconceptions, understanding of complex theory and their future practice. Results were

  2. Measuring Curricular Impact on Dental Hygiene Students' Transformative Learning.

    Science.gov (United States)

    Springfield, Emily C; Smiler, Andrew P; Gwozdek, Anne E

    2015-12-01

    Previous research has suggested that transformative learning can be fostered in higher education by creating active learning experiences that are directly related to content taught, are personally engaging, and can stimulate reflection. The aim of this qualitative study was to assess changes experienced by students in an e-learning dental hygiene degree completion program beyond attainment of competence-changes that may be described as transformative learning. The data used were transcripts of focus groups that had been conducted with each of the first five cohorts of students to graduate from the program; a total of 30 of the 42 students in the five cohorts (71%) participated. Using their previously developed Transformation Rubric for Engaged Learning, the authors categorized focus group data to identify changes in students' confidence, pride, skills, perceptions of the world, and personal identity at the transformative and nontransformative levels. Every participant reported at least one change; overall, the students averaged 8.3 changes. The vast majority (84%) of these changes were transformative. Middle-performing students showed a disproportionately higher rate of transformational changes in the areas of confidence and pride. The e-learning program appeared to have had a significant transformative impact on students, but additional research on the effect on middle-performing students is warranted.

  3. Learning automata theory and applications

    CERN Document Server

    Najim, K

    1994-01-01

    Learning systems have made a significant impact on all areas of engineering problems. They are attractive methods for solving many problems which are too complex, highly non-linear, uncertain, incomplete or non-stationary, and have subtle and interactive exchanges with the environment where they operate. The main aim of the book is to give a systematic treatment of learning automata and to produce a guide to a wide variety of ideas and methods that can be used in learning systems, including enough theoretical material to enable the user of the relevant techniques and concepts to understand why

  4. Learning theories application in nursing education

    Science.gov (United States)

    Aliakbari, Fatemeh; Parvin, Neda; Heidari, Mohammad; Haghani, Fariba

    2015-01-01

    Learning theories are the main guide for educational systems planning in the classroom and clinical training included in nursing. The teachers by knowing the general principles of these theories can use their knowledge more effectively according to various learning situations. In this study, Eric, Medline, and Cochrane databases were used for articles in English and for the Persian literature, Magiran, Iran doc, Iran medex, and Sid databases were used with the help of keywords including social cognitive learning, learning theory, behavioral theory, cognitive theory, constructive theory, and nursing education. The search period was considered from 1990 to 2012. Some related books were also studied about each method, its original vision, the founders, practical application of the training theory, especially training of nursing and its strengths and weaknesses. Behaviorists believe that learning is a change in an observable behavior and it happens when the communication occurs between the two events, a stimulus and a response. Among the applications of this approach is the influence on the learner's emotional reactions. Among the theories of this approach, Thorndike and Skinner works are subject to review and critique. Cognitive psychologists unlike the behaviorists believe that learning is an internal process objective and they focus on thinking, understanding, organizing, and consciousness. Fundamentalists believe that learners should be equipped with the skills of inquiry and problem solving in order to learn by the discovery and process of information. Among this group, we will pay attention to analyze Wertheimer, Brunner, Ausubel theories, Ganyeh information processing model, in addition to its applications in nursing education. Humanists in learning pay attention to the feelings and experiences. Carl Rogers support the retention of learning-centered approach and he is believed to a semantic continuum. At the other end of the continuum, experiential learning is

  5. Learning theories application in nursing education.

    Science.gov (United States)

    Aliakbari, Fatemeh; Parvin, Neda; Heidari, Mohammad; Haghani, Fariba

    2015-01-01

    Learning theories are the main guide for educational systems planning in the classroom and clinical training included in nursing. The teachers by knowing the general principles of these theories can use their knowledge more effectively according to various learning situations. In this study, Eric, Medline, and Cochrane databases were used for articles in English and for the Persian literature, Magiran, Iran doc, Iran medex, and Sid databases were used with the help of keywords including social cognitive learning, learning theory, behavioral theory, cognitive theory, constructive theory, and nursing education. The search period was considered from 1990 to 2012. Some related books were also studied about each method, its original vision, the founders, practical application of the training theory, especially training of nursing and its strengths and weaknesses. Behaviorists believe that learning is a change in an observable behavior and it happens when the communication occurs between the two events, a stimulus and a response. Among the applications of this approach is the influence on the learner's emotional reactions. Among the theories of this approach, Thorndike and Skinner works are subject to review and critique. Cognitive psychologists unlike the behaviorists believe that learning is an internal process objective and they focus on thinking, understanding, organizing, and consciousness. Fundamentalists believe that learners should be equipped with the skills of inquiry and problem solving in order to learn by the discovery and process of information. Among this group, we will pay attention to analyze Wertheimer, Brunner, Ausubel theories, Ganyeh information processing model, in addition to its applications in nursing education. Humanists in learning pay attention to the feelings and experiences. Carl Rogers support the retention of learning-centered approach and he is believed to a semantic continuum. At the other end of the continuum, experiential learning is

  6. Enterprise transformation :lessons learned, pathways to success.

    Energy Technology Data Exchange (ETDEWEB)

    Slavin, Adam M.; Woodard, Joan Brune

    2006-05-01

    In this report, we characterize the key themes of transformation and tie them together in a ''how to'' guide. The perspectives were synthesized from strategic management literature, case studies, and from interviews with key management personnel from private industry on their transformation experiences.

  7. A learning theory account of depression.

    Science.gov (United States)

    Ramnerö, Jonas; Folke, Fredrik; Kanter, Jonathan W

    2015-06-11

    Learning theory provides a foundation for understanding and deriving treatment principles for impacting a spectrum of functional processes relevant to the construct of depression. While behavioral interventions have been commonplace in the cognitive behavioral tradition, most often conceptualized within a cognitive theoretical framework, recent years have seen renewed interest in more purely behavioral models. These modern learning theory accounts of depression focus on the interchange between behavior and the environment, mainly in terms of lack of reinforcement, extinction of instrumental behavior, and excesses of aversive control, and include a conceptualization of relevant cognitive and emotional variables. These positions, drawn from extensive basic and applied research, cohere with biological theories on reduced reward learning and reward responsiveness and views of depression as a heterogeneous, complex set of disorders. Treatment techniques based on learning theory, often labeled Behavioral Activation (BA) focus on activating the individual in directions that increase contact with potential reinforcers, as defined ideographically with the client. BA is considered an empirically well-established treatment that generalizes well across diverse contexts and populations. The learning theory account is discussed in terms of being a parsimonious model and ground for treatments highly suitable for large scale dissemination. © 2015 Scandinavian Psychological Associations and John Wiley & Sons Ltd.

  8. The Relationship among Transformational Teaching and Student Motivation and Learning

    Science.gov (United States)

    Noland, Aaron; Richards, Keith

    2014-01-01

    Transformational leadership is a well-documented and validated leadership perspective studied in management and organizational contexts that has recently been applied to the instructional context. The current study predicted a positive relationship between teacher transformational leadership and learning, and motivation. A population of 273…

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

    Science.gov (United States)

    Pendergrass, Amanda Daniel

    2013-01-01

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

  10. Organizational Learning as a Model for Continuous Transformation

    Science.gov (United States)

    Mayer, Anysia; LeChasseur, Kimberly; Donaldson, Morgaen; Cobb, Casey

    2013-01-01

    In this article we use organizational learning theory as a framework for thinking about how participation in CPED has influenced changes in the EdD program established in 2003 at the University of Connecticut. Both single and double loop learning were a part of our process of institutionalizing a culture of organizational learning, a process that…

  11. On coordinates and coordinate transformation in Einstein's theory of gravitation

    International Nuclear Information System (INIS)

    Chou Peiyuan

    1983-01-01

    This investigation is a further exposition of the significance of coordinates and their transformation in Einstein's theory of gravitation. The author considers the static axisymmetric field as an example, starts with its metric in the cylindrical coordinates, transforms this metric and the field equations into the Weyl-Levi-Civita system of coordinates, and supplements them with the harmonic condition. Both of the field equations and the harmonic condition are then transformed back to the original Cartesian system. Solutions for the static fields of an infinite plane with uniform surface density and an infinite rod with uniform linear density of matter, and of a body with spherical symmetry, are obtained again to show the necessity of the harmonic condition in their solutions. The fact that under the harmonic condition the solutions of the field equations for these problems contain their corresponding Newtonian potentials as approximations, is a strong support to the argument that the harmonic condition should be a physical supplement to Einstein's theory of gravitation. (Auth.)

  12. Attenuated radon transform: theory and application in medicine and biology

    Energy Technology Data Exchange (ETDEWEB)

    Gullberg, G.T.

    1979-06-01

    A detailed analysis is given of the properties of the attenuated Radon transform and of how increases in photon attenuation influence the numerical accuracy and computation efficiency of iterative and convolution algorithms used to determine its inversion. The practical applications for this work involve quantitative assessment of the distribution of injected radiopharmaceuticals and radionuclides in man and animals for basic physiological and biochemical studies as well as clinical studies in nuclear medicine. A mathematical structure is developed using function theory and the theory of linear operators on Hilbert spaces which lends itself to better understanding the spectral properties of the attenuated Radon transform. The continuous attenuated Radon transform reduces to a matrix operator for discrete angular and lateral sampling, and the reconstruction problem reduces to a system of linear equations. For the situation of variable attenuation coefficient frequently found in nuclear medicine applications of imaging the heart and chest, the procedure developed in this thesis involves iterative techniques of performing the generalized inverse. For constant attenuation coefficient less than 0.15 cm/sup -1/, convolution methods can reliably reconstruct a 30 cm object with 0.5 cm resolution. However, for high attenuation coefficients or for the situation where there is variable attenuation such as reconstruction of distribution of isotopes in the heart, iterative techniques developed in this thesis give the best results. (ERB)

  13. An instance theory of associative learning.

    Science.gov (United States)

    Jamieson, Randall K; Crump, Matthew J C; Hannah, Samuel D

    2012-03-01

    We present and test an instance model of associative learning. The model, Minerva-AL, treats associative learning as cued recall. Memory preserves the events of individual trials in separate traces. A probe presented to memory contacts all traces in parallel and retrieves a weighted sum of the traces, a structure called the echo. Learning of a cue-outcome relationship is measured by the cue's ability to retrieve a target outcome. The theory predicts a number of associative learning phenomena, including acquisition, extinction, reacquisition, conditioned inhibition, external inhibition, latent inhibition, discrimination, generalization, blocking, overshadowing, overexpectation, superconditioning, recovery from blocking, recovery from overshadowing, recovery from overexpectation, backward blocking, backward conditioned inhibition, and second-order retrospective revaluation. We argue that associative learning is consistent with an instance-based approach to learning and memory.

  14. Researching transformative learning spaces through learners' stories

    DEFF Research Database (Denmark)

    Maslo, Elina

    spaces, learning to learn through languages, learners´ stories, qualitative research method Methodology or Methods/Research Instruments or Sources Used A number of semi structured qualitative interviews have been conducted with three learners of Danish as second language. The language learners...... in the paper is on the research process and methodological tools. The goal of this paper is to show, that learners´ stories have a huge potential in researching learning processes. References Benson, P. & D. Nunan (2004). Lerners´ stories. Difference and Diversity in Language Learning. Cambridge University...... to use learners´ stories as a research methodology in the field of learning in general and language learning in particular....

  15. Transforming Identities through Transforming Care: How People with Learning Disabilities Experience Moving out of Hospital

    Science.gov (United States)

    Head, Annabel; Ellis-Caird, Helen; Rhodes, Louisa; Parkinson, Kathie

    2018-01-01

    Background: People with learning disabilities are moving out of hospitals as part of the Transforming Care programme, although thus far their views on how they have experienced this have not been researched. Materials and Methods: A qualitative design was used to explore how people with learning disabilities experienced moving as part of…

  16. Learning theory of distributed spectral algorithms

    International Nuclear Information System (INIS)

    Guo, Zheng-Chu; Lin, Shao-Bo; Zhou, Ding-Xuan

    2017-01-01

    Spectral algorithms have been widely used and studied in learning theory and inverse problems. This paper is concerned with distributed spectral algorithms, for handling big data, based on a divide-and-conquer approach. We present a learning theory for these distributed kernel-based learning algorithms in a regression framework including nice error bounds and optimal minimax learning rates achieved by means of a novel integral operator approach and a second order decomposition of inverse operators. Our quantitative estimates are given in terms of regularity of the regression function, effective dimension of the reproducing kernel Hilbert space, and qualification of the filter function of the spectral algorithm. They do not need any eigenfunction or noise conditions and are better than the existing results even for the classical family of spectral algorithms. (paper)

  17. Connecting and Reflecting: Transformative Learning in Academic Libraries

    Science.gov (United States)

    Hooper, Michaela D. Willi; Scharf, Emily

    2017-01-01

    This literature review is intended to examine transformative learning within the context of academic libraries and its applications for librarians. Although the main audience is academic librarians who facilitate student learning, it may also be of interest to other practitioners and researchers who are interested in applying transformative…

  18. Investigating the Learning-Theory Foundations of Game-Based Learning: A Meta-Analysis

    Science.gov (United States)

    Wu, W-H.; Hsiao, H-C.; Wu, P-L.; Lin, C-H.; Huang, S-H.

    2012-01-01

    Past studies on the issue of learning-theory foundations in game-based learning stressed the importance of establishing learning-theory foundation and provided an exploratory examination of established learning theories. However, we found research seldom addressed the development of the use or failure to use learning-theory foundations and…

  19. Theory of transformation groups I general properties of continuous transformation groups a contemporary approach and translation

    CERN Document Server

    2015-01-01

    This modern translation of Sophus Lie's and Friedrich Engel's “Theorie der Transformationsgruppen Band I” will allow readers to discover the striking conceptual clarity and remarkably systematic organizational thought of the original German text. Volume I presents a comprehensive introduction to the theory and is mainly directed towards the generalization of ideas drawn from the study of examples. The major part of the present volume offers an extremely clear translation of the lucid original. The first four chapters provide not only a translation, but also a contemporary approach, which will help present day readers to familiarize themselves with the concepts at the heart of the subject. The editor's main objective was to encourage a renewed interest in the detailed classification of Lie algebras in dimensions 1, 2 and 3, and to offer access to Sophus Lie's monumental Galois theory of continuous transformation groups, established at the end of the 19th Century. Lie groups are widespread in mathematics, p...

  20. The discrete Fourier transform theory, algorithms and applications

    CERN Document Server

    Sundaraajan, D

    2001-01-01

    This authoritative book provides comprehensive coverage of practical Fourier analysis. It develops the concepts right from the basics and gradually guides the reader to the advanced topics. It presents the latest and practically efficient DFT algorithms, as well as the computation of discrete cosine and Walsh-Hadamard transforms. The large number of visual aids such as figures, flow graphs and flow charts makes the mathematical topic easy to understand. In addition, the numerous examples and the set of C-language programs (a supplement to the book) help greatly in understanding the theory and

  1. Transforming Children's Health Spaces into Learning Places

    Science.gov (United States)

    Nisselle, Amy; Green, Julie; Scrimshaw, Chantel

    2011-01-01

    Purpose: Chronic health conditions can cause children extended school absences, creating significant barriers for continued education. Out-of-school learning environments, such as hospitals, provide opportunities to maintain children's learning identities during school absences. This paper seeks to present an example of hospital-based teaching and…

  2. Transformational and Passive Leadership: An Initial Investigation of University Instructors as Leaders in a Virtual Learning Environment

    Science.gov (United States)

    Bogler, Ronit; Caspi, Avner; Roccas, Sonia

    2013-01-01

    The study investigated whether students perceive their university instructors in a virtual learning environment as leaders. Referring to the full range leadership theory (FRLT), we examined the effects of transformational and passive leadership styles of university instructors on students' satisfaction and learning outcomes. Completed web-based…

  3. The Student Perspective: Can the Use of Technologies Transform Learning?

    OpenAIRE

    O'Donnell, Eileen

    2010-01-01

    PUBLISHED This chapter explores students? perspectives on the transformations that the use of technology has brought to higher education. The use of technologies in higher education facilitates flexible learning environments but the benefits to students who engage with these technologies will only be realised if the design is pedagogically sound. The pedagogic approach employed by lecturers when designing their e-learning platforms or learning management systems has the cap...

  4. Game-Based Learning Theory

    Science.gov (United States)

    Laughlin, Daniel

    2008-01-01

    Persistent Immersive Synthetic Environments (PISE) are not just connection points, they are meeting places. They are the new public squares, village centers, malt shops, malls and pubs all rolled into one. They come with a sense of 'thereness" that engages the mind like a real place does. Learning starts as a real code. The code defines "objects." The objects exist in computer space, known as the "grid." The objects and space combine to create a "place." A "world" is created, Before long, the grid and code becomes obscure, and the "world maintains focus.

  5. A Comparative Analysis of Three Unique Theories of Organizational Learning

    Science.gov (United States)

    Leavitt, Carol C.

    2011-01-01

    The purpose of this paper is to present three classical theories on organizational learning and conduct a comparative analysis that highlights their strengths, similarities, and differences. Two of the theories -- experiential learning theory and adaptive -- generative learning theory -- represent the thinking of the cognitive perspective, while…

  6. EDUCATION REFORMS TOWARDS 21ST CENTURY SKILLS: TRANSFORMING STUDENTS' LEARNING EXPERIENCES THROUGH EFFECTIVE LEARNING ENVIRONMENTS

    OpenAIRE

    Harriet Wambui Njui

    2018-01-01

    This paper reviews literature on learning environments with a view to making recommendations on how teachers could create effective and high-quality learning environments that provide learners with transformative learning experiences as they go through the process of education. An effective learning environment is critical because quality education, which is essential to real learning and human development, is influenced by factors both inside and outside the classroom. Learning institutions ...

  7. Rising Political Consciousness: Transformational Learning in Malaysia.

    Science.gov (United States)

    Kamis, Mazalan; Muhamad, Mazanah

    As part of a larger study (not discussed) ten educated Malaysian citizens were interviewed to find whether their rising political consciousness, over a ten year period (1988-1999), indicated that their transformation was influenced by their culture. The subjects were between 35-45 years old, married, with an average of four children. All were…

  8. Self Modeling: Expanding the Theories of Learning

    Science.gov (United States)

    Dowrick, Peter W.

    2012-01-01

    Self modeling (SM) offers a unique expansion of learning theory. For several decades, a steady trickle of empirical studies has reported consistent evidence for the efficacy of SM as a procedure for positive behavior change across physical, social, educational, and diagnostic variations. SM became accepted as an extreme case of model similarity;…

  9. Networks and learning in game theory

    NARCIS (Netherlands)

    Kets, W.

    2008-01-01

    This work concentrates on two topics, networks and game theory, and learning in games. The first part of this thesis looks at network games and the role of incomplete information in such games. It is assumed that players are located on a network and interact with their neighbors in the network.

  10. Understanding feedback: A learning theory perspective

    NARCIS (Netherlands)

    Thurlings, Marieke; Vermeulen, Marjan; Bastiaens, Theo; Stijnen, Sjef

    2018-01-01

    This article aims to review literature on feedback to teachers. Because research has hardly focused on feedback among teachers, the review’s scope also includes feedback in class- rooms. The review proposes that the effectiveness of feedback and feedback processes depend on the learning theory

  11. Employee Learning Theories and Their Organizational Applications

    Directory of Open Access Journals (Sweden)

    Abdussalaam Iyanda Ismail

    2017-12-01

    Full Text Available Empirical evidence identifies that organizational success hinges on employees with the required knowledge, skills, and abilities and that employees’ effectiveness at learning new skills and knowledge is connected with the kind of learning technique the organization adopts. Given this, this work explored employee learning theories and their organizational applications. Using far reaching literature survey and extensive theoretical and logical argument and exposition. This paper revealed that cognitive-based approaches, non-cognitive approach and need-based approaches play vital roles in shrinking the occurrence of unwanted behaviors and upturning the occurrence of desired behaviors in the organization. Proper application of the theories can induce positive employee behaviors such as task performance and organizational citizenship behavior and consequently enhance both individual and organizational performance. This work has hopefully contributed to the enrichment of the existing relevant literature and served as a useful guide for stakeholders on how they can stimulate positive employee behaviors and the consequent enhanced organizational performance.

  12. Instant transformation of learned repulsion into motivational "wanting".

    Science.gov (United States)

    Robinson, Mike J F; Berridge, Kent C

    2013-02-18

    Learned cues for pleasant reward often elicit desire, which, in addicts, may become compulsive. According to the dominant view in addiction neuroscience and reinforcement modeling, such desires are the simple products of learning, coming from a past association with reward outcome. We demonstrate that cravings are more than merely the products of accumulated pleasure memories-even a repulsive learned cue for unpleasantness can become suddenly desired via the activation of mesocorticolimbic circuitry. Rats learned repulsion toward a Pavlovian cue (a briefly-inserted metal lever) that always predicted an unpleasant Dead Sea saltiness sensation. Yet, upon first reencounter in a novel sodium-depletion state to promote mesocorticolimbic reactivity (reflected by elevated Fos activation in ventral tegmentum, nucleus accumbens, ventral pallidum, and the orbitofrontal prefrontal cortex), the learned cue was instantly transformed into an attractive and powerful motivational magnet. Rats jumped and gnawed on the suddenly attractive Pavlovian lever cue, despite never having tasted intense saltiness as anything other than disgusting. Instant desire transformation of a learned cue contradicts views that Pavlovian desires are essentially based on previously learned values (e.g., prediction error or temporal difference models). Instead desire is recomputed at reencounter by integrating Pavlovian information with the current brain/physiological state. This powerful brain transformation reverses strong learned revulsion into avid attraction. When applied to addiction, related mesocorticolimbic transformations (e.g., drugs or neural sensitization) of cues for already-pleasant drug experiences could create even more intense cravings. This cue/state transformation helps define what it means to say that addiction hijacks brain limbic circuits of natural reward. Copyright © 2013 Elsevier Ltd. All rights reserved.

  13. Effectiveness of Discovery Learning-Based Transformation Geometry Module

    Science.gov (United States)

    Febriana, R.; Haryono, Y.; Yusri, R.

    2017-09-01

    Development of transformation geometry module is conducted because the students got difficulties to understand the existing book. The purpose of the research was to find out the effectiveness of discovery learning-based transformation geometry module toward student’s activity. Model of the development was Plomp model consisting preliminary research, prototyping phase and assessment phase. The research was focused on assessment phase where it was to observe the designed product effectiveness. The instrument was observation sheet. The observed activities were visual activities, oral activities, listening activities, mental activities, emotional activities and motor activities. Based on the result of the research, it is found that visual activities, learning activities, writing activities, the student’s activity is in the criteria very effective. It can be concluded that the use of discovery learning-based transformation geometry module use can increase the positive student’s activity and decrease the negative activity.

  14. Enabling Transformative Learning in the Workplace: An Educative Research Intervention

    Science.gov (United States)

    Wilhelmson, Lena; Åberg, Marie Moström; Backström, Tomas; Olsson, Bengt Köping

    2015-01-01

    The aim of this article is to discuss the potential of an educative research intervention to influence the quality of the learning outcome in the workplace as interpreted from the perspectives of adult learning theory. The research project was designed as a quasi-experimental, mixed-methods study. In this article, quantitative survey data were…

  15. Facilitating Team Learning through Transformational Leadership

    Science.gov (United States)

    Raes, Elisabeth; Decuyper, Stefan; Lismont, Bart; Van den Bossche, Piet; Kyndt, Eva; Demeyere, Sybille; Dochy, Filip

    2013-01-01

    This article investigates when and how teams engage in team learning behaviours (TLB). More specifically, it looks into how different leadership styles facilitate TLB by influencing the social conditions that proceed them. 498 healthcare workers from 28 nursery teams filled out a questionnaire measuring the concepts leadership style, TLB, social…

  16. Teacher in the Transformative Learning Space

    DEFF Research Database (Denmark)

    Maslo, Elina

    2009-01-01

    of the library – students of different grades, non studying people, researchers; the people working at the library – office workers, librarians, research staff; teachers and supervisors) and answering the key question: what makes the learning process successful? Methods/methodology: The complicated process...

  17. Elements of Social Learning Supporting Transformative Change

    African Journals Online (AJOL)

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

  18. Technically Speaking: Transforming Language Learning through Virtual Learning Environments (MOOs).

    Science.gov (United States)

    von der Emde, Silke; Schneider, Jeffrey; Kotter, Markus

    2001-01-01

    Draws on experiences from a 7-week exchange between students learning German at an American college and advanced students of English at a German university. Maps out the benefits to using a MOO (multiple user domains object-oriented) for language learning: a student-centered learning environment structured by such objectives as peer teaching,…

  19. Authentic Leadership, Social Cognitive Theory, and Character Education: The Transforming of Theories Into Practices

    Science.gov (United States)

    Banks, Jerome; Mhunpiew, Nathara

    2012-01-01

    Character development must balance academic achievement. International school environments are diverse and multicultural settings, containing a learning-focused culture. This investigation constructs the sophisticated elements of authentic leadership and the complexities of the social cognitive theory as factors that produce a practical approach…

  20. Rethinking Diplomatic Transformation Through Social Theories of Trust

    DEFF Research Database (Denmark)

    Keating, Vincent Charles

    In the 2012 Martin Wight Memorial Lecture, Nicholas Wheeler explored how trust might be built between political leaders, drawing primarily on how the interpersonal relationship between Reagan and Gorbachev changed the diplomatic relationship between the United States and the Soviet Union. This pa...... and interpersonal level,' this paper suggests that investigations of diplomatic transformation through trustbuilding must include both international and societal components and examines the issues that must be considered to build a larger theory of state trust.......In the 2012 Martin Wight Memorial Lecture, Nicholas Wheeler explored how trust might be built between political leaders, drawing primarily on how the interpersonal relationship between Reagan and Gorbachev changed the diplomatic relationship between the United States and the Soviet Union...

  1. Transformative unlearning: safety, discernment and communities of learning.

    Science.gov (United States)

    Macdonald, Geraldine

    2002-09-01

    This paper aims to stimulate awareness about the intellectual and emotional work of 'unlearning' in knowledge workers in the emerging learning age. The importance of providing a safe space for dialogue to promote transformative learning, through building 'communities of learning', is highlighted. Unlearning is conceptualized within a transformative education paradigm, one whose primary orientation is discernment, a personal growth process involving the activities of receptivity, recognition and grieving. The author utilizes the metaphor of an unfolding spiral path to explore her experience of needing to 'unlearn' a trusted nursing practice prior to 'learning' new best caring practices related to infant sleep positions. Macro and micro approaches to facilitating unlearning in organizations, in learners and in nurses are suggested.

  2. Robust Learning Control Design for Quantum Unitary Transformations.

    Science.gov (United States)

    Wu, Chengzhi; Qi, Bo; Chen, Chunlin; Dong, Daoyi

    2017-12-01

    Robust control design for quantum unitary transformations has been recognized as a fundamental and challenging task in the development of quantum information processing due to unavoidable decoherence or operational errors in the experimental implementation of quantum operations. In this paper, we extend the systematic methodology of sampling-based learning control (SLC) approach with a gradient flow algorithm for the design of robust quantum unitary transformations. The SLC approach first uses a "training" process to find an optimal control strategy robust against certain ranges of uncertainties. Then a number of randomly selected samples are tested and the performance is evaluated according to their average fidelity. The approach is applied to three typical examples of robust quantum transformation problems including robust quantum transformations in a three-level quantum system, in a superconducting quantum circuit, and in a spin chain system. Numerical results demonstrate the effectiveness of the SLC approach and show its potential applications in various implementation of quantum unitary transformations.

  3. Action Research as a Space for Transforming Learning Cultures

    Directory of Open Access Journals (Sweden)

    Elżbieta Wołodźko

    2015-12-01

    Full Text Available The article presents a three-year educational action research project on autonomous and reflective learning. Students and teachers, being actively engaged in many learning practices, were both participating in process(es of developing educational and research community. These interrelated processes framed a dynamic space for constructing and reconstructing the participants’ learning cultures. Thanks to linking educational and research aspects of students’ activity and to interpenetration of practice and reflection, action research generates particular conditions for learning cultures’ transformation, from “traditional” toward “new” ones, based on reflectivity, authenticity and empowerment. The dynamism of learning cultures was connected to various and conscious and reflective types of educational participation, which affected autonomy of studying (in its numerous dimensions and types, being in turn a constitutive element of participants’ learning cultures.

  4. The Development of a Comprehensive and Coherent Theory of Learning

    Science.gov (United States)

    Illeris, Knud

    2015-01-01

    This article is an account of how the author developed a comprehensive understanding of human learning over a period of almost 50 years. The learning theory includes the structure of learning, different types of learning, barriers of learning as well as how individual dispositions, age, the learning environment and general social and societal…

  5. Shear-transformation-zone theory of linear glassy dynamics.

    Science.gov (United States)

    Bouchbinder, Eran; Langer, J S

    2011-06-01

    We present a linearized shear-transformation-zone (STZ) theory of glassy dynamics in which the internal STZ transition rates are characterized by a broad distribution of activation barriers. For slowly aging or fully aged systems, the main features of the barrier-height distribution are determined by the effective temperature and other near-equilibrium properties of the configurational degrees of freedom. Our theory accounts for the wide range of relaxation rates observed in both metallic glasses and soft glassy materials such as colloidal suspensions. We find that the frequency-dependent loss modulus is not just a superposition of Maxwell modes. Rather, it exhibits an α peak that rises near the viscous relaxation rate and, for nearly jammed, glassy systems, extends to much higher frequencies in accord with experimental observations. We also use this theory to compute strain recovery following a period of large, persistent deformation and then abrupt unloading. We find that strain recovery is determined in part by the initial barrier-height distribution, but that true structural aging also occurs during this process and determines the system's response to subsequent perturbations. In particular, we find by comparison with experimental data that the initial deformation produces a highly disordered state with a large population of low activation barriers, and that this state relaxes quickly toward one in which the distribution is dominated by the high barriers predicted by the near-equilibrium analysis. The nonequilibrium dynamics of the barrier-height distribution is the most important of the issues raised and left unresolved in this paper.

  6. Translating and transforming (a) CALL for leadership for learning

    DEFF Research Database (Denmark)

    Weinreich, Elvi; Bjerg, Helle

    2015-01-01

    "The paper pursues the argument that the process of translation is not solely a linguistic exercise. It also implies methodological and conceptual questions related to the translation and as such transformation of general and theoretical research based models of leadership for learning...

  7. The Difference Engine: Computing, Knowledge, and the Transformation of Learning

    Science.gov (United States)

    Provenzo, Eugene F.

    2011-01-01

    Since the 1960s, the rapid evolution of technology has created a new cultural geography--a virtual geography. "The Difference Engine: Computing, Knowledge and the Transformation of Learning" offers a conscious critique of this change and its effects on contemporary culture and education. This engaging text assumes that we are at a critical…

  8. Peer Mentorship and Transformational Learning: PhD Student Experiences

    Science.gov (United States)

    Preston, Jane P.; Ogenchuk, Marcella J.; Nsiah, Joseph K.

    2014-01-01

    The purpose of the paper is to describe our peer mentorship experiences and explain how these experiences fostered transformational learning during our PhD graduate program in educational administration. As a literature backdrop, we discuss characteristics of traditional forms of mentorship and depict how our experiences of peer mentorship was…

  9. Transformative Learning Experiences of International Graduate Students from Asian Countries

    Science.gov (United States)

    Kumi-Yeboah, Alex; James, Waynne

    2014-01-01

    This article investigates the transformative learning experiences of international graduate students from Asian countries. Data collection consisted of quantitative and qualitative methods. Participants included international graduate students from Asia, in the Colleges of Arts and Sciences and Engineering. Overall, 82.3% of the participants…

  10. Transformative Learning and the Road to Maternal Leadership

    Science.gov (United States)

    Panton, Rachel

    2016-01-01

    This study of three Africana (Black women of the Diaspora) holistic health educators shows how their woman-centered learning cultures led them to personal transformation and leadership roles. Understanding their development can inform educational programming and support services for Black women students.

  11. Exploring Phonetic Realization in Danish by Transformation-Based Learning

    DEFF Research Database (Denmark)

    Uneson, Marcus; Schachtenhaufen, Ruben

    2011-01-01

    We align phonemic and semi-narrow phonetic transcriptions in the DanPASS corpus and extend the phonemic description with sound classes and with traditional phonetic features. From this representation, we induce rules for phonetic realization by Transformation-Based Learning (TBL). The rules thus ...

  12. Transformative Learning Following Job Loss: A Dissertation Renewal

    Science.gov (United States)

    Benway, Robert

    2017-01-01

    This study renews a doctoral dissertation written in 2003 on transformative learning following job loss. An abbreviated literature review compares corporate and worker circumstances from the original study to the present time. Findings show that corporations choose reductions in force due to pressure from investors instead of productivity, and…

  13. Transformative Learning through Music: Case Studies from Brazil

    Science.gov (United States)

    Qi, Nan; Veblen, Kari K.

    2016-01-01

    In this study we consider meaningful, emancipatory, and affirming music-making in Brazil through the lens of five case studies. Each illustrates aspects of transformative theory through music-making in music education as advanced by Mezirow, Freire, and contemporary Brazilian music educators.

  14. Adventure Learning: Theory and Implementation of Hybrid Learning

    Science.gov (United States)

    Doering, A.

    2008-12-01

    Adventure Learning (AL), a hybrid distance education approach, provides students and teachers with the opportunity to learn about authentic curricular content areas while interacting with adventurers, students, and content experts at various locations throughout the world within an online learning environment (Doering, 2006). An AL curriculum and online environment provides collaborative community spaces where traditional hierarchical classroom roles are blurred and learning is transformed. AL has most recently become popular in K-12 classrooms nationally and internationally with millions of students participating online. However, in the literature, the term "adventure learning" many times gets confused with phrases such as "virtual fieldtrip" and activities where someone "exploring" is posting photos and text. This type of "adventure learning" is not "Adventure Learning" (AL), but merely a slideshow of their activities. The learning environment may not have any curricular and/or social goals, and if it does, the environment design many times does not support these objectives. AL, on the other hand, is designed so that both teachers and students understand that their online and curriculum activities are in synch and supportive of the curricular goals. In AL environments, there are no disparate activities as the design considers the educational, social, and technological affordances (Kirschner, Strijbos, Kreijns, & Beers, 2004); in other words, the artifacts of the learning environment encourage and support the instructional goals, social interactions, collaborative efforts, and ultimately learning. AL is grounded in two major theoretical approaches to learning - experiential and inquiry-based learning. As Kolb (1984) noted, in experiential learning, a learner creates meaning from direct experiences and reflections. Such is the goal of AL within the classroom. Additionally, AL affords learners a real-time authentic online learning experience concurrently as they

  15. The Nature of Self-Directed Learning and Transformational Learning in Self-Managing Bipolar Disorder to Stay Well

    Science.gov (United States)

    Francik, Wendy A.

    2012-01-01

    The purpose of the research was to explore the self-directed learning and transformational learning experiences among persons with bipolar disorder. A review of previous research pointed out how personal experiences with self-directed learning and transformational learning facilitated individuals' learning to manage HIV, Methicillan-resitant…

  16. Phase field theory of proper displacive phase transformations: Structural anisotropy and directional flexibility, a vector model, and the transformation kinetics

    Energy Technology Data Exchange (ETDEWEB)

    Rao Weifeng [Department of Materials Science and Engineering, Rutgers University, 607 Taylor Road, Piscataway, NJ 08854 (United States); Khachaturyan, Armen G., E-mail: khach@jove.rutgers.edu [Department of Materials Science and Engineering, Rutgers University, 607 Taylor Road, Piscataway, NJ 08854 (United States)

    2011-06-15

    A phase field theory of proper displacive transformations is developed to address the microstructure evolution and its response to applied fields in decomposing and martensitic systems. The theory is based on the explicit equation for the non-equilibrium free energy function of the transformation strain obtained by a consistent separation of the total strain into transformation and elastic strains. The transformation strain is considered to be a relaxing long-range order parameter evolving in accordance with the system energetics rather than as a fixed material constant used in the conventional Eshelby theory of coherent inclusions. The elastic strain is defined as a coherency strain recovering the crystal lattice compatibility. The obtained free energy function of the transformation strain leads to the concepts of structural anisotropy and directional flexibility of low symmetry phases. The formulated vector model of displacive transformation makes apparent a similarity between proper displacive transformation and ferromagnetic/ferroelectric transformation and, in particular, a similarity between the structural anisotropy and magnetic/polar anisotropy of ferromagnetic/ferroelectric materials. It even predicts the feasibility of a glass-like structural state with unlimited directional flexibility of the transformation strain that is conceptually similar to a ferromagnetic glass. The thermodynamics of the equilibrium between low symmetry phases and the thermodynamic conditions leading to the formation of adaptive states are formulated.

  17. Feminist critical discourse of leadership with emphasis on transformational leadership theory

    OpenAIRE

    Mišić-Andrić Marijana; Markov Slobodanka

    2012-01-01

    In the past few decades women are more and more reaching leadership positions traditionally reserved for men. Women reaching leadership positions, even the highest, together with development of transformational leadership theory led to an increased scientific interest in relationship between gender and transformational leadership theory. Unlike dominant leadership theories, feminist theories in the past decades have offered new theoretical and research concepts that can improve our understand...

  18. Exploring Attitude Transformation: A Grounded Theory Study of Romanian Teachers of Roma Students

    Science.gov (United States)

    Jones, Laura Estella

    2016-01-01

    The purpose of this systematic grounded theory study was to explore the process of change in teacher attitudes toward including Roma ("Gypsy") students in non-segregated schools in Romania. The theories guiding this study included Mezirow's (1991, 2000) theory of transformation, Gay's (2002, 2013) theory of culturally responsive…

  19. Confinement in dually transformed U(1) lattice gauge theory

    International Nuclear Information System (INIS)

    Zach, M.

    1997-10-01

    The aim of this work is a detailed investigation of the confinement mechanism in U(1) lattice gauge theory. In the first chapters we give a review on the definition of compact Abelian gauge theory on space-time lattices, the numerical calculation of physical observables for exploring confinement, and the interpretation of the results in terms of the dual superconductor picture, which is introduced at two levels of description. We work out that the electric field strength and the magnetic currents around a charge pair can be described very well by a classical effective model of Maxwell and London equations, if fluctuations of the occurring fluxoid string are considered. In order to obtain a deeper understanding of confinement in U(1), we extend the duality transformation of the path integral to the correlation functions which are used to calculate expectation values of fields and currents. This not only helps to interpret U(1) lattice gauge theory as a limit of the dual Higgs model, but also opens the possibility for efficient calculations of expectation values in the presence of static charges by simulating the dual model. Using this technique we are able to consider large flux tube lengths, low temperatures, and multiply charged systems without loss of numerical precision. The dual simulation is applied to flux tubes between static charges, to periodically closed flux tubes (torelons), and to doubly charged systems. We find that the behavior of flux tubes for large charge distances cannot be explained by the picture of a classical dual type-II superconductor; the observed roughening of the flux tube agrees very well with the prediction from the effective string description. We also analyze the different contributions to the total energy of the electromagnetic field. For torelons we calculate both the free energy and the total field energy, split the free energy into a string tension and a string fluctuation part, and apply lattice sum rules modified for finite

  20. Research workshops as a Means to individual and organizational learning and transformation

    DEFF Research Database (Denmark)

    Sommer, Finn M.; Sprogøe, Jonas; Nygaard Andersen, Randi

    In this empirical paper we explore experiences with organizing so called research workshops in a university of applied science. A research workshop is a action learning oriented didactical and educational format designed to be explorative, and the aim is for the participants to acquire research s...... skills and competencies. However, research workshops are also used strategically to facilitate organizational development. By way of organizational learning theory, we discuss research workshops as way to individual learning and organizational transformation.......In this empirical paper we explore experiences with organizing so called research workshops in a university of applied science. A research workshop is a action learning oriented didactical and educational format designed to be explorative, and the aim is for the participants to acquire research...

  1. The transformation of Teacher Work through digital learning platforms

    DEFF Research Database (Denmark)

    Christiansen, René Boyer; Andreasen, Lars Birch

    four transformation tendencies in the educational system regarding teacher work and discuss these in relation to a recent research project which aims at looking at the organizational and didactical implications for teachers working with digital platforms in the Danish primary school.......This paper examines a new mandatory initiative in the Danish primary school regarding digital learning platforms for students, teachers and parents and regards this as a part of a global process that leads to a transformation of teacher work and thus everyday life for teachers in schools. We list...

  2. Transforming Language Ideologies through Action Research: A Case Study of Bilingual Science Learning

    Science.gov (United States)

    Yang, Eunah

    This qualitative case study explored a third grade bilingual teacher's transformative language ideologies through participating in a collaborative action research project. By merging language ideologies theory, Cultural Historical Activity Theory (CHAT), and action research, I was able to identify the analytic focus of this study. I analyzed how one teacher and I, the researcher, collaboratively reflected on classroom language practices during the video analysis meetings and focus groups. Further, I analyzed twelve videos that we coded together to see the changes in the teacher's language practices over time. My unit of analysis was the discourse practice mediated by additive language ideologies. Throughout the collaborative action research process, we both critically reflected on the classroom language use. We also developed a critical consciousness about the participatory shifts and learning of focal English Learner (EL) students. Finally, the teacher made changes to her classroom language practices. The results of this study will contribute to the literacy education research field for theoretical, methodological, and practical insights. The integration of language ideologies, CHAT, and action research can help educational practitioners, researchers, and policy makers understand the importance of transforming teachers' language ideologies in designing additive learning contexts for ELs. From a methodological perspective, the transformative language ideologies through researcher and teacher collaborated video analysis process provide a unique contribution to the language ideologies in education literature, with analytic triangulation. As a practical implication, this study suggests action research can be one of the teacher education tools to help the teachers transform language ideologies for EL education.

  3. Comparing Three of the Leadership Theories: Leader- Member Exchange Theory,transformational Leadership and Team Leadership

    Institute of Scientific and Technical Information of China (English)

    王子涵

    2013-01-01

    Leadership is a complex process.It is one of the most researched areas around the world.It has gained importance in every walk of life from politics to business and from education to social organizations.According to the study of"Leadership in Adult Education Venues",here has a much more clear recognition of leadership:leadership is a process whereby an individual influences a group of individuals to achieve a common goal.There are many approaches of leadership throughout the study of this class,the three theories of leadership I choose to describe in this paper are:Leader-Member Exchange(LMX)Theory,Transformational Leadership,and Team Leadership.

  4. Integrating transformative learning and action learning approaches to enhance ethical leadership for supervisors in the hotel business

    OpenAIRE

    Boonyuen Saranya; Charungkaittikul Suwithida; Ratana-ubol Archanya

    2016-01-01

    Ethical leadership is now increasingly focused in leadership development. The main purpose of this study is to explore two methods of adult learning, action learning and transformative learning, and to use the methods to enhance ethical leadership. Building ethical leadership requires an approach that focuses on personal values, beliefs, or frames of references, which is transformative learning. Transformative learning requires a series of meetings to conduct critical discourse and to follow ...

  5. Learning relationships from theory to design

    Directory of Open Access Journals (Sweden)

    C. J.H. Fowler

    1999-12-01

    Full Text Available Over the last five years we have seen a very significant increase in the use of Information Communication Technologies (ICT in schools, colleges and university. For example in 1998, there were over 195 accredited US universities offering a thousand or more distance learning courses (Philips and Yager, 1998. By no means were all of these new courses associated with educational innovation. The speed and ease of implementation of Webbased approaches, in particular, is resulting in design by imitation of current courses and methods, with a real lack of innovation or utilization of the power inherent in technologybased learning. Although matters are improving (see for example Brown, 1999, part of the reason for this failure to innovate is, we argue, because of the large gap between theory and practice.

  6. From theory to practice: Understanding transformational change in NAMAs

    DEFF Research Database (Denmark)

    Mersmann, Florian; Olsen, Karen Holm; Wehnert, Timon

    and transformational change, exploring their possible applicability to NAMAs. The theoretical approaches are the basis to propose hypotheses for the dynamics, indicators and success factors that foster transformational change, which is necessary to assess whether a NAMA intervention has been or can be transformational...

  7. Transformational Teaching: Connecting the Full-Range Leadership Theory and Graduate Teaching Practice

    Science.gov (United States)

    Kim, Won J.

    2012-01-01

    Reliable measurements for effective teaching are lacking. In contrast, some theories of leadership (particularly transformational leadership) have been tested and found to have efficacy in a variety of organizational settings. In this study, the full-range leadership theory, which includes transformational leadership, was applied to the…

  8. Repositioning Ideology Critique in a Critical Theory of Adult Learning.

    Science.gov (United States)

    Brookfield, Stephen

    2001-01-01

    Reexamines critical theory as a response to Marxism and repositions ideology critique as a crucial adult learning process. Argues that a critical theory of adult learning should focus on how adults learn to recognize and challenge ideological domination and manipulation. (Contains 31 references.) (SK)

  9. Optimizing Computer Assisted Instruction By Applying Principles of Learning Theory.

    Science.gov (United States)

    Edwards, Thomas O.

    The development of learning theory and its application to computer-assisted instruction (CAI) are described. Among the early theoretical constructs thought to be important are E. L. Thorndike's concept of learning connectisms, Neal Miller's theory of motivation, and B. F. Skinner's theory of operant conditioning. Early devices incorporating those…

  10. Simulation Methodology in Nursing Education and Adult Learning Theory

    Science.gov (United States)

    Rutherford-Hemming, Tonya

    2012-01-01

    Simulation is often used in nursing education as a teaching methodology. Simulation is rooted in adult learning theory. Three learning theories, cognitive, social, and constructivist, explain how learners gain knowledge with simulation experiences. This article takes an in-depth look at each of these three theories as each relates to simulation.…

  11. The Use of Immersive Virtual Reality in the Learning Sciences: Digital Transformations of Teachers, Students, and Social Context

    Science.gov (United States)

    Bailenson, Jeremy N.; Yee, Nick; Blascovich, Jim; Beall, Andrew C.; Lundblad, Nicole; Jin, Michael

    2008-01-01

    This article illustrates the utility of using virtual environments to transform social interaction via behavior and context, with the goal of improving learning in digital environments. We first describe the technology and theories behind virtual environments and then report data from 4 empirical studies. In Experiment 1, we demonstrated that…

  12. Transforming RN education: clinical learning and clinical knowledge development.

    Science.gov (United States)

    Benner, P

    1993-04-01

    Transforming RN education has the potential for transforming clinical teaching and learning for all students. The returning RN student offers possibilities for clinical learning that the generic student does not have, but this should not cause us to limit the returning RN student to the generic level. Where possible innovative programs should be developed to move the RN student from baccalaureate level to the Master's level. As educators, we should take the opportunity to increase the numbers of nurses who are educationally prepared to move into advanced levels of practice. The returning RN student offers a rich human resource for the profession, and a rich resource for improving our clinical teaching as well as our practice.

  13. Lifelong Learning from Natural Disasters: Transformative Group-Based Learning at Philippine Universities

    Science.gov (United States)

    Dahl, Kari Kragh Blume; Millora, Christopher Malagad

    2016-01-01

    This study explores reflective experience during transformative, group-based learning among university leaders following a natural disaster such as a typhoon in two Philippine universities. Natural disasters are recurrent phenomena in many parts of the world, but the literature largely ignores their impact on lifelong human learning, for instance…

  14. Economics of Distance and Online Learning Theory, Practice and Research

    Directory of Open Access Journals (Sweden)

    reviewed by TOJDE

    2009-10-01

    Full Text Available Economics of Distance and Online LearningTheory, Practice and ResearchBy William Bramble & Santosh PandaPrice: $125.00ISBN: 978-0-415-96388-6, Binding: Hardback, Publishedby: Routledge, New York, Publication Date: March 2008, Pages: 312TOJDEABOUT THE BOOKThis book provides a comprehensive overview of theorganizational models of distance and online learning froman international perspective and from the point of view ofeconomic planning, costing and management decisionmaking.The book points to directions for the further research anddevelopment in this area, and will promote furtherunderstanding and critical reflection on the part ofadministrators, practitioners and researchers of distanceeducation.The experiences and perspectives in distance education inthe US are balanced with those in other areas of the world.Table of ContentsPrefaceSECTION ONE: INTRODUCTIONChapter 1: Organizational and Cost Structures for Distanceand Online Learning, William J. Bramble and Santosh PandaSECTION TWO: PLANNING AND MANAGEMENTChapter 2: Changing Distance Education andChanging Organizational Issues, D. Randy Garrison and Heather KanukaChapter 3: Online Learning and the University, Chris Curran217Chapter 4: Virtual Schooling and Basic Education, Thomas ClarkChapter 5: Historical Perspectives on Distance Education in the United States, Paul J.Edelson and Von PittmanSECTION THREE: FUNDINGChapter 6: Funding of Distance and Online Learning in the United States, Mark J. Smithand William J. BrambleChapter 7: Funding Distance Education: A Regional Perspective, Santosh Panda andAshok GabaSECTION FOUR: COST STRUCTURES AND MODELSChapter 8: Costs and Quality of Online Learning, Alistair InglisChapter 9: Costing Virtual University Education, Insung JungChapter 10: Cost-Benefit of Student Retention Policies and Practices, Ormond SimpsonSECTION FIVE: DISTANCE TRAININGChapter 11: Cost Benefit of Online Learning, Zane Berge and Charlotte DonaldsonChapter 12: Transforming Workplace

  15. Image reconstruction by domain-transform manifold learning

    Science.gov (United States)

    Zhu, Bo; Liu, Jeremiah Z.; Cauley, Stephen F.; Rosen, Bruce R.; Rosen, Matthew S.

    2018-03-01

    Image reconstruction is essential for imaging applications across the physical and life sciences, including optical and radar systems, magnetic resonance imaging, X-ray computed tomography, positron emission tomography, ultrasound imaging and radio astronomy. During image acquisition, the sensor encodes an intermediate representation of an object in the sensor domain, which is subsequently reconstructed into an image by an inversion of the encoding function. Image reconstruction is challenging because analytic knowledge of the exact inverse transform may not exist a priori, especially in the presence of sensor non-idealities and noise. Thus, the standard reconstruction approach involves approximating the inverse function with multiple ad hoc stages in a signal processing chain, the composition of which depends on the details of each acquisition strategy, and often requires expert parameter tuning to optimize reconstruction performance. Here we present a unified framework for image reconstruction—automated transform by manifold approximation (AUTOMAP)—which recasts image reconstruction as a data-driven supervised learning task that allows a mapping between the sensor and the image domain to emerge from an appropriate corpus of training data. We implement AUTOMAP with a deep neural network and exhibit its flexibility in learning reconstruction transforms for various magnetic resonance imaging acquisition strategies, using the same network architecture and hyperparameters. We further demonstrate that manifold learning during training results in sparse representations of domain transforms along low-dimensional data manifolds, and observe superior immunity to noise and a reduction in reconstruction artefacts compared with conventional handcrafted reconstruction methods. In addition to improving the reconstruction performance of existing acquisition methodologies, we anticipate that AUTOMAP and other learned reconstruction approaches will accelerate the development

  16. On the conformal transformation in *gλμ-unified field theory

    International Nuclear Information System (INIS)

    Lee, Il Young

    1986-01-01

    Chung gave the complete set of the general solutions of Einstein's equations in the Einstein's * g λμ -unified field theory for all classes and all possible indices of interia. In the present paper we shall investigate how the conformal transformation enforces the connection and give the complete relations between connections in * g λμ -unified field theory. Also we shall investigate how S λ is transformed by the conformal transformation and give conformally invariant connection. (Author)

  17. Developing a Domain Theory Defining and Exemplifying a Learning Theory of Progressive Attainments

    Science.gov (United States)

    Bunderson, C. Victor

    2011-01-01

    This article defines the concept of Domain Theory, or, when educational measurement is the goal, one might call it a "Learning Theory of Progressive Attainments in X Domain". The concept of Domain Theory is first shown to be rooted in validity theory, then the concept of domain theory is expanded to amplify its necessary but long neglected…

  18. A deep learning framework for causal shape transformation.

    Science.gov (United States)

    Lore, Kin Gwn; Stoecklein, Daniel; Davies, Michael; Ganapathysubramanian, Baskar; Sarkar, Soumik

    2018-02-01

    Recurrent neural network (RNN) and Long Short-term Memory (LSTM) networks are the common go-to architecture for exploiting sequential information where the output is dependent on a sequence of inputs. However, in most considered problems, the dependencies typically lie in the latent domain which may not be suitable for applications involving the prediction of a step-wise transformation sequence that is dependent on the previous states only in the visible domain with a known terminal state. We propose a hybrid architecture of convolution neural networks (CNN) and stacked autoencoders (SAE) to learn a sequence of causal actions that nonlinearly transform an input visual pattern or distribution into a target visual pattern or distribution with the same support and demonstrated its practicality in a real-world engineering problem involving the physics of fluids. We solved a high-dimensional one-to-many inverse mapping problem concerning microfluidic flow sculpting, where the use of deep learning methods as an inverse map is very seldom explored. This work serves as a fruitful use-case to applied scientists and engineers in how deep learning can be beneficial as a solution for high-dimensional physical problems, and potentially opening doors to impactful advance in fields such as material sciences and medical biology where multistep topological transformations is a key element. Copyright © 2017 Elsevier Ltd. All rights reserved.

  19. Learning "in" or "with" Games? Quality Criteria for Digital Learning Games from the Perspectives of Learning, Emotion, and Motivation Theory

    Science.gov (United States)

    Hense, Jan; Mandl, Heinz

    2012-01-01

    This conceptual paper aims to clarify the theoretical underpinnings of game based learning (GBL) and learning with digital learning games (DLGs). To do so, it analyses learning of game related skills and contents, which occurs constantly during playing conventional entertainment games, from three perspectives: learning theory, emotion theory, and…

  20. Transformative learning: empathy and multicultural awareness in podiatric medical education.

    Science.gov (United States)

    Elliott, Craig M; Toomey, Robert J; Goodman, Brooke A; Barbosa, Peter

    2012-01-01

    Short-term medical missions are common in medical educational settings and could possibly affect student learning. Little research has been conducted about the potential of these missions on students' transformative learning, in particular as it relates to empathy and multicultural awareness. Eight podiatric medical students who participated in short-term medical missions in 2008 and 2009 completed an electronic survey to investigate the effect of their experience as it relates to their learning. The empathy and multicultural awareness impact of the mission experience was emphasized. Qualitative questions in the survey were coded, themed, and triangulated with the quantitative responses. Six students (75%) "strongly agreed" that participating in the medical mission was a significant positive experience in their podiatric medical training. Six students felt that their experiences in serving these communities increased their personal awareness of multicultural/diversity needs in general. All of the students agreed that they will become better podiatric physicians because of their experiences in the medical missions. The qualitative data also indicate that the experience had an effect on the students' views of health care and increased empathy toward their patients. Short-term medical missions could play a significant role in the transformative learning experience in podiatric medical education. This could affect the empathy and multicultural awareness of podiatric medical students. Further and more extensive evaluations of the potential impact of short-term medical missions in podiatric medical education should be explored because it could influence curriculum and global health in the field of podiatric medicine.

  1. Rhetorical ways of thinking Vygotskian theory and mathematical learning

    CERN Document Server

    Albert, Lillie R; Macadino, Vittoria

    2012-01-01

    Combining Vygotskian theory with current teaching and learning practices, this volume focuses on how the co-construction of learning models the interpretation of a mathematical situation, providing educationalists with a valuable practical methodology.

  2. Using David Kolb's Experiential Learning Theory in Portfolio Development Courses.

    Science.gov (United States)

    Mark, Michael; Menson, Betty

    1982-01-01

    As personal portfolio assessment matures, practitioners continue to look for techniques that enhance both personal development and the process of seeking academic credit through assessment. Kolb's experiential learning theory and learning style inventory may have applications in this search. (Author)

  3. Toward an Instructionally Oriented Theory of Example-Based Learning

    Science.gov (United States)

    Renkl, Alexander

    2014-01-01

    Learning from examples is a very effective means of initial cognitive skill acquisition. There is an enormous body of research on the specifics of this learning method. This article presents an instructionally oriented theory of example-based learning that integrates theoretical assumptions and findings from three research areas: learning from…

  4. Feminist critical discourse of leadership with emphasis on transformational leadership theory

    Directory of Open Access Journals (Sweden)

    Mišić-Andrić Marijana

    2012-01-01

    Full Text Available In the past few decades women are more and more reaching leadership positions traditionally reserved for men. Women reaching leadership positions, even the highest, together with development of transformational leadership theory led to an increased scientific interest in relationship between gender and transformational leadership theory. Unlike dominant leadership theories, feminist theories in the past decades have offered new theoretical and research concepts that can improve our understanding of gender in the study of leadership and organizations. In this paper we have tried to research how different feminist theories, developed from the three waves of feminism, link with scientific studies of gender and transformational leadership. Thought presentation and analysis of dominant leadership theories, with emphasis on transformational leadership theory, and their analysis in feminist perspective we have tired to present how each of the feminist theories highlight a different aspect in understanding of gender and transformational leadership. In this paper we have also tried to show the theoretical and methodological advantages and disadvantages for each of the feminist theories and possible future direction of research of gender and transformational leadership.

  5. Phenotypic transformation affects associative learning in the desert locust.

    Science.gov (United States)

    Simões, Patrício M V; Niven, Jeremy E; Ott, Swidbert R

    2013-12-02

    In desert locusts, increased population densities drive phenotypic transformation from the solitarious to the gregarious phase within a generation [1-4]. Here we show that when presented with odor-food associations, the two extreme phases differ in aversive but not appetitive associative learning, with solitarious locusts showing a conditioned aversion more quickly than gregarious locusts. The acquisition of new learned aversions was blocked entirely in acutely crowded solitarious (transiens) locusts, whereas appetitive learning and prior learned associations were unaffected. These differences in aversive learning support phase-specific feeding strategies. Associative training with hyoscyamine, a plant alkaloid found in the locusts' habitat [5, 6], elicits a phase-dependent odor preference: solitarious locusts avoid an odor associated with hyoscyamine, whereas gregarious locusts do not. Remarkably, when solitarious locusts are crowded and then reconditioned with the odor-hyoscyamine pairing as transiens, the specific blockade of aversive acquisition enables them to override their prior aversive memory with an appetitive one. Under fierce food competition, as occurs during crowding in the field, this provides a neuroecological mechanism enabling locusts to reassign an appetitive value to an odor that they learned previously to avoid. Copyright © 2013 Elsevier Ltd. All rights reserved.

  6. Transforming Future Teaching through ‘Carpe Diem’ Learning Design

    Directory of Open Access Journals (Sweden)

    Gilly Salmon

    2014-01-01

    Full Text Available Academic staff in Higher Education (HE need to transform their teaching practices to support more future-orientated, digital, student-centered learning. Promoting, enabling and implementing these changes urgently requires acceptable, meaningful and effective staff development for academics. We identify four key areas that are presenting as barriers to the implementation of successful staff development. We illuminate the Carpe Diem learning design workshop process and illustrate its impact on academic staff as a viable, constructive alternative to traditional staff development processes. The Carpe Diem model directly exposes and addresses the irony that educational institutions expect their academic staff to learn to design and deliver personalized, mobile and technology-enhanced learning to students, whilst wedded to ‘one size fits all’ face-to-face interventions…or worse, ‘page turning’ e-learning that masquerades as staff development. To avoid further frustrations and expensive, inappropriate initiatives, the spirit and practice of Carpe Diem could act as a ‘pathfinder beacon’, and be more widely adopted to enable fast, effective and fully embedded, learner-ready, future-proofed learning.

  7. Learning Spatiotemporally Encoded Pattern Transformations in Structured Spiking Neural Networks.

    Science.gov (United States)

    Gardner, Brian; Sporea, Ioana; Grüning, André

    2015-12-01

    Information encoding in the nervous system is supported through the precise spike timings of neurons; however, an understanding of the underlying processes by which such representations are formed in the first place remains an open question. Here we examine how multilayered networks of spiking neurons can learn to encode for input patterns using a fully temporal coding scheme. To this end, we introduce a new supervised learning rule, MultilayerSpiker, that can train spiking networks containing hidden layer neurons to perform transformations between spatiotemporal input and output spike patterns. The performance of the proposed learning rule is demonstrated in terms of the number of pattern mappings it can learn, the complexity of network structures it can be used on, and its classification accuracy when using multispike-based encodings. In particular, the learning rule displays robustness against input noise and can generalize well on an example data set. Our approach contributes to both a systematic understanding of how computations might take place in the nervous system and a learning rule that displays strong technical capability.

  8. Extension of love wave transformation theory to laterally heterogeneous structures

    International Nuclear Information System (INIS)

    Romanelli, F.; Panza, G.F.

    1993-08-01

    By means of the spherical-to-flat transformations for torsional waves, all the flat-transformed components of motion (two for displacement and five for stress) have been derived. This provides the formal basis necessary to treat the propagation of torsional waves in spherical 3-D structures, by using the existing flat-structure computational techniques. (author). 8 refs, 1 fig., 1 tab

  9. Critical evidence for the prediction error theory in associative learning.

    Science.gov (United States)

    Terao, Kanta; Matsumoto, Yukihisa; Mizunami, Makoto

    2015-03-10

    In associative learning in mammals, it is widely accepted that the discrepancy, or error, between actual and predicted reward determines whether learning occurs. Complete evidence for the prediction error theory, however, has not been obtained in any learning systems: Prediction error theory stems from the finding of a blocking phenomenon, but blocking can also be accounted for by other theories, such as the attentional theory. We demonstrated blocking in classical conditioning in crickets and obtained evidence to reject the attentional theory. To obtain further evidence supporting the prediction error theory and rejecting alternative theories, we constructed a neural model to match the prediction error theory, by modifying our previous model of learning in crickets, and we tested a prediction from the model: the model predicts that pharmacological intervention of octopaminergic transmission during appetitive conditioning impairs learning but not formation of reward prediction itself, and it thus predicts no learning in subsequent training. We observed such an "auto-blocking", which could be accounted for by the prediction error theory but not by other competitive theories to account for blocking. This study unambiguously demonstrates validity of the prediction error theory in associative learning.

  10. Acceptance and Transformation of English Educational Theory in Japan: On Student-Centered Education

    Science.gov (United States)

    Kuwamura, Teresa

    2014-01-01

    In Japan, various theories and methodologies of English education born in other countries have been practiced, but the result has left a lot to be desired. Still, each theory has its own sociocultural background. When theory goes beyond its culture and locality, it transforms by losing its originality and absorbing new elements from a different…

  11. Determining Distance Education Students' Readiness for Mobile Learning at University of Ghana Using the Theory of Planned Behavior

    Science.gov (United States)

    Tagoe, Michael Ayitey; Abakah, Ellen

    2014-01-01

    The use of mobile technologies in the classroom is transforming teaching and learning in higher institutions. This study investigated University of Ghana Distance Education students' perceptions toward mobile learning. The paper using the theory of planned behaviour (TPB) explained how students' beliefs influenced students' intention to adopt…

  12. A Quasi-Experimental Examination: Cognitive Sequencing of Instruction Using Experiential Learning Theory for STEM Concepts in Agricultural Education

    Science.gov (United States)

    Smith, Kasee L.; Rayfield, John

    2017-01-01

    Understanding methods for effectively instructing STEM education concepts is essential in the current climate of education (Freeman, Marginson, & Tyler 2014). Kolb's experiential learning theory (ELT) outlines four specific modes of learning, based on preferences for grasping and transforming information. This quasi-experimental study was…

  13. Learning network theory : its contribution to our understanding of work-based learning projects and learning climate

    OpenAIRE

    Poell, R.F.; Moorsel, M.A.A.H. van

    1996-01-01

    This paper discusses the relevance of Van der Krogt's learning network theory (1995) for our understanding of the concepts of work-related learning projects and learning climate in organisations. The main assumptions of the learning network theory are presented and transferred to the level of learning groups in organisations. Four theoretical types of learning projects are distinguished. Four different approaches to the learning climate of work groups are compared to the approach offered by t...

  14. A BIO-EXPERIENTIAL MODEL FOR LEARNING CREATIVE DESIGN PRACTICES THAT SUPPORTS TRANSFORMATIVE DEVELOPMENT IN BEGINNING DESIGN STUDENTS

    Directory of Open Access Journals (Sweden)

    Stephen Temple

    2010-07-01

    Full Text Available This paper asks what beginning design learning experiences best support the remainder of design education. It is a conjecture of brain-based learning theory that a student’s direct, concrete primary experiences are responsible for the construction of fundamental structures of neural processing as “hard wired” pathways. These structures then form the ground of and set into play patterns of later more abstracted learning experiences. Pedagogy of basic design courses that seeks introduction of creative processes as a foundation for design education must recognize these experiential, biologically developmental relationships as basic to developmentally appropriate beginning design curriculum. This paper models a beginning design pedagogy on developmental relationships between concrete and abstract processes of learning as a basis for transformative creative thinking that enables student self-development that progresses up the curriculum. Aligning with developmental learning theories (Piaget and others, a basic tenant of this approach is that learning at the primary level of direct experience self initiates brain changes where students form their own structure of learning. Thus, initial learning experiences will be those that best enable decision-making consistent with the biological interactivity between body and mind, between, respectively, the concrete and the abstract. This is important because the designed environment in which we all live is grounded in the development of abstract content experientially based in concrete material physicality. Experiential learning theories (Kolb and others, following Piaget identify concrete and abstract learning as fundamental poles for acquiring and acting on knowledge: Concrete learning involves direct experiential engagement through heuristic discovery and reflection and abstract learning involves indirect representational cues in acts of conceptualization, synthesis, and experimentation. The

  15. The Learning Organization and Some Other Modern Theories of Management

    International Nuclear Information System (INIS)

    Sugarman, Barry

    2003-01-01

    these changes helped to increase competition and the organisations needed to be self-correcting, continuously improving and learning from best practice. However some questions needed to be answered: How to keep the spirit of learning and improvement alive? According to Dr Sugarman the central problem of most organisations is that their official goals are distant from the personal goals. To achieve an extra contribution from employees, they need to examine the models they have in place that provided limited success and limited co-operation. In the second part of his presentation, Dr Sugarman raised two approaches to Knowledge Management. The first approach deals with knowledge as an information based object or product. The knowledge exists explicitly and is captured in reports and data libraries, and can be indexed and transferred. The purpose of this being to share and recycle knowledge within the firm. However to adopt this approach implies a heavy reliance on information technology. The second approach to knowledge management, is to focus upon it as a tool for effective performance. Knowledge is considered to exist implicitly without formally being documented and is considered to facilitate a 'breeding ground' where individuals and teams may network. As opposed to the first approach, a heavy reliance is placed here upon human inter-personal skills. The purpose behind this approach is to create, update and improve knowledge. Dr Sugarman also remarked upon another theory, Re-Engineering Reaction, where a radical system approach is undertaken reinventing all the fundamental processes. On Emotional Intelligence, Dr Sugarman remarked that the aim of many management theories is to try to avoid people problems and this theory says that this has proven impossible. This theory accepts the need to deal with personal issues, from both sides of the organisation - that is, the staff and management. Dr Sugarman posed the question: 'How do we feel towards transforming barriers

  16. Propagators and renormalization transformations for lattice gauge theories. Pt. 2

    International Nuclear Information System (INIS)

    Balaban, T.

    1984-01-01

    We continue the studies of the Paper I and extend the results of this paper to operators defined by restrictions on different scales, or by renormalization transformations of different orders. (orig.)

  17. Reflection of Learning Theories in Iranian ELT Textbooks

    Science.gov (United States)

    Neghad, Hossein Hashem

    2014-01-01

    This study was undertaken to evaluate Iranian ELT English textbooks (Senior High school and Pre-University) in the light of three learning theories i.e., behaviourism, cognitivism, and constructivism. Each of these learning theories embedding an array of instructional strategies and techniques acted as evaluation checklist. That is, Iranian ELT…

  18. Task-Based Language Teaching and Expansive Learning Theory

    Science.gov (United States)

    Robertson, Margaret

    2014-01-01

    Task-Based Language Teaching (TBLT) has become increasingly recognized as an effective pedagogy, but its location in generalized sociocultural theories of learning has led to misunderstandings and criticism. The purpose of this article is to explain the congruence between TBLT and Expansive Learning Theory and the benefits of doing so. The merit…

  19. Strategies for application of learning theories in art studio practices ...

    African Journals Online (AJOL)

    This study highlights the link between learning theories and art studio practices. The paper is of the opinion that if these theories are critically understood and applied to the practical aspect of fine and applied arts then learning will be more functional. Nigerian Journal of Technology and Education in Nigeria Vol. 8(1) 2003: ...

  20. Three Theories of Learning and Their Implications for Teachers.

    Science.gov (United States)

    Ramirez, Aura I.

    Currently, three theories of learning dominate classroom practice. First, B.F. Skinner's Theory of Operant Conditioning states that if behavior, including learning behavior, is reinforced, the probability of its being repeated increases strongly. Different types and schedules of reinforcement have been studied, by Skinner and others, and the…

  1. Linking Theory to Practice in Learning Technology Research

    Science.gov (United States)

    Gunn, Cathy; Steel, Caroline

    2012-01-01

    We present a case to reposition theory so that it plays a pivotal role in learning technology research and helps to build an ecology of learning. To support the case, we present a critique of current practice based on a review of articles published in two leading international journals from 2005 to 2010. Our study reveals that theory features only…

  2. Constructing a Grounded Theory of E-Learning Assessment

    Science.gov (United States)

    Alonso-Díaz, Laura; Yuste-Tosina, Rocío

    2015-01-01

    This study traces the development of a grounded theory of assessment in e-learning environments, a field in need of research to establish the parameters of an assessment that is both reliable and worthy of higher learning accreditation. Using grounded theory as a research method, we studied an e-assessment model that does not require physical…

  3. Applying Distributed Learning Theory in Online Business Communication Courses.

    Science.gov (United States)

    Walker, Kristin

    2003-01-01

    Focuses on the critical use of technology in online formats that entail relatively new teaching media. Argues that distributed learning theory is valuable for teachers of online business communication courses for several reasons. Discusses the application of distributed learning theory to the teaching of business communication online. (SG)

  4. Learning network theory : its contribution to our understanding of work-based learning projects and learning climate

    NARCIS (Netherlands)

    Poell, R.F.; Moorsel, M.A.A.H. van

    1996-01-01

    This paper discusses the relevance of Van der Krogt's learning network theory (1995) for our understanding of the concepts of work-related learning projects and learning climate in organisations. The main assumptions of the learning network theory are presented and transferred to the level of

  5. Linking theory to practice in learning technology research

    Directory of Open Access Journals (Sweden)

    Cathy Gunn

    2012-03-01

    Full Text Available We present a case to reposition theory so that it plays a pivotal role in learning technology research and helps to build an ecology of learning. To support the case, we present a critique of current practice based on a review of articles published in two leading international journals from 2005 to 2010. Our study reveals that theory features only incidentally or not at all in many cases. We propose theory development as a unifying theme for learning technology research study design and reporting. The use of learning design as a strategy to develop and test theories in practice is integral to our argument. We conclude by supporting other researchers who recommend educational design research as a theory focused methodology to move the field forward in productive and consistent ways. The challenge of changing common practice will be involved. However, the potential to raise the profile of learning technology research and improve educational outcomes justifies the effort required.

  6. Learning Theory and the Typewriter Teacher

    Science.gov (United States)

    Wakin, B. Bertha

    1974-01-01

    Eight basic principles of learning are described and discussed in terms of practical learning strategies for typewriting. Described are goal setting, preassessment, active participation, individual differences, reinforcement, practice, transfer of learning, and evaluation. (SC)

  7. Cognitive Learning Theory Takes a Backseat

    DEFF Research Database (Denmark)

    Moesby-Jensen, Cecilie K.

    This paper describes the consequences of a cognitive management development program for middle managers in a public organization. The objective was to teach transformational leadership and teamwork but it occasioned a very limited improved articulation of transformational leadership and teamwork...

  8. Effective Strategic Planning for Community Colleges Founded upon Transformational Management Theory

    Science.gov (United States)

    Joseph, Oscar, III

    2013-01-01

    The transformational management philosophy creates a culture that has purpose, moral standards, and high achievement outcomes (Yukl, 2006). The primary focus of transformational management theory is to be humane, while exhibiting behavioral characteristics of kindness, care, compassion, and principled centeredness (ethical disposition) designed to…

  9. Transformative Leadership: A Reader. Counterpoints: Studies in the Postmodern Theory of Education. Volume 409

    Science.gov (United States)

    Shields, Carolyn M., Ed.

    2011-01-01

    This important, timely, and thought-provoking reader is a collection of original chapters by authors from five different countries, each of whom explores a facet of transformative leadership. Transformative leadership is fundamentally a critical approach to leadership that goes well beyond the tenets of most current leadership theories to focus on…

  10. An Overview of the History of Learning Theory

    Science.gov (United States)

    Illeris, Knud

    2018-01-01

    This article is an account of the history of learning theory as the author has come to know and interpret it by dealing with this subject for almost half a century during which he has also himself gradually developed the broad understanding of human learning which is presented in his well known books on "How We Learn" and a lot of other…

  11. Motivational Classroom Climate for Learning Mathematics: A Reversal Theory Perspective

    Science.gov (United States)

    Lewis, Gareth

    2015-01-01

    In this article, a case is made that affect is central in determining students' experience of learning or not learning mathematics. I show how reversal theory (Apter, 2001), and particularly its taxonomy of motivations and emotions, provides a basis for a thick description of students' experiences of learning in a mathematics classroom. Using data…

  12. Constructivist Learning Theory and Climate Science Communication

    Science.gov (United States)

    Somerville, R. C.

    2012-12-01

    Communicating climate science is a form of education. A scientist giving a television interview or testifying before Congress is engaged in an educational activity, though one not identical to teaching graduate students. Knowledge, including knowledge about climate science, should never be communicated as a mere catalogue of facts. Science is a process, a way of regarding the natural world, and a fascinating human activity. A great deal is already known about how to do a better job of science communication, but implementing change is not easy. I am confident that improving climate science communication will involve the paradigm of constructivist learning theory, which traces its roots to the 20th-century Swiss epistemologist Jean Piaget, among others. This theory emphasizes the role of the teacher as supportive facilitator rather than didactic lecturer, "a guide on the side, not a sage on the stage." It also stresses the importance of the teacher making a serious effort to understand and appreciate the prior knowledge and viewpoint of the student, recognizing that students' minds are not empty vessels to be filled or blank slates to be written on. Instead, students come to class with a background of life experiences and a body of existing knowledge, of varying degrees of correctness or accuracy, about almost any topic. Effective communication is also usually a conversation rather than a monologue. We know too that for many audiences, the most trusted messengers are those who share the worldview and cultural values of those with whom they are communicating. Constructivist teaching methods stress making use of the parallels between learning and scientific research, such as the analogies between assessing prior knowledge of the audience and surveying scientific literature for a research project. Meanwhile, a well-funded and effective professional disinformation campaign has been successful in sowing confusion, and as a result, many people mistakenly think climate

  13. Theory of transformation thermal convection for creeping flow in porous media: Cloaking, concentrating, and camouflage

    Science.gov (United States)

    Dai, Gaole; Shang, Jin; Huang, Jiping

    2018-02-01

    Heat can transfer via thermal conduction, thermal radiation, and thermal convection. All the existing theories of transformation thermotics and optics can treat thermal conduction and thermal radiation, respectively. Unfortunately, thermal convection has seldom been touched in transformation theories due to the lack of a suitable theory, thus limiting applications associated with heat transfer through fluids (liquid or gas). Here, we develop a theory of transformation thermal convection by considering the convection-diffusion equation, the equation of continuity, and the Darcy law. By introducing porous media, we get a set of equations keeping their forms under coordinate transformation. As model applications, the theory helps to show the effects of cloaking, concentrating, and camouflage. Our finite-element simulations confirm the theoretical findings. This work offers a transformation theory for thermal convection, thus revealing novel behaviors associated with potential applications; it not only provides different hints on how to control heat transfer by combining thermal conduction, thermal convection, and thermal radiation, but also benefits mass diffusion and other related fields that contain a set of equations and need to transform velocities at the same time.

  14. Learning circumference concepts from the didactical situations theory perspective

    Directory of Open Access Journals (Sweden)

    Valdir de Sousa Cavalcanti

    2013-08-01

    Full Text Available The circumference study, as its importance, it is one of the most relevant contents in the Analytical Geometry curriculum. However, the complexity of related concepts to this theme linked to the content fragmentation, it difficulties the students thinking of transforming geometrical problems into equations solution, systems or inequations. Within, in this article we present a partial report of a master research work, of qualitative mode, which aimed to develop and to evaluate an alternative methodology by using musical parody composition to the teaching of Mathematics in trying to contribute to the circumference concepts learning process. For that, we carried out a case study with 36 third year high school students of a public school from the city of Campina Grande, Paraíba. The research work was based and discussed on Brousseau Didactical Situation Theory. It was chosen triangulation technique for the data analyses, collected from interviews, questionnaires and a list of mathematical exercises. We concluded that the parody composition resource allowed the students better understand the concepts of center, ratio, cord and the definition of the general circumference equation, as they were capable to identify the relative positions which a circumference assumes in relation to an equation of a straight line and between two circumferences in the various concepts that differentiated them. Thus, we can state that the musical parody composition as a didactical resource can contribute to the learning of mathematical contents.

  15. Scalar-tensor approach to the construction of theory of topological transformations

    International Nuclear Information System (INIS)

    Konstantinov, M.Yu.

    1985-01-01

    Problem of construction of the classical gravitational theory, which solutions in the explicit form contain description of topological transformations, is under study. With this object in view, the scalar-tensor formalism is considered based on a representation of some subclass of space-like hypersurfaces as surfaces of a smooth function level in four-dimensional manifolds. Solutions of the theory along with the Lorentz space-time structure and space-like surface topology define some reference system, but the type of topological transformations is not dependent on the reference system option. All these facts prove the above approach correctness. Two variants of the scalar-tensor theory of topological transformations are considered as an example; one of them is reduced to the Einstein gravitational theory in the regular space region and another represents a nontrivial modification of the Brans-Dikker theory

  16. Scaled unscented transform Gaussian sum filter: Theory and application

    KAUST Repository

    Luo, Xiaodong; Moroz, Irene M.; Hoteit, Ibrahim

    2010-01-01

    the SUKF to estimate the mean and covariance of the underlying Gaussian random variable transformed by the nonlinear governing equations of the sub-system. Incorporating the estimations of the sub-systems into the GMM gives an explicit (approximate) form

  17. Transformation and sustainability in agriculture : connecting practice with social theory

    NARCIS (Netherlands)

    Vellema, S.

    2011-01-01

    Public pressure and societal changes induce interventions and policies, which aim to transform agriculture and food provision. This book shows that for upscaling novel practices and organizational models it is important to include meso-level regime aspects in analysis and practice. The argument

  18. Transformations and Message Linkages for a Theory of Communication Coorientation.

    Science.gov (United States)

    Monge, Peter R.; Farace, Richard V.

    Systems analysis has the advantage for the study of communications relations of incorporating both the interactive relations and the broader context in which the relations occur. Applying this approach to the coorientation model led to the development of a set of transformations of the relations between individuals A and B and object X, from which…

  19. Learning Theories Applied to Teaching Technology: Constructivism versus Behavioral Theory for Instructing Multimedia Software Programs

    Science.gov (United States)

    Reed, Cajah S.

    2012-01-01

    This study sought to find evidence for a beneficial learning theory to teach computer software programs. Additionally, software was analyzed for each learning theory's applicability to resolve whether certain software requires a specific method of education. The results are meant to give educators more effective teaching tools, so students…

  20. Reconstructing Constructivism: Causal Models, Bayesian Learning Mechanisms, and the Theory Theory

    Science.gov (United States)

    Gopnik, Alison; Wellman, Henry M.

    2012-01-01

    We propose a new version of the "theory theory" grounded in the computational framework of probabilistic causal models and Bayesian learning. Probabilistic models allow a constructivist but rigorous and detailed approach to cognitive development. They also explain the learning of both more specific causal hypotheses and more abstract framework…

  1. Integrating transformative learning and action learning approaches to enhance ethical leadership for supervisors in the hotel business

    Directory of Open Access Journals (Sweden)

    Boonyuen Saranya

    2016-01-01

    Full Text Available Ethical leadership is now increasingly focused in leadership development. The main purpose of this study is to explore two methods of adult learning, action learning and transformative learning, and to use the methods to enhance ethical leadership. Building ethical leadership requires an approach that focuses on personal values, beliefs, or frames of references, which is transformative learning. Transformative learning requires a series of meetings to conduct critical discourse and to follow up the learning of learners. By organizing such action learning, human resource developers can optimize their time and effort more effectively. The authors have created a comprehensive model to integrate the two learning approaches in a general way that focuses not only on ethical leadership, but also on all kinds of behavioral transformation in the workplace in the hotel business or even other types of business.

  2. Adaptive vs. eductive learning : Theory and evidence

    NARCIS (Netherlands)

    Bao, T.; Duffy, J.

    2014-01-01

    Adaptive learning and eductive learning are two widely used ways of modeling learning behavior in macroeconomics. Both approaches yield restrictions on model parameters under which agents are able to learn a rational expectation equilibrium (REE) but these restrictions do not always overlap with one

  3. A Theory of Transformative Agency in Linked Social-Ecological Systems

    Directory of Open Access Journals (Sweden)

    Frances R. Westley

    2013-09-01

    Full Text Available We reviewed the literature on leadership in linked social-ecological systems and combined it with the literature on institutional entrepreneurship in complex adaptive systems to develop a new theory of transformative agency in linked social-ecological systems. Although there is evidence of the importance of strategic agency in introducing innovation and transforming approaches to management and governance of such systems, there is no coherent theory to explain the wide diversity of strategies identified. Using Holling's adaptive cycle as a model of phases present in innovation and transformation of resilient social-ecological systems, overlaid by Dorado's model of opportunity context (opaque, hazy, transparent in complex adaptive systems, we propose a more coherent theory of strategic agency, which links particular strategies, on the part of transformative agents, to phases of system change.

  4. Activity Theory and the Transformation of Pedagogic Practice

    Science.gov (United States)

    Yamazumi, Katsuhiro

    2006-01-01

    Today, work and other societal practices are experiencing accelerating paradigm shifts from mass-production-based systems toward new systems based on networking between organizations, collaboration, and partnerships. This shift requires new paradigms in the fields of education, learning, and development. As human activity quickly changes to…

  5. The remarkable transformation of the UV curve in economic theory

    NARCIS (Netherlands)

    Rodenburg, P.

    2011-01-01

    The purpose of this paper is to provide an analysis of the impact the Unemployment-Vacancy (UV) curve (or Beveridge curve) had on economic theory and to provide an account of the subsequent radical changes in its place and role over the decades since its first appearance in 1958. The paper traces

  6. Transformation properties of the effective action for gauge theories

    International Nuclear Information System (INIS)

    Otten, C.M.E.

    1978-01-01

    The main purpose of this thesis is to investigate the gauge invariance properties of the effective action. In fact, the Slavnov-Taylor identities for the effective action are nothing but a compact formulation of the gauge symmetry properties of the theory. Chapter II of this thesis focuses on the derivation of the Slavnov-Taylor identities for a general gauge theory, especially the identities for proper vertices. An analysis of the group- and invariance structure of the effective action is given, using both diagrammatic and functional techniques. Moreover, the Slavnov-Taylor identities are written out explicitely up to the order g 4 , where g is the coupling constant of the theory. The general theory outlined in chapter II is applied to an SU(2) model containing vector bosons, scalar particles and leptons. Specifically, the interplay between finite one-loop effects and the invariance structure of the model is studied in a certain limit (the so-called large Higgs mass limit). It is shown that the results can be fully interpreted on the basis of the Slavnov-Taylor identities for proper vertices. This is done in chapter III. (Auth.)

  7. Clifford Algebras and Spinorial Representation of Linear Canonical Transformations in Quantum Theory

    International Nuclear Information System (INIS)

    Raoelina Andriambololona; Ranaivoson, R.T.R.; Rakotoson, H.

    2017-11-01

    This work is a continuation of previous works that we have done concerning linear canonical transformations and a phase space representation of quantum theory. It is mainly focused on the description of an approach which permits to establish spinorial representation of linear canonical transformations. It begins with an introduction section in which the reason and context of the content are discussed. The introduction section is followed by a brief recall about Clifford algebra and spin group. The description of the approach is started with the presentation of an adequate parameterization of linear canonical transformations which permits to represent them with special pseudo-orthogonal transformations in an operators space. The establishment of the spinorial representation is deduced using relation between special pseudo-orthogonal groups and spin groups. The cases of one dimension quantum mechanics and general multidimensional theory are both studied. The case of linear canonical transformation related to Minkowski space is particularly studied and it is shown that Lorentz transformation may be considered as particular case of linear canonical transformation. Some results from the spinorial representation are also exploited to define operators which may be used to establish equations for fields if one considers the possibility of envisaging a field theory which admits as main symmetry group the group constituted by linear canonical transformations.

  8. Study on renormalization transformation for U(1) gauge theory in the neighbourhood of gaussian fixed point

    International Nuclear Information System (INIS)

    Neves, A.G.M.

    1988-01-01

    The renormalization transformation e sup(-S 1) sup((B)) const. ζ e sup(-S o (A) - V(A)) δ (B-C sub(1) A) δ sub(Ax) (A)DA for the U(1) lattice gauge theory, where S sub(o) (A) is the gaussian fixed point of the transformation, V(A) is a gauge invariant perturbation, C sub(1) is the averaging operator and δ sub(Ax) (A) fixes the local axial gauge is studied via an equivalent renormalization transformation on the 2-forms F = dA. The transformation is linearized in the neighborhood of the fixed point and then diagonalized. (author)

  9. Transformation-based spherical cloaks designed by an implicit transformation-independent method: theory and optimization

    International Nuclear Information System (INIS)

    Novitsky, Andrey; Qiu, C-W; Zouhdi, Said

    2009-01-01

    Based on the concept of the cloak generating function, we propose an implicit transformation-independent method for the required parameters of spherical cloaks without knowing the needed coordinate transformation beforehand. A non-ideal discrete model is used to calculate and optimize the total scattering cross-sections of different profiles of the generating function. A bell-shaped quadratic spherical cloak is found to be the best candidate, which is further optimized by controlling the design parameters involved. Such improved invisibility is steady even when the model is highly discretized.

  10. Linking theory to practice in learning technology research

    OpenAIRE

    Cathy Gunn; Caroline Steel

    2012-01-01

    We present a case to reposition theory so that it plays a pivotal role in learning technology research and helps to build an ecology of learning. To support the case, we present a critique of current practice based on a review of articles published in two leading international journals from 2005 to 2010. Our study reveals that theory features only incidentally or not at all in many cases. We propose theory development as a unifying theme for learning technology research study design and repor...

  11. Social Learning, Social Control, and Strain Theories: A Formalization of Micro-level Criminological Theories

    OpenAIRE

    Proctor, Kristopher Ryan

    2010-01-01

    This dissertation proposes theoretical formalization as a way of enhancing theory development within criminology. Differential association, social learning, social control, and general strain theories are formalized in order to identify assumptions of human nature, key theoretical concepts, theoretical knowledge claims, and scope conditions. The resulting formalization allows greater comparability between theories in terms of explanatory power, and additionally provides insights into integrat...

  12. An Alternative Approach to Analyze Ipsative Data. Revisiting Experiential Learning Theory.

    Science.gov (United States)

    Batista-Foguet, Joan M; Ferrer-Rosell, Berta; Serlavós, Ricard; Coenders, Germà; Boyatzis, Richard E

    2015-01-01

    The ritualistic use of statistical models regardless of the type of data actually available is a common practice across disciplines which we dare to call type zero error. Statistical models involve a series of assumptions whose existence is often neglected altogether, this is specially the case with ipsative data. This paper illustrates the consequences of this ritualistic practice within Kolb's Experiential Learning Theory (ELT) operationalized through its Learning Style Inventory (KLSI). We show how using a well-known methodology in other disciplines-compositional data analysis (CODA) and log ratio transformations-KLSI data can be properly analyzed. In addition, the method has theoretical implications: a third dimension of the KLSI is unveiled providing room for future research. This third dimension describes an individual's relative preference for learning by prehension rather than by transformation. Using a sample of international MBA students, we relate this dimension with another self-assessment instrument, the Philosophical Orientation Questionnaire (POQ), and with an observer-assessed instrument, the Emotional and Social Competency Inventory (ESCI-U). Both show plausible statistical relationships. An intellectual operating philosophy (IOP) is linked to a preference for prehension, whereas a pragmatic operating philosophy (POP) is linked to transformation. Self-management and social awareness competencies are linked to a learning preference for transforming knowledge, whereas relationship management and cognitive competencies are more related to approaching learning by prehension.

  13. Scaled unscented transform Gaussian sum filter: Theory and application

    KAUST Repository

    Luo, Xiaodong

    2010-05-01

    In this work we consider the state estimation problem in nonlinear/non-Gaussian systems. We introduce a framework, called the scaled unscented transform Gaussian sum filter (SUT-GSF), which combines two ideas: the scaled unscented Kalman filter (SUKF) based on the concept of scaled unscented transform (SUT) (Julier and Uhlmann (2004) [16]), and the Gaussian mixture model (GMM). The SUT is used to approximate the mean and covariance of a Gaussian random variable which is transformed by a nonlinear function, while the GMM is adopted to approximate the probability density function (pdf) of a random variable through a set of Gaussian distributions. With these two tools, a framework can be set up to assimilate nonlinear systems in a recursive way. Within this framework, one can treat a nonlinear stochastic system as a mixture model of a set of sub-systems, each of which takes the form of a nonlinear system driven by a known Gaussian random process. Then, for each sub-system, one applies the SUKF to estimate the mean and covariance of the underlying Gaussian random variable transformed by the nonlinear governing equations of the sub-system. Incorporating the estimations of the sub-systems into the GMM gives an explicit (approximate) form of the pdf, which can be regarded as a "complete" solution to the state estimation problem, as all of the statistical information of interest can be obtained from the explicit form of the pdf (Arulampalam et al. (2002) [7]). In applications, a potential problem of a Gaussian sum filter is that the number of Gaussian distributions may increase very rapidly. To this end, we also propose an auxiliary algorithm to conduct pdf re-approximation so that the number of Gaussian distributions can be reduced. With the auxiliary algorithm, in principle the SUT-GSF can achieve almost the same computational speed as the SUKF if the SUT-GSF is implemented in parallel. As an example, we will use the SUT-GSF to assimilate a 40-dimensional system due to

  14. A Critical Theory Perspective on Accelerated Learning.

    Science.gov (United States)

    Brookfield, Stephen D.

    2003-01-01

    Critically analyzes accelerated learning using concepts from Herbert Marcuse (rebellious subjectivity) and Erich Fromm (automaton conformity). Concludes that, by providing distance and separation, accelerated learning has more potential to stimulate critical autonomous thought. (SK)

  15. Iyengar Yoga for Motherhood: Teaching Transformation in a Nonformal Learning Environment

    Science.gov (United States)

    Tate, Amy

    2016-01-01

    This chapter looks at ways in which pregnant women adopt the practices of Iyengar yoga, its value as a mode of transformative learning within a nonformal learning space, and the culture of body maintenance that drives practitioners.

  16. Unlock The Genıus Within:NEUROBIOLOGICAL TRAUMA, TEACHING, AND TRANSFORMATIVE LEARNING

    Directory of Open Access Journals (Sweden)

    Tojde

    2005-07-01

    Full Text Available Here, Daniel S. Janik, MD, PhD, argues replacing education and teaching with non-traumatic, curiosity-based, discovery-driven, and mentor-assisted transformational learning. Unlock the Genius Within is an easy read that explains-in conversational manner-the newest ideas on neurobiological and transformational learning beginning with what's wrong with education and ending with a call for reader participation in developing an applying neurobiological learning and transformational learning theory and methodology. Janik draws extensively from his own experiences first as a physician working with psychological recovery from trauma, and then as an educator and linguist in applying neurobiological-based transformational learning in clinics, classrooms, and tutoring. Features:· Descriptions of classical and contemporary research alongside allusions to popular movies and television programs· Suggested further readings· Neurobiological learning web resourcesThroughout this book, the author incorporates humor, wisdom, and anecdotes to draw readers into traditionally incomprehensible concepts and information that demonstrates transformational learning. It will be of interest to teachers (postsecondary, secondary, and ESL, administrators, counselors, parents, students, and medical researchers. http://www.rowmaneducation.com/ISBN/1578862914 Throughout this book, the author incorporates humor, wisdom, and anecdotes to draw readers into traditionally incomprehensible concepts and information that demonstrates transformational learning. It will be of interest to teachers (postsecondary, secondary, and ESL, administrators, counselors, parents, students, and medical researchers. About The Author Dr. Daniel S. Janik is a physician and University Studies Coordinator at Intercultural Communications College, a private English second language and college preparation school in Honolulu, Hawaii, USA. Reviews for Unlock the Genius Within: Neurobiological Trauma

  17. Learning theories 101: application to everyday teaching and scholarship.

    Science.gov (United States)

    Kay, Denise; Kibble, Jonathan

    2016-03-01

    Shifts in educational research, in how scholarship in higher education is defined, and in how funding is appropriated suggest that educators within basic science fields can benefit from increased understanding of learning theory and how it applies to classroom practice. This article uses a mock curriculum design scenario as a framework for the introduction of five major learning theories. Foundational constructs and principles from each theory and how they apply to the proposed curriculum designs are described. A summative table that includes basic principles, constructs, and classroom applications as well as the role of the teacher and learner is also provided for each theory. Copyright © 2016 The American Physiological Society.

  18. Why formal learning theory matters for cognitive science.

    Science.gov (United States)

    Fulop, Sean; Chater, Nick

    2013-01-01

    This article reviews a number of different areas in the foundations of formal learning theory. After outlining the general framework for formal models of learning, the Bayesian approach to learning is summarized. This leads to a discussion of Solomonoff's Universal Prior Distribution for Bayesian learning. Gold's model of identification in the limit is also outlined. We next discuss a number of aspects of learning theory raised in contributed papers, related to both computational and representational complexity. The article concludes with a description of how semi-supervised learning can be applied to the study of cognitive learning models. Throughout this overview, the specific points raised by our contributing authors are connected to the models and methods under review. Copyright © 2013 Cognitive Science Society, Inc.

  19. From eLearning to Digital Transformation: A Framework and Implications for L&D

    OpenAIRE

    Seufert, Sabine; Meier, Christoph

    2016-01-01

    How can the learning function (L&D) support learning and innovation ability of the entire organization in times of digital transformation? The core challenges for the learning function are twofold. Competence clarification: What are relevant “digital competences” in terms of knowledge, skills and attitudes that employees need in order to cope with digital transformation? Competence development: How to organize, design and support learning processes contributing to digital competences and digi...

  20. Learning Theories Applied to the Teaching of Business Communication.

    Science.gov (United States)

    Hart, Maxine Barton

    1980-01-01

    Reviews major learning theories that can be followed by business communication instructors, including those by David Ausubel, Albert Bandura, Kurt Lewin, Edward Thorndike, B.F. Skinner, and Robert Gagne. (LRA)

  1. The role of work-related learning in the identity transformation of Canadian workers with low literacy skills

    Science.gov (United States)

    Taylor, Maurice C.; Trumpower, David L.; Purse, Edward R.

    2015-12-01

    Workplaces are settings where power, knowledge and self are brought together in a complex social environment which includes various forms of struggle related to identity, agency, socio-cultural norms, political structures and functional practices. The purpose of this article is to uncover how formal and informal work-related learning processes influence the identity transformation of workers with low literacy and essential skills. Drawing on two recent Canadian data bases which serve as cases in this study, the position taken by the authors is that the organisational context can both facilitate and impede worker subjectivity. Various conditions, approaches to learning and training pathways are examined as they contribute to social cognitive and transformative learning theories.

  2. Creating collaborative learning environments for transforming primary care practices now.

    Science.gov (United States)

    Miller, William L; Cohen-Katz, Joanne

    2010-12-01

    The renewal of primary care waits just ahead. The patient-centered medical home (PCMH) movement and a refreshing breeze of collaboration signal its arrival with demonstration projects and pilots appearing across the country. An early message from this work suggests that the development of collaborative, cross-disciplinary teams may be essential for the success of the PCMH. Our focus in this article is on training existing health care professionals toward being thriving members of this transformed clinical care team in a relationship-centered PCMH. Our description of the optimal conditions for collaborative training begins with delineating three types of teams and how they relate to levels of collaboration. We then describe how to create a supportive, safe learning environment for this type of training, using a different model of professional socialization, and tools for building culture. Critical skills related to practice development and the cross-disciplinary collaborative processes are also included. Despite significant obstacles in readying current clinicians to be members of thriving collaborative teams, a few next steps toward implementing collaborative training programs for existing professionals are possible using competency-based and adult learning approaches. Grasping the long awaited arrival of collaborative primary health care will also require delivery system and payment reform. Until that happens, there is an abundance of work to be done envisioning new collaborative training programs and initiating a nation-wide effort to motivate and reeducate our colleagues. PsycINFO Database Record (c) 2010 APA, all rights reserved.

  3. Similarity-transformed perturbation theory on top of truncated local coupled cluster solutions: Theory and applications to intermolecular interactions

    Energy Technology Data Exchange (ETDEWEB)

    Azar, Richard Julian, E-mail: julianazar2323@berkeley.edu; Head-Gordon, Martin, E-mail: mhg@cchem.berkeley.edu [Kenneth S. Pitzer Center for Theoretical Chemistry, Department of Chemistry, University of California and Chemical Sciences Division, Lawrence Berkeley National Laboratory, Berkeley, California 94720 (United States)

    2015-05-28

    Your correspondents develop and apply fully nonorthogonal, local-reference perturbation theories describing non-covalent interactions. Our formulations are based on a Löwdin partitioning of the similarity-transformed Hamiltonian into a zeroth-order intramonomer piece (taking local CCSD solutions as its zeroth-order eigenfunction) plus a first-order piece coupling the fragments. If considerations are limited to a single molecule, the proposed intermolecular similarity-transformed perturbation theory represents a frozen-orbital variant of the “(2)”-type theories shown to be competitive with CCSD(T) and of similar cost if all terms are retained. Different restrictions on the zeroth- and first-order amplitudes are explored in the context of large-computation tractability and elucidation of non-local effects in the space of singles and doubles. To accurately approximate CCSD intermolecular interaction energies, a quadratically growing number of variables must be included at zeroth-order.

  4. Amazingly resilient Indigenous people! Using transformative learning to facilitate positive student engagement with sensitive material.

    Science.gov (United States)

    Jackson, Debra; Power, Tamara; Sherwood, Juanita; Geia, Lynore

    2013-12-01

    If health professionals are to effectively contribute to improving the health of Indigenous people, understanding of the historical, political, and social disadvantage that has lead to health disparity is essential. This paper describes a teaching and learning experience in which four Australian Indigenous academics in collaboration with a non-Indigenous colleague delivered an intensive workshop for masters level post-graduate students. Drawing upon the paedagogy of Transformative Learning, the objectives of the day included facilitating students to explore their existing understandings of Indigenous people, the impact of ongoing colonisation, the diversity of Australia's Indigenous people, and developing respect for alternative worldviews. Drawing on a range of resources including personal stories, autobiography, film and interactive sessions, students were challenged intellectually and emotionally by the content. Students experienced the workshop as a significant educational event, and described feeling transformed by the content, better informed, more appreciative of other worldviews and Indigenous resilience and better equipped to contribute in a more meaningful way to improving the quality of health care for Indigenous people. Where this workshop differs from other Indigenous classes was in the involvement of an Indigenous teaching team. Rather than a lone academic who can often feel vulnerable teaching a large cohort of non-Indigenous students, an Indigenous teaching team reinforced Indigenous authority and created an emotionally and culturally safe space within which students were allowed to confront and explore difficult truths. Findings support the value of multiple teaching strategies underpinned by the theory of transformational learning, and the potential benefits of facilitating emotional as well as intellectual student engagement when presenting sensitive material.

  5. Theories of willpower affect sustained learning.

    Directory of Open Access Journals (Sweden)

    Eric M Miller

    Full Text Available Building cognitive abilities often requires sustained engagement with effortful tasks. We demonstrate that beliefs about willpower-whether willpower is viewed as a limited or non-limited resource-impact sustained learning on a strenuous mental task. As predicted, beliefs about willpower did not affect accuracy or improvement during the initial phases of learning; however, participants who were led to view willpower as non-limited showed greater sustained learning over the full duration of the task. These findings highlight the interactive nature of motivational and cognitive processes: motivational factors can substantially affect people's ability to recruit their cognitive resources to sustain learning over time.

  6. Theories of willpower affect sustained learning.

    Science.gov (United States)

    Miller, Eric M; Walton, Gregory M; Dweck, Carol S; Job, Veronika; Trzesniewski, Kali H; McClure, Samuel M

    2012-01-01

    Building cognitive abilities often requires sustained engagement with effortful tasks. We demonstrate that beliefs about willpower-whether willpower is viewed as a limited or non-limited resource-impact sustained learning on a strenuous mental task. As predicted, beliefs about willpower did not affect accuracy or improvement during the initial phases of learning; however, participants who were led to view willpower as non-limited showed greater sustained learning over the full duration of the task. These findings highlight the interactive nature of motivational and cognitive processes: motivational factors can substantially affect people's ability to recruit their cognitive resources to sustain learning over time.

  7. Introduction to Views of Connectivism Theory of Learning

    Directory of Open Access Journals (Sweden)

    Sa’adi Sa’adi

    2016-07-01

    Full Text Available ‘Traditional’ theories of learning as pratical dimensions of psychology majorly tend to focus their interest on humans’ inner factors that influence the process of learning such as intelligences, motivation, interest, attitude, concentration and aptitude. They never connect it with instruments and technological inventions such as multimedia, cyber celluler, internet, even social organization, cultural values, traditions etc., while these are very influential nowdays towards the progress and behaviors of human life. As such the application of connectivism theory of learning which connect those dimensions of life with learning activities, is now and then insparable from any effort to promote the quality of humans’ learning itself, including in teaching and learning languages.

  8. Experiential Learning Theory as a Guide for Effective Teaching.

    Science.gov (United States)

    Murrell, Patricia H.; Claxton, Charles S.

    1987-01-01

    David Kolb's experiential learning theory involves a framework useful in designing courses that meet needs of diverse learners. Course designs providing systematic activities in concrete experience, reflective observations, abstract conceptualization, and active experimentation will be sensitive to students' learning styles while challenging…

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

    Science.gov (United States)

    Southam, Daniel C.; Lewis, Jennifer E.

    2013-01-01

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

  10. Assessing Student Learning in Academic Advising Using Social Cognitive Theory

    Science.gov (United States)

    Erlich, Richard J.; Russ-Eft, Darlene F.

    2013-01-01

    We investigated whether the social cognitive theory constructs of self-efficacy and self-regulated learning apply to academic advising for measuring student learning outcomes. Community college students (N = 120) participated in an individual academic-advising session. We assessed students' post-intervention self-efficacy in academic planning and…

  11. Structural Learning Theory: Current Status and New Perspectives.

    Science.gov (United States)

    Scandura, Joseph M.

    2001-01-01

    Presents the current status and new perspectives on the Structured Learning Theory (SLT), with special consideration given to how SLT has been influenced by recent research in software engineering. Topics include theoretical constructs; content domains; structural analysis; cognition; assessing behavior potential; and teaching and learning issues,…

  12. An Analysis of Stochastic Game Theory for Multiagent Reinforcement Learning

    National Research Council Canada - National Science Library

    Bowling, Michael

    2000-01-01

    .... In this paper we contribute a comprehensive presentation of the relevant techniques for solving stochastic games from both the game theory community and reinforcement learning communities. We examine the assumptions and limitations of these algorithms, and identify similarities between these algorithms, single agent reinforcement learners, and basic game theory techniques.

  13. Social Capital Theory: Implications for Women's Networking and Learning

    Science.gov (United States)

    Alfred, Mary V.

    2009-01-01

    This chapter describes social capital theory as a framework for exploring women's networking and social capital resources. It presents the foundational assumptions of the theory, the benefits and risks of social capital engagement, a feminist critique of social capital, and the role of social capital in adult learning.

  14. Children Balance Theories and Evidence in Exploration, Explanation, and Learning

    Science.gov (United States)

    Bonawitz, Elizabeth Baraff; van Schijndel, Tessa J. P.; Friel, Daniel; Schulz, Laura

    2012-01-01

    We look at the effect of evidence and prior beliefs on exploration, explanation and learning. In Experiment 1, we tested children both with and without differential prior beliefs about balance relationships (Center Theorists, mean: 82 months; Mass Theorists, mean: 89 months; No Theory children, mean: 62 months). Center and Mass Theory children who…

  15. High School Students' Implicit Theories of What Facilitates Science Learning

    Science.gov (United States)

    Parsons, Eileen Carlton; Miles, Rhea; Petersen, Michael

    2011-01-01

    Background: Research has primarily concentrated on adults' implicit theories about high quality science education for all students. Little work has considered the students' perspective. This study investigated high school students' implicit theories about what helped them learn science. Purpose: This study addressed (1) What characterizes high…

  16. Some Consequences of Learning Theory Applied to Division of Fractions

    Science.gov (United States)

    Bidwell, James K.

    1971-01-01

    Reviews the learning theories of Robert Gagne and David Ausubel, and applies these theories to the three most common approaches to teaching division of fractions: common denominator, complex fraction, and inverse operation methods. Such analysis indicates the inverse approach should be most effective for meaningful teaching, as is verified by…

  17. From Broadway to Berlin: Transformative Learning through German Hip-Hop

    Science.gov (United States)

    Sosulski, Michael J.

    2013-01-01

    This article explores the possibilities for effecting Transformative Learning in students of German language and culture through the use of popular music videos, in both the target and the students' own languages. Transformative Learning, a term that has differing valences in numerous academic disciplines, is employed here in its social-scientific…

  18. Using Data Collection Apps and Single-Case Designs to Research Transformative Learning in Adults

    Science.gov (United States)

    Roessger, Kevin M.; Greenleaf, Arie; Hoggan, Chad

    2017-01-01

    To overcome situational hurdles when researching transformative learning in adults, we outline a research approach using single-case research designs and smartphone data collection apps. This approach allows researchers to better understand learners' current lived experiences and determine the effects of transformative learning interventions on…

  19. The Chicken or the Egg? Investigating the Transformational Impact of Learning Technology

    Science.gov (United States)

    Buchan, Janet F.

    2011-01-01

    This study aimed to investigate the transformational impact of introducing significant new learning technology in an Australian university over the time period 2007-2009. The exploration of this transformation is grounded in a social-ecological systems approach to the management of technology enhanced learning environments in the face of constant…

  20. Transforming and Turning around Low-Performing Schools: The Role of Online Learning

    Science.gov (United States)

    Corry, Michael; Carlson-Bancroft, Angela

    2014-01-01

    This review of the literature examines online learning as a core strategy for bold, dramatic curricular reform within transformational or turnaround models in improving low-performing K-12 schools. The analysis of the literature in this area found benefits of online learning in transforming and turning around low-performing schools to include: (a)…

  1. Transforming Leadership Identity in a Virtual Environment: Learning about the Leading Self

    Science.gov (United States)

    Rusch, Edith A.; Brunner, C. Cryss

    2013-01-01

    Schein contends that "unless leaders become learners themselves … acknowledg[ing] vulnerabilities and uncertainties--then transformational learning will never take that lead to transformative learning, the authors engaged educational leadership doctoral students in an 'Experimental Simulation', using masked identities in a virtual…

  2. Holographic Transformation, Belief Propagation and Loop Calculus for Generalized Probabilistic Theories

    OpenAIRE

    Mori, Ryuhei

    2015-01-01

    The holographic transformation, belief propagation and loop calculus are generalized to problems in generalized probabilistic theories including quantum mechanics. In this work, the partition function of classical factor graph is represented by an inner product of two high-dimensional vectors both of which can be decomposed to tensor products of low-dimensional vectors. On the representation, the holographic transformation is clearly understood by using adjoint linear maps. Furthermore, on th...

  3. Application of the numerical Laplace transform inversion to neutron transport theory

    International Nuclear Information System (INIS)

    Ganapol, B.D.

    1989-01-01

    A numerical Laplace transform inversion is developed using the Hurwitz-Zweifel method of evaluating the Fourier cosine integral coupled with an Euler-Knopp transformation. The numerical inversion is then applied to problems in linear transport theory concerning slowing down, time-dependence and featuring the determination of the interior scalar flux solution to the one-group stationary transport equation in half-space geometry

  4. Learning theories in computer-assisted foreign language acquisition

    OpenAIRE

    Baeva, D.

    2013-01-01

    This paper reviews the learning theories, focusing to the strong interest in technology use for language learning. It is important to look at how technology has been used in the field thus far. The goals of this review are to understand how computers have been used in the past years to support foreign language learning, and to explore any research evidence with regards to how computer technology can enhance language skills acquisition

  5. Juggling with Language Learning Theories. [Videotape

    Science.gov (United States)

    Murphey, Tim

    2005-01-01

    Learning to juggle has become popular among corporate training programs because it shows participants how to appreciate mistakes and use "Intelligent Fast Failure" (learning quickly by daring to make a lot of simple mistakes at the beginning of a process). Big business also likes the way juggling can get executives "out of the…

  6. Playing styles based on experiential learning theory

    NARCIS (Netherlands)

    Bontchev, Boyan; Vassileva, Dessislava; Aleksieva-Petrova, Adelina; Petrov, Milen

    2018-01-01

    In recent years, many researchers have reported positive outcomes and effects from applying computer games to the educational process. The main preconditions for an effective game-based learning process include the presence of high learning interest and the desire to study hard. Therefore,

  7. The Self-Perception Theory vs. a Dynamic Learning Model

    OpenAIRE

    Swank, Otto H.

    2006-01-01

    Several economists have directed our attention to a finding in the social psychological literature that extrinsic motivation may undermine intrinsic motivation. The self-perception (SP) theory developed by Bem (1972) explains this finding. The crux of this theory is that people remember their past decisions and the extrinsic rewards they received, but they do not recall their intrinsic motives. In this paper I show that the SP theory can be modeled as a variant of a conventional dynamic learn...

  8. Repair-dependent cell radiation survival and transformation: an integrated theory

    International Nuclear Information System (INIS)

    Sutherland, John C

    2014-01-01

    The repair-dependent model of cell radiation survival is extended to include radiation-induced transformations. The probability of transformation is presumed to scale with the number of potentially lethal damages that are repaired in a surviving cell or the interactions of such damages. The theory predicts that at doses corresponding to high survival, the transformation frequency is the sum of simple polynomial functions of dose; linear, quadratic, etc, essentially as described in widely used linear-quadratic expressions. At high doses, corresponding to low survival, the ratio of transformed to surviving cells asymptotically approaches an upper limit. The low dose fundamental- and high dose plateau domains are separated by a downwardly concave transition region. Published transformation data for mammalian cells show the high-dose plateaus predicted by the repair-dependent model for both ultraviolet and ionizing radiation. For the neoplastic transformation experiments that were analyzed, the data can be fit with only the repair-dependent quadratic function. At low doses, the transformation frequency is strictly quadratic, but becomes sigmodial over a wider range of doses. Inclusion of data from the transition region in a traditional linear-quadratic analysis of neoplastic transformation frequency data can exaggerate the magnitude of, or create the appearance of, a linear component. Quantitative analysis of survival and transformation data shows good agreement for ultraviolet radiation; the shapes of the transformation components can be predicted from survival data. For ionizing radiations, both neutrons and x-rays, survival data overestimate the transforming ability for low to moderate doses. The presumed cause of this difference is that, unlike UV photons, a single x-ray or neutron may generate more than one lethal damage in a cell, so the distribution of such damages in the population is not accurately described by Poisson statistics. However, the complete

  9. Transformation of an academic medical center: lessons learned from restructuring and downsizing.

    Science.gov (United States)

    Woodard, B; Fottler, M D; Kilpatrick, A O

    1999-01-01

    This article reviews management literature on health care transformation and describes the processes, including restructuring, job redesign, and downsizing, involved in one academic medical center's experience. The article concludes with lessons learned at each of the stages of the transformation process: planning, implementation, and process continuation. Managerial implications for similar transformation efforts in other health care organizations are suggested.

  10. Application of the theory of martensite crystallography to displacive phase transformations in substitutional nonferrous alloys

    International Nuclear Information System (INIS)

    Muddle, B.C.; Nie, J.F.; Hugo, G.R.

    1994-01-01

    It has been demonstrated that the theory of martensite crystallography is capable of accounting successfully for the form and crystallography of a range of plate- or lath-shaped transformation products, even when the formation of the product phase involves significant substitutional diffusion. These transformations include the precipitation of metastable hexagonal γ' (Ag 2 Al) plates in disordered face-centered cubic (fcc) solid-solution Al-Ag alloys, the formation of ordered AuCu II plates from disordered fcc solid solution in equiatomic Au-Cu alloys, and the formation of metastable 9R α 1 plates in ordered (B2) Cu-Zn and Ag-Cd alloys. The application of the theory to these transformations is reviewed critically and the features common to them identified. It is confirmed that, in all three transformations, the product phase produces relief at a free surface consistent with an invariant plane-strain shape change and that the transformations are thus properly described as displacive. The agreement between experimental observations and theoretical predictions of the transformation crystallography is in all cases excellent. It is proposed that successful application of the theory implies a growth mechanism in which the coherent or semicoherent, planar interface between parent and product phases maintains its structural identity during migration and that growth proceeds atom by atom in a manner consistent with the maintenance of a correspondence of lattice sites

  11. Student journals: a means of assessing transformative learning in aging related courses.

    Science.gov (United States)

    Cohen, Adrienne L; Pitman Brown, Pamela; Morales, Justin P

    2015-01-01

    In courses where topics are sensitive or even considered taboo for discussion, it can be difficult to assess students' deeper learning. In addition, incorporating a wide variety of students' values and beliefs, designing instructional strategies and including varied assessments adds to the difficulty. Journal entries or response notebooks can highlight reflection upon others' viewpoints, class readings, and additional materials. These are useful across all educational levels in deep learning and comprehension strategies assessments. Journaling meshes with transformative learning constructs, allowing for critical self-reflection essential to transformation. Qualitative analysis of journals in a death and dying class reveals three transformative themes: awareness of others, questioning, and comfort. Students' journal entries demonstrate transformative learning via communication with others through increased knowledge/exposure to others' experiences and comparing/contrasting others' personal beliefs with their own. Using transformative learning within gerontology and geriatrics education, as well as other disciplined aging-related courses is discussed.

  12. Conformal prediction for reliable machine learning theory, adaptations and applications

    CERN Document Server

    Balasubramanian, Vineeth; Vovk, Vladimir

    2014-01-01

    The conformal predictions framework is a recent development in machine learning that can associate a reliable measure of confidence with a prediction in any real-world pattern recognition application, including risk-sensitive applications such as medical diagnosis, face recognition, and financial risk prediction. Conformal Predictions for Reliable Machine Learning: Theory, Adaptations and Applications captures the basic theory of the framework, demonstrates how to apply it to real-world problems, and presents several adaptations, including active learning, change detection, and anomaly detecti

  13. The application of learning theory in horse training

    DEFF Research Database (Denmark)

    McLean, Andrew N.; Christensen, Janne Winther

    2017-01-01

    The millennia-old practices of horse training markedly predate and thus were isolated from the mid-twentieth century revelation of animal learning processes. From this standpoint, the progress made in the application and understanding of learning theory in horse training is reviewed including...... on the correct application of learning theory, and safety and welfare benefits for people and horses would follow. Finally it is also proposed that the term ‘conflict theory’ be taken up in equitation science to facilitate diagnosis of training-related behaviour disorders and thus enable the emergence...

  14. Theory-based Bayesian models of inductive learning and reasoning.

    Science.gov (United States)

    Tenenbaum, Joshua B; Griffiths, Thomas L; Kemp, Charles

    2006-07-01

    Inductive inference allows humans to make powerful generalizations from sparse data when learning about word meanings, unobserved properties, causal relationships, and many other aspects of the world. Traditional accounts of induction emphasize either the power of statistical learning, or the importance of strong constraints from structured domain knowledge, intuitive theories or schemas. We argue that both components are necessary to explain the nature, use and acquisition of human knowledge, and we introduce a theory-based Bayesian framework for modeling inductive learning and reasoning as statistical inferences over structured knowledge representations.

  15. Machine Learning Applications in Estimating Transformer Loss of Life

    OpenAIRE

    Majzoobi, Alireza; Mahoor, Mohsen; Khodaei, Amin

    2017-01-01

    Transformer life assessment and failure diagnostics have always been important problems for electric utility companies. Ambient temperature and load profile are the main factors which affect aging of the transformer insulation, and consequently, the transformer lifetime. The IEEE Std. C57.911995 provides a model for calculating the transformer loss of life based on ambient temperature and transformer's loading. In this paper, this standard is used to develop a data-driven static model for hou...

  16. The chicken or the egg? Investigating the transformational impact of learning technology

    OpenAIRE

    Buchan, Janet F.

    2011-01-01

    This study aimed to investigate the transformational impact of introducing significant new learning technology in an Australian university over the time period 2007–2009. The exploration of this transformation is grounded in a social–ecological systems approach to the management of technology enhanced learning environments in the face of constant change. The transformational impact is described using the Adaptive Cycle Framework. The single case study had a whole-of-institution systems focus....

  17. An alternative approach to analyze Ipsative data. Revisiting Experiential Learning Theory

    Directory of Open Access Journals (Sweden)

    Joan Manuel eBatista-Foguet

    2015-11-01

    Full Text Available The ritualistic use of statistical models regardless of the type of data actually available is a common practice across disciplines. Statistical models involve a series of assumptions whose existence is often neglected altogether, thus making the mentioned common practice even more pervasive. This paper illustrates the consequences of this ritualistic practice within Kolb’s Experiential Learning Theory (ELT operationalized through its Learning Style Inventory (KLSI. We show how using a well-known methodology in other disciplines -compositional data analysis (CODA- KLSI data can be properly analyzed. In addition, a third dimension of the KLSI is unveiled providing room for future research. This third dimension describes an individual’s relative preference for learning by prehension rather than by transformation. Using a sample of European MBA students, we relate this dimension with another self-assessment instrument, the Philosophical Orientation Questionnaire (POQ, and with an observer-assessed instrument, the Emotional and Social Inventory (ESCI-U. Both show plausible statistical relationships. An intellectual operating philosophy is linked to a preference for prehension, whereas a pragmatic operating philosophy is linked to transformation. Self-management and social awareness competencies are linked to a learning preference for transforming knowledge, whereas relationship management and cognitive competencies are more related to approaching learning by prehension.

  18. Learning to Learn: towards a Relational and Transformational Model of Learning for Improved Integrated Care Delivery

    Directory of Open Access Journals (Sweden)

    John Diamond

    2013-06-01

    Full Text Available Health and social care systems are implementing fundamental changes to organizational structures and work practices in an effort to achieve integrated care. While some integration initiatives have produced positive outcomes, many have not. We reframe the concept of integration as a learning process fueled by knowledge exchange across diverse professional and organizational communities. We thus focus on the cognitive and social dynamics of learning in complex adaptive systems, and on learning behaviours and conditions that foster collective learning and improved collaboration. We suggest that the capacity to learn how to learn shapes the extent to which diverse professional groups effectively exchange knowledge and self-organize for integrated care delivery.

  19. Reconstructing constructivism: Causal models, Bayesian learning mechanisms and the theory theory

    OpenAIRE

    Gopnik, Alison; Wellman, Henry M.

    2012-01-01

    We propose a new version of the “theory theory” grounded in the computational framework of probabilistic causal models and Bayesian learning. Probabilistic models allow a constructivist but rigorous and detailed approach to cognitive development. They also explain the learning of both more specific causal hypotheses and more abstract framework theories. We outline the new theoretical ideas, explain the computational framework in an intuitive and non-technical way, and review an extensive but ...

  20. Quantum optical effective-medium theory and transformation quantum optics for metamaterials

    DEFF Research Database (Denmark)

    Wubs, Martijn; Amooghorban, Ehsan; Zhang, Jingjing

    2016-01-01

    electrodynamics of media with both loss and gain. In the second part of this paper, we present a new application of transformation optics whereby local spontaneous-emission rates of quantum emitters can be designed. This follows from an analysis how electromagnetic Green functions transform under coordinate......While typically designed to manipulate classical light, metamaterials have many potential applications for quantum optics as well. We argue why a quantum optical effective-medium theory is needed. We present such a theory for layered metamaterials that is valid for light propagation in all spatial...... directions, thereby generalizing earlier work for one-dimensional propagation. In contrast to classical effective-medium theory there is an additional effective parameter that describes quantum noise. Our results for metamaterials are based on a rather general Lagrangian theory for the quantum...

  1. Multireference quantum chemistry through a joint density matrix renormalization group and canonical transformation theory.

    Science.gov (United States)

    Yanai, Takeshi; Kurashige, Yuki; Neuscamman, Eric; Chan, Garnet Kin-Lic

    2010-01-14

    We describe the joint application of the density matrix renormalization group and canonical transformation theory to multireference quantum chemistry. The density matrix renormalization group provides the ability to describe static correlation in large active spaces, while the canonical transformation theory provides a high-order description of the dynamic correlation effects. We demonstrate the joint theory in two benchmark systems designed to test the dynamic and static correlation capabilities of the methods, namely, (i) total correlation energies in long polyenes and (ii) the isomerization curve of the [Cu(2)O(2)](2+) core. The largest complete active spaces and atomic orbital basis sets treated by the joint DMRG-CT theory in these systems correspond to a (24e,24o) active space and 268 atomic orbitals in the polyenes and a (28e,32o) active space and 278 atomic orbitals in [Cu(2)O(2)](2+).

  2. Blind Forensics of Successive Geometric Transformations in Digital Images Using Spectral Method: Theory and Applications.

    Science.gov (United States)

    Chen, Chenglong; Ni, Jiangqun; Shen, Zhaoyi; Shi, Yun Qing

    2017-06-01

    Geometric transformations, such as resizing and rotation, are almost always needed when two or more images are spliced together to create convincing image forgeries. In recent years, researchers have developed many digital forensic techniques to identify these operations. Most previous works in this area focus on the analysis of images that have undergone single geometric transformations, e.g., resizing or rotation. In several recent works, researchers have addressed yet another practical and realistic situation: successive geometric transformations, e.g., repeated resizing, resizing-rotation, rotation-resizing, and repeated rotation. We will also concentrate on this topic in this paper. Specifically, we present an in-depth analysis in the frequency domain of the second-order statistics of the geometrically transformed images. We give an exact formulation of how the parameters of the first and second geometric transformations influence the appearance of periodic artifacts. The expected positions of characteristic resampling peaks are analytically derived. The theory developed here helps to address the gap left by previous works on this topic and is useful for image security and authentication, in particular, the forensics of geometric transformations in digital images. As an application of the developed theory, we present an effective method that allows one to distinguish between the aforementioned four different processing chains. The proposed method can further estimate all the geometric transformation parameters. This may provide useful clues for image forgery detection.

  3. The social making of educational theory: Unraveling how to understand the content, emergence and transformation of educational theory

    DEFF Research Database (Denmark)

    Øland, Trine; Hansen, Christian Sandbjerg

    This article concerns the question of how it is possible to study, understand and explain the content, emergence and transformation of educational theories. Based on a reading of the Danish scene we detect three main positions: 1) A philosophical approach that place focus on the content...... of the ideas and theories put forth by the ‘great’ philosophical-educational thinkers, which is analyzed in terms of logical-coherence and/or moral-ethical value. 2) A historical approach that place focus on the different historical individuals and their changing educational ideas or theories, often vaguely...... expressed as views, and, through detailed archival studies, analyze these as part of a realistic and contextual story of the individuals, their motives and ideas, in time. 3) Approaches that unite in their inspiration from Michel Foucault, and which analyzes educational ideas and theories not through...

  4. From Theory Use to Theory Building in Learning Analytics: A Commentary on "Learning Analytics to Support Teachers during Synchronous CSCL"

    Science.gov (United States)

    Chen, Bodong

    2015-01-01

    In this commentary on Van Leeuwen (2015, this issue), I explore the relation between theory and practice in learning analytics. Specifically, I caution against adhering to one specific theoretical doctrine while ignoring others, suggest deeper applications of cognitive load theory to understanding teaching with analytics tools, and comment on…

  5. The Attribution Theory of Learning and Advising Students on Academic Probation

    Science.gov (United States)

    Demetriou, Cynthia

    2011-01-01

    Academic advisors need to be knowledgeable of the ways students learn. To aid advisors in their exploration of learning theories, I provide an overview of the attribution theory of learning, including recent applications of the theory to research in college student learning. An understanding of this theory may help advisors understand student…

  6. Developing Scale for Assimilate the Integration between Learning Theories and E-learning.

    Directory of Open Access Journals (Sweden)

    George Maher Iskander

    2014-03-01

    Full Text Available As e-learning tend to get more and more significant for all kind of universities, researchers and consultants are becoming aware of the fact that a high technology approach and Blackboard do not guarantee successful teaching and learning. Thus, a move to pedagogy-based theories can be observed within the field of e-learning. This study describes the procedure of the development of an empirically-based psychometrically-sound instrument to measure instructional model for e-learning system at Middle East universities. In order to accelerate the acceptance of e-learning and implementation of institution-wide adoption of e-learning, it is important to understand students' perceptions with instructional model for e- learning. The 19-item scale developed shows a high probability of differentiating between positive and negative perceptions and the methods which can be used for embedding the traditional learning theories into e-learning.

  7. Transformative Learning: The Role of Research in Traditional Clinical Disciplines

    Science.gov (United States)

    Tims, Michael

    2014-01-01

    One of an educator’s main tasks is to develop the intellectual openness of students that is necessary for transformative learning to take place. An initial step in removing the constraint of assumption is to employ the process of unlearning in the classroom. Unlearning in its simplest form can be described as the process through which the student learns to ask questions about a subject on which they are passionate, and through critical reflection, to construct and validate a new understanding based on observations and information generated by the original questions. Developing the ability to improvise and innovate are clear and positive indications that unlearning has occurred, and the Maryland University of Integrative Health’s (MUIH’s) educators have found that integrating research methods into class and group projects can accelerate the unlearning process. MUIH promotes students’ effort to solve interesting problems using the community found within the classroom. The natural state of relativism found in group processes lends itself to making explicit the assumptions each individual brings to the process. MUIH’s methods include engaging students in visual deconstruction of research data found in graphs, tables, and images; having students identify the end point of a line of inquiry; and evaluating a previously accumulated body of evidence to determine if it supports a product’s claims (eg, claims about general health, structure-function, or therapeutic value). The ultimate aim in asking students to take part in research embedded in coursework is to provide an assessment of their abilities that is more closely linked to discipline-specific experience. MUIH’s method of ingraining a culture of inquiry into both classroom and independent research serves to enhance students’ self-awareness about the constraints of their own a priori thinking and to nurture a deeper trust in their own informed intuition. PMID:26770105

  8. Online Feature Transformation Learning for Cross-Domain Object Category Recognition.

    Science.gov (United States)

    Zhang, Xuesong; Zhuang, Yan; Wang, Wei; Pedrycz, Witold

    2017-06-09

    In this paper, we introduce a new research problem termed online feature transformation learning in the context of multiclass object category recognition. The learning of a feature transformation is viewed as learning a global similarity metric function in an online manner. We first consider the problem of online learning a feature transformation matrix expressed in the original feature space and propose an online passive aggressive feature transformation algorithm. Then these original features are mapped to kernel space and an online single kernel feature transformation (OSKFT) algorithm is developed to learn a nonlinear feature transformation. Based on the OSKFT and the existing Hedge algorithm, a novel online multiple kernel feature transformation algorithm is also proposed, which can further improve the performance of online feature transformation learning in large-scale application. The classifier is trained with k nearest neighbor algorithm together with the learned similarity metric function. Finally, we experimentally examined the effect of setting different parameter values in the proposed algorithms and evaluate the model performance on several multiclass object recognition data sets. The experimental results demonstrate the validity and good performance of our methods on cross-domain and multiclass object recognition application.

  9. Locus of Control and Academic Achievement: Integrating Social Learning Theory and Expectancy-Value Theory

    Science.gov (United States)

    Youse, Keith Edward

    2012-01-01

    The current study examines predictors of math achievement and college graduation by integrating social learning theory and expectancy-value theory. Data came from a nationally-representative longitudinal database tracking 12,144 students over twelve years from 8th grade forward. Models for math achievement and college graduation were tested…

  10. Practice of Connectivism As Learning Theory: Enhancing Learning Process Through Social Networking Site (Facebook

    Directory of Open Access Journals (Sweden)

    Fahriye Altınay Aksal

    2013-12-01

    Full Text Available The impact of the digital age within learning and social interaction has been growing rapidly. The realm of digital age and computer mediated communication requires reconsidering instruction based on collaborative interactive learning process and socio-contextual experience for learning. Social networking sites such as facebook can help create group space for digital dialogue to inform, question and challenge within a frame of connectivism as learning theory within the digital age. The aim of this study is to elaborate the practice of connectivism as learning theory in terms of internship course. Facebook group space provided social learning platform for dialogue and negotiation beside the classroom learning and teaching process in this study. The 35 internship students provided self-reports within a frame of this qualitative research. This showed how principles of theory practiced and how this theory and facebook group space contribute learning, selfleadership, decision making and reflection skills. As the research reflects a practice of new theory based on action research, learning is not individualistic attempt in the digital age as regards the debate on learning in digital age within a frame of connectivism

  11. Machine learning in radiation oncology theory and applications

    CERN Document Server

    El Naqa, Issam; Murphy, Martin J

    2015-01-01

    ​This book provides a complete overview of the role of machine learning in radiation oncology and medical physics, covering basic theory, methods, and a variety of applications in medical physics and radiotherapy. An introductory section explains machine learning, reviews supervised and unsupervised learning methods, discusses performance evaluation, and summarizes potential applications in radiation oncology. Detailed individual sections are then devoted to the use of machine learning in quality assurance; computer-aided detection, including treatment planning and contouring; image-guided rad

  12. Motivation to learn: an overview of contemporary theories.

    Science.gov (United States)

    Cook, David A; Artino, Anthony R

    2016-10-01

    To succinctly summarise five contemporary theories about motivation to learn, articulate key intersections and distinctions among these theories, and identify important considerations for future research. Motivation has been defined as the process whereby goal-directed activities are initiated and sustained. In expectancy-value theory, motivation is a function of the expectation of success and perceived value. Attribution theory focuses on the causal attributions learners create to explain the results of an activity, and classifies these in terms of their locus, stability and controllability. Social- cognitive theory emphasises self-efficacy as the primary driver of motivated action, and also identifies cues that influence future self-efficacy and support self-regulated learning. Goal orientation theory suggests that learners tend to engage in tasks with concerns about mastering the content (mastery goal, arising from a 'growth' mindset regarding intelligence and learning) or about doing better than others or avoiding failure (performance goals, arising from a 'fixed' mindset). Finally, self-determination theory proposes that optimal performance results from actions motivated by intrinsic interests or by extrinsic values that have become integrated and internalised. Satisfying basic psychosocial needs of autonomy, competence and relatedness promotes such motivation. Looking across all five theories, we note recurrent themes of competence, value, attributions, and interactions between individuals and the learning context. To avoid conceptual confusion, and perhaps more importantly to maximise the theory-building potential of their work, researchers must be careful (and precise) in how they define, operationalise and measure different motivational constructs. We suggest that motivation research continue to build theory and extend it to health professions domains, identify key outcomes and outcome measures, and test practical educational applications of the principles

  13. Prior Knowledge and the Learning of Science. A Review of Ausubel's Theory of This Process

    Science.gov (United States)

    West, L. H. T.; Fensham, P. J.

    1974-01-01

    Examines Ausubel's theory of learning as a model of the role concerning the influence of prior knowledge on how learning occurs. Research evidence for Ausubel's theory is presented and discussed. Implications of Ausubel's theory for teaching are summarized. (PEB)

  14. Transformative Education through International Service-­Learning: Realising an Ethical Ecology of Learning. Routledge Research in International and Comparative Education

    Science.gov (United States)

    Bamber, Philip M.

    2016-01-01

    Transformative learning is a compelling approach to learning that is becoming increasingly popular in a diverse range of educational settings and encounters. This book reconceptualises transformative learning through an investigation of the learning process and outcomes of International Service-Learning (ISL), a pedagogical approach that blends…

  15. Amount of gauge transformations in neutral-vector field theory. [Renormalization, free Lagrangian density

    Energy Technology Data Exchange (ETDEWEB)

    Kubo, R; Yokoyama, K

    1974-11-01

    The purpose of this work is to study the structure of c-number gauge transformation in connection with renormalization problem. In the wide theory of neutral vector fields, there is the gauge structure described essentially by free Lagrangian density. The c-number gauge transformation makes the Lagrangian invariant correspondingly to the usual case of quantum electrodynamics. The c-number transformation can be used to derive relationships among all relevant renormalization constants in the case of interacting fields. In the presence of interaction, total Lagrangian density L is written as L=L/sub 0/+L/sub 1/+L/sub 2/, where L/sub 1/ is given from matter-field Lagrangian density, and L/sub 2/ denotes necessary additional counter terms. In order to conserve the gauge structure, the form of L is invariant under the gauge transformation. Since L matter is self-adjoining, L/sub 1/ remains invariant by itself under the transformation. The form of L/sub 2/ is finally given from the observation that L/sub 3/ cannot contain wave-function renormalization constants. Since L/sub 2/ is invariant under q-number gauge transformation, this transformation in unrenormalized form makes the present L form-invariant. Therefore, together with the above results, auxiliary fields produce the q-number gauge transformation for renormalized fields.

  16. Measuring readiness for sustainable transformation: an application of integral theory in the suburbs of Bangkok

    NARCIS (Netherlands)

    Panthasen, T.; Santisan, A.; Lambregts, B.

    2012-01-01

    This paper presents the results of a pilot study into the readiness of a local community to engage in an environmental transformation process. It uses elements of Sufficiency Economy and Integral Theory to explore to what extent a suburban Bangkok community is ready to adopt biological wastewater

  17. Exploration of Successful Secondary Principals' Professional Development Experiences Framed within Transformational Leadership Theory

    Science.gov (United States)

    Minix-Wilkins, Roxanne M.

    2015-01-01

    The purpose of this phenomenological study was to explore the professional development experiences of successful secondary principals framed within the practices of the transformational leadership theory. At this stage in the research, professional development will be generally defined as all of the types of training that the administrator…

  18. The discipline of hospital development: a conceptual framework incorporating marketing, managerial, consumer behavior, and adult learning theories.

    Science.gov (United States)

    Shirley, S; Stampfl, R

    1997-12-01

    The purpose of this explanatory and prescriptive article is to identify interdisciplinary theories used by hospital development to direct its practice. The article explores, explains, and applies theories and principles from behavioral, social, and managerial disciplines. Learning, motivational, organizational, marketing, and attitudinal theories are incorporated and transformed into the fundamental components of a conceptual framework that provides an overview of the practice of hospital development. How this discipline incorporates these theories to design, explain, and prescribe the focus of its own practice is demonstrated. This interdisciplinary approach results in a framework for practice that is adaptable to changing social, cultural, economic, political, and technological environments.

  19. High school students' implicit theories of what facilitates science learning

    Science.gov (United States)

    Carlton Parsons, Eileen; Miles, Rhea; Petersen, Michael

    2011-11-01

    Background: Research has primarily concentrated on adults' implicit theories about high quality science education for all students. Little work has considered the students' perspective. This study investigated high school students' implicit theories about what helped them learn science. Purpose: This study addressed (1) What characterizes high school students' implicit theories of what facilitates their learning of science?; (2) With respect to students' self-classifications as African American or European American and female or male, do differences exist in the students' implicit theories? Sample, design and methods: Students in an urban high school located in south-eastern United States were surveyed in 2006 about their thoughts on what helps them learn science. To confirm or disconfirm any differences, data from two different samples were analyzed. Responses of 112 African American and 118 European American students and responses from 297 European American students comprised the data for sample one and two, respectively. Results: Seven categories emerged from the deductive and inductive analyses of data: personal responsibility, learning arrangements, interest and knowledge, communication, student mastery, environmental responsiveness, and instructional strategies. Instructional strategies captured 82% and 80% of the data from sample one and two, respectively; consequently, this category was further subjected to Mann-Whitney statistical analysis at p ethnic differences. Significant differences did not exist for ethnicity but differences between females and males in sample one and sample two emerged. Conclusions: African American and European American students' implicit theories about instructional strategies that facilitated their science learning did not significantly differ but female and male students' implicit theories about instructional strategies that helped them learn science significantly differed. Because students attend and respond to what they think

  20. Evaluating theories of bird song learning: implications for future directions.

    Science.gov (United States)

    Margoliash, D

    2002-12-01

    Studies of birdsong learning have stimulated extensive hypotheses at all levels of behavioral and physiological organization. This hypothesis building is valuable for the field and is consistent with the remarkable range of issues that can be rigorously addressed in this system. The traditional instructional (template) theory of song learning has been challenged on multiple fronts, especially at a behavioral level by evidence consistent with selectional hypotheses. In this review I highlight the caveats associated with these theories to better define the limits of our knowledge and identify important experiments for the future. The sites and representational forms of the various conceptual entities posited by the template theory are unknown. The distinction between instruction and selection in vocal learning is not well established at a mechanistic level. There is as yet insufficient neurophysiological data to choose between competing mechanisms of error-driven learning and reinforcement learning. Both may obtain for vocal learning. The possible role of sleep in acoustic or procedural memory consolidation, while supported by some physiological observations, does not yet have support in the behavioral literature. The remarkable expansion of knowledge in the past 20 years and the recent development of new technologies for physiological and behavioral experiments should permit direct tests of these theories in the coming decade.

  1. Implications of learning theory for developing programs to decrease overeating.

    Science.gov (United States)

    Boutelle, Kerri N; Bouton, Mark E

    2015-10-01

    Childhood obesity is associated with medical and psychological comorbidities, and interventions targeting overeating could be pragmatic and have a significant impact on weight. Calorically dense foods are easily available, variable, and tasty which allows for effective opportunities to learn to associate behaviors and cues in the environment with food through fundamental conditioning processes, resulting in measurable psychological and physiological food cue reactivity in vulnerable children. Basic research suggests that initial learning is difficult to erase, and that it is vulnerable to a number of phenomena that will allow the original learning to re-emerge after it is suppressed or replaced. These processes may help explain why it may be difficult to change food cue reactivity and overeating over the long term. Extinction theory may be used to develop effective cue-exposure treatments to decrease food cue reactivity through inhibitory learning, although these processes are complex and require an integral understanding of the theory and individual differences. Additionally, learning theory can be used to develop other interventions that may prove to be useful. Through an integration of learning theory, basic and translational research, it may be possible to develop interventions that can decrease the urges to overeat, and improve the weight status of children. Copyright © 2015 Elsevier Ltd. All rights reserved.

  2. Transformational Leadership in the Classroom: Fostering Student Learning, Student Participation, and Teacher Credibility

    Science.gov (United States)

    Bolkan, San; Goodboy, Alan K.

    2009-01-01

    The purpose of this study was to examine the relationships between transformational leadership in college classrooms (i.e., charisma, individualized consideration, intellectual stimulation), student learning outcomes (i.e., cognitive learning, affective learning, state motivation, communication satisfaction), student participation, and student…

  3. Storytelling: An Ancient Human Technology and Critical-Creative Pedagogy for Transformative Learning

    Science.gov (United States)

    Kalogeras, Stavroula

    2013-01-01

    In the era of e-learning, student-centered approaches and constructivists learning environments are critical success factors. The inherent interactivity of the Internet and the emotional engagement of story can lead to transformative learning experiences in media rich environments. This paper focuses on Web-Based Transmedia Storytelling…

  4. Transforming the Capstone: Transformative Learning as a Pedagogical Framework and Vehicle for Ethical Reflection in the Capstone Course

    Science.gov (United States)

    Martin, Jason M.; Strawser, Michael G.

    2017-01-01

    This study emphasizes the importance of faculty development and training as a means to prepare faculty to design the capstone course as a high-impact educational practice. Specifically, this research explores transformative learning in the capstone class as a vehicle for reflection on personal and professional ethics. Students enrolled in a…

  5. A Bayesian Theory of Sequential Causal Learning and Abstract Transfer.

    Science.gov (United States)

    Lu, Hongjing; Rojas, Randall R; Beckers, Tom; Yuille, Alan L

    2016-03-01

    Two key research issues in the field of causal learning are how people acquire causal knowledge when observing data that are presented sequentially, and the level of abstraction at which learning takes place. Does sequential causal learning solely involve the acquisition of specific cause-effect links, or do learners also acquire knowledge about abstract causal constraints? Recent empirical studies have revealed that experience with one set of causal cues can dramatically alter subsequent learning and performance with entirely different cues, suggesting that learning involves abstract transfer, and such transfer effects involve sequential presentation of distinct sets of causal cues. It has been demonstrated that pre-training (or even post-training) can modulate classic causal learning phenomena such as forward and backward blocking. To account for these effects, we propose a Bayesian theory of sequential causal learning. The theory assumes that humans are able to consider and use several alternative causal generative models, each instantiating a different causal integration rule. Model selection is used to decide which integration rule to use in a given learning environment in order to infer causal knowledge from sequential data. Detailed computer simulations demonstrate that humans rely on the abstract characteristics of outcome variables (e.g., binary vs. continuous) to select a causal integration rule, which in turn alters causal learning in a variety of blocking and overshadowing paradigms. When the nature of the outcome variable is ambiguous, humans select the model that yields the best fit with the recent environment, and then apply it to subsequent learning tasks. Based on sequential patterns of cue-outcome co-occurrence, the theory can account for a range of phenomena in sequential causal learning, including various blocking effects, primacy effects in some experimental conditions, and apparently abstract transfer of causal knowledge. Copyright © 2015

  6. Teaching Density Functional Theory Through Experiential Learning

    International Nuclear Information System (INIS)

    Narasimhan, Shobhana

    2015-01-01

    Today, quantum mechanical density functional theory is often the method of choice for performing accurate calculations on atomic, molecular and condensed matter systems. Here, I share some of my experiences in teaching the necessary basics of solid state physics, as well as the theory and practice of density functional theory, in a number of workshops held in developing countries over the past two decades. I discuss the advantages of supplementing the usual mathematically formal teaching methods, characteristic of graduate courses, with the use of visual imagery and analogies. I also describe a successful experiment we carried out, which resulted in a joint publication co-authored by 67 lecturers and students participating in a summer school. (paper)

  7. The Social Life of Learning Theory

    DEFF Research Database (Denmark)

    Ratner, Helene Gad

    2013-01-01

    There is a growing understanding that public institutions need to be proactive in not only developing their welfare services but doing so continually through various concepts of learning. This article presents an ethnographic study of a public school that aims at working strategically...... with organizational learning through Donald Schön's concept of “the reflective practitioner.” Schön's concepts provide the school manager with a vocabulary to criticize the destructive effects of New Public Management's linear steering technologies. The study also illustrates that expectations of reflective...

  8. Making the Most of Continuing Medical Education: Evidence of Transformative Learning During a Course in Evidence-Based Medicine and Decision Making.

    Science.gov (United States)

    Sokol, Randi G; Shaughnessy, Allen F

    2018-01-01

    Continuing medical information courses have been criticized for not promoting behavior change among their participants. For behavior change to occur, participants often need to consciously reject previous ideas and transform their way of thinking. Transformational learning is a process that cultivates deep emotional responses and can lead to cognitive and behavioral change in learners, potentially facilitating rich learning experiences and expediting knowledge translation. We explored participants' experiences at a 2-day conference designed to support transformative learning as they encounter new concepts within Information Mastery, which challenge their previous frameworks around the topic of medical decision making. Using the lens of transformative learning theory, we asked: how does Information Mastery qualitatively promote perspective transformation and hence behavior change? We used a hermeneutic phenomenologic approach to capture the lived experience of 12 current and nine previous attendees of the "Information Mastery" course through individual interviews, focus groups, and observation. Data were thematically analyzed. Both prevoius and current conference attendees described how the delivery of new concepts about medical decision making evoked strong emotional responses, facilitated personal transformation, and propelled expedited behavior change around epistemological, moral, and information management themes, resulting in a newfound sense of self-efficacy, confidence, and ownership in their ability to make medical decisions. When the topic area holds the potential to foster a qualitative reframing of learners' guiding paradigms and worldviews, attention should be paid to supporting learners' personalized meaning-making process through transformative learning opportunities to promote translation into practice.

  9. What Learning Systems do Intelligent Agents Need? Complementary Learning Systems Theory Updated.

    Science.gov (United States)

    Kumaran, Dharshan; Hassabis, Demis; McClelland, James L

    2016-07-01

    We update complementary learning systems (CLS) theory, which holds that intelligent agents must possess two learning systems, instantiated in mammalians in neocortex and hippocampus. The first gradually acquires structured knowledge representations while the second quickly learns the specifics of individual experiences. We broaden the role of replay of hippocampal memories in the theory, noting that replay allows goal-dependent weighting of experience statistics. We also address recent challenges to the theory and extend it by showing that recurrent activation of hippocampal traces can support some forms of generalization and that neocortical learning can be rapid for information that is consistent with known structure. Finally, we note the relevance of the theory to the design of artificial intelligent agents, highlighting connections between neuroscience and machine learning. Copyright © 2016 Elsevier Ltd. All rights reserved.

  10. Social cognitive theory, metacognition, and simulation learning in nursing education.

    Science.gov (United States)

    Burke, Helen; Mancuso, Lorraine

    2012-10-01

    Simulation learning encompasses simple, introductory scenarios requiring response to patients' needs during basic hygienic care and during situations demanding complex decision making. Simulation integrates principles of social cognitive theory (SCT) into an interactive approach to learning that encompasses the core principles of intentionality, forethought, self-reactiveness, and self-reflectiveness. Effective simulation requires an environment conducive to learning and introduces activities that foster symbolic coding operations and mastery of new skills; debriefing builds self-efficacy and supports self-regulation of behavior. Tailoring the level of difficulty to students' mastery level supports successful outcomes and motivation to set higher standards. Mindful selection of simulation complexity and structure matches course learning objectives and supports progressive development of metacognition. Theory-based facilitation of simulated learning optimizes efficacy of this learning method to foster maturation of cognitive processes of SCT, metacognition, and self-directedness. Examples of metacognition that are supported through mindful, theory-based implementation of simulation learning are provided. Copyright 2012, SLACK Incorporated.

  11. The Transformative-Learning Potential of Feminist-Inspired Guided Art Gallery Visits for People Diagnosed with Mental Illness and Addiction

    Science.gov (United States)

    Spring, Lauren; Smith, Melissa; DaSilva, Maureen

    2018-01-01

    Consciousness-raising practices at the heart of feminism remain one of the most vital components of transformative learning theory and provide the foundation for its constructivist underpinnings. Recently, there has been a call for educators to employ consciousness-raising practices outside of traditional classroom settings and to focus greater…

  12. The Social Life of Learning Theory

    DEFF Research Database (Denmark)

    Ratner, Helene Gad

    2013-01-01

    with organizational learning through Donald Schön's concept of “the reflective practitioner.” Schön's concepts provide the school manager with a vocabulary to criticize the destructive effects of New Public Management's linear steering technologies. The study also illustrates that expectations of reflective...

  13. Contemporary Privacy Theory Contributions to Learning Analytics

    Science.gov (United States)

    Heath, Jennifer

    2014-01-01

    With the continued adoption of learning analytics in higher education institutions, vast volumes of data are generated and "big data" related issues, including privacy, emerge. Privacy is an ill-defined concept and subject to various interpretations and perspectives, including those of philosophers, lawyers, and information systems…

  14. Mean-field theory of meta-learning

    International Nuclear Information System (INIS)

    Plewczynski, Dariusz

    2009-01-01

    We discuss here the mean-field theory for a cellular automata model of meta-learning. Meta-learning is the process of combining outcomes of individual learning procedures in order to determine the final decision with higher accuracy than any single learning method. Our method is constructed from an ensemble of interacting, learning agents that acquire and process incoming information using various types, or different versions, of machine learning algorithms. The abstract learning space, where all agents are located, is constructed here using a fully connected model that couples all agents with random strength values. The cellular automata network simulates the higher level integration of information acquired from the independent learning trials. The final classification of incoming input data is therefore defined as the stationary state of the meta-learning system using simple majority rule, yet the minority clusters that share the opposite classification outcome can be observed in the system. Therefore, the probability of selecting a proper class for a given input data, can be estimated even without the prior knowledge of its affiliation. The fuzzy logic can be easily introduced into the system, even if learning agents are built from simple binary classification machine learning algorithms by calculating the percentage of agreeing agents

  15. Complexity Theory and CALL Curriculum in Foreign Language Learning

    Directory of Open Access Journals (Sweden)

    Hassan Soleimani

    2014-05-01

    Full Text Available Complexity theory literally indicates the complexity of a system, behavior, or a process. Its connotative meaning, while, implies dynamism, openness, sensitivity to initial conditions and feedback, and adaptation properties of a system. Regarding English as a Foreign/ Second Language (EFL/ESL this theory emphasizes on the complexity of the process of teaching and learning, including all the properties of a complex system. The purpose of the current study is to discuss the role of CALL as a modern technology in simplifying the process of teaching and learning a new language while integrating into the complexity theory. Nonetheless, the findings obtained from reviewing previously conducted studies in this field confirmed the usefulness of CALL curriculum in EFL/ESL contexts. These findings can also provide pedagogical implications for employing computer as an effective teaching and learning tool.

  16. The role of transformative leadership, ICT infrastructure and learning climate in teachers’ use of digital learning materials during their classes

    NARCIS (Netherlands)

    Vermeulen, Marjan; Kreijns, Karel; Van Buuren, Hans; Van Acker, Frederik

    2017-01-01

    This study investigated whether the school organizational variables transformative leadership (TL), ICT-infrastructure (technical and social), and organizational learning climate were related to teachers’ dispositional variables attitude, perceived norm, and perceived behavior control (PBC). The

  17. Vaccination learning experiences of nursing students: a grounded theory study.

    Science.gov (United States)

    Ildarabadi, Eshagh; Karimi Moonaghi, Hossein; Heydari, Abbas; Taghipour, Ali; Abdollahimohammad, Abdolghani

    2015-01-01

    This study aimed to explore the experiences of nursing students being trained to perform vaccinations. The grounded theory method was applied to gather information through semi-structured interviews. The participants included 14 undergraduate nursing students in their fifth and eighth semesters of study in a nursing school in Iran. The information was analyzed according to Strauss and Corbin's method of grounded theory. A core category of experiential learning was identified, and the following eight subcategories were extracted: students' enthusiasm, vaccination sensitivity, stress, proper educational environment, absence of prerequisites, students' responsibility for learning, providing services, and learning outcomes. The vaccination training of nursing students was found to be in an acceptable state. However, some barriers to effective learning were identified. As such, the results of this study may provide empirical support for attempts to reform vaccination education by removing these barriers.

  18. Implications of male circumcision for women in Papua New Guinea: a transformational grounded theory study.

    Science.gov (United States)

    Redman-MacLaren, Michelle; Mills, Jane; Tommbe, Rachael; MacLaren, David; Speare, Rick; McBride, William J H

    2017-07-27

    Male circumcision reduces the risk of female-to-male transmission of human immunodeficiency virus (HIV) and is being explored for HIV prevention in Papua New Guinea (PNG). PNG has a concentrated HIV epidemic which is largely heterosexually transmitted. There are a diverse range of male circumcision and penile modification practices across PNG. Exploring the implications of male circumcision for women in PNG is important to inform evidence-based health policy that will result in positive, intended consequences. The transformational grounded theory study incorporated participatory action research and decolonizing methodologies. In Phase One, an existing data set from a male circumcision study of 861 male and 519 female participants was theoretically sampled and analyzed for women's understanding and experience of male circumcision. In Phase Two of the study, primary data were co-generated with 64 women in seven interpretive focus group discussions and 11 semi-structured interviews to develop a theoretical model of the processes used by women to manage the outcomes of male circumcision. In Phase Three participants assisted to refine the developing transformational grounded theory and identify actions required to improve health. Many women know a lot about male circumcision and penile modification and the consequences for themselves, their families and communities. Their ability to act on this knowledge is determined by numerous social, cultural and economic factors. A transformational grounded theory was developed with connecting categories of: Women Know a Lot, Increasing Knowledge; Increasing Options; and Acting on Choices. Properties and dimensions of each category are represented in the model, along with the intervening condition of Safety. The condition of Safety contextualises the overarching lived realty for women in PNG, enables the inclusion of men in the transformational grounded theory model, and helps to explain relationships between men and women. The

  19. Reconstructing constructivism: causal models, Bayesian learning mechanisms, and the theory theory.

    Science.gov (United States)

    Gopnik, Alison; Wellman, Henry M

    2012-11-01

    We propose a new version of the "theory theory" grounded in the computational framework of probabilistic causal models and Bayesian learning. Probabilistic models allow a constructivist but rigorous and detailed approach to cognitive development. They also explain the learning of both more specific causal hypotheses and more abstract framework theories. We outline the new theoretical ideas, explain the computational framework in an intuitive and nontechnical way, and review an extensive but relatively recent body of empirical results that supports these ideas. These include new studies of the mechanisms of learning. Children infer causal structure from statistical information, through their own actions on the world and through observations of the actions of others. Studies demonstrate these learning mechanisms in children from 16 months to 4 years old and include research on causal statistical learning, informal experimentation through play, and imitation and informal pedagogy. They also include studies of the variability and progressive character of intuitive theory change, particularly theory of mind. These studies investigate both the physical and the psychological and social domains. We conclude with suggestions for further collaborative projects between developmental and computational cognitive scientists.

  20. Generalized Galilean transformations and the measurement problem in the entropic dynamics approach to quantum theory

    Science.gov (United States)

    Johnson, David T.

    Quantum mechanics is an extremely successful and accurate physical theory, yet since its inception, it has been afflicted with numerous conceptual difficulties. The primary subject of this thesis is the theory of entropic quantum dynamics (EQD), which seeks to avoid these conceptual problems by interpreting quantum theory from an informational perspective. We begin by reviewing Cox's work in describing probability theory as a means of rationally and consistently quantifying uncertainties. We then discuss how probabilities can be updated according to either Bayes' theorem or the extended method of maximum entropy (ME). After that discussion, we review the work of Caticha and Giffin that shows that Bayes' theorem is a special case of ME. This important result demonstrates that the ME method is the general method for updating probabilities. We then review some motivating difficulties in quantum mechanics before discussing Caticha's work in deriving quantum theory from the approach of entropic dynamics, which concludes our review. After entropic dynamics is introduced, we develop the concepts of symmetries and transformations from an informational perspective. The primary result is the formulation of a symmetry condition that any transformation must satisfy in order to qualify as a symmetry in EQD. We then proceed to apply this condition to the extended Galilean transformation. This transformation is of interest as it exhibits features of both special and general relativity. The transformation yields a gravitational potential that arises from an equivalence of information. We conclude the thesis with a discussion of the measurement problem in quantum mechanics. We discuss the difficulties that arise in the standard quantum mechanical approach to measurement before developing our theory of entropic measurement. In entropic dynamics, position is the only observable. We show how a theory built on this one observable can account for the multitude of measurements present in

  1. Women Educational Leaders' Narratives: The Dynamics of Service Learning on Training and Transformation

    OpenAIRE

    Davis, Dannielle Joy; Major, Amanda; Cook, Debra; Bell, Janel

    2015-01-01

    Service learning strengthens all involved: Students, faculty members, the community, and higher education institutions. Benefits of service learning for students include gaining real world experiences, personal and transformative outcomes (Conway, Amel, & Gerwien’s, 2009), as well as higher order thinking from reflection on the experience (Molee, Henry, Sessa, & McKinney-Prupis, 2010). To understand the dynamics of service learning upon students' learning and transformati...

  2. Contextual learning theory: Concrete form and a software prototype to improve early education.

    NARCIS (Netherlands)

    Mooij, Ton

    2016-01-01

    In 'contextual learning theory' three types of contextual conditions (differentiation of learning procedures and materials, integrated ICT support, and improvement of development and learning progress) are related to four aspects of the learning process (diagnostic, instructional, managerial, and

  3. Singular vectors and topological theories from Virasoro constraints via the Kontsevich-Miwa transform

    CERN Document Server

    Gato-Rivera, B.

    1993-01-01

    We use the Kontsevich-Miwa transform to relate the different pictures describing matter coupled to topological gravity in two dimensions: topological theories, Virasoro constraints on integrable hierarchies, and a DDK-type formalism. With the help of the Kontsevich-Miwa transform, we solve the Virasoro constraints on the KP hierarchy in terms of minimal models dressed with a (free) Liouville-like scalar. The dressing prescription originates in a topological (twisted N=2) theory. The Virasoro constraints are thus related to essentially the N=2 null state decoupling equations. The N=2 generators are constructed out of matter, the `Liouville' scalar, and $c=-2$ ghosts. By a `dual' construction involving the reparametrization $c=-26$ ghosts, the DDK dressing prescription is reproduced from the N=2 symmetry. As a by-product we thus observe that there are two ways to dress arbitrary $d\\leq1$ or $d\\geq25$ matter theory, that allow its embedding into a topological theory. By th e Kontsevich-Miwa transform, which intr...

  4. Theory of phase transformation and reorientation in single crystalline shape memory alloys

    International Nuclear Information System (INIS)

    Zhu, J J; Liang, N G; Cai, M; Liew, K M; Huang, W M

    2008-01-01

    A constitutive model, based on an (n+1)-phase mixture of the Mori–Tanaka average theory, has been developed for stress-induced martensitic transformation and reorientation in single crystalline shape memory alloys. Volume fractions of different martensite lattice correspondence variants are chosen as internal variables to describe microstructural evolution. Macroscopic Gibbs free energy for the phase transformation is derived with thermodynamics principles and the ensemble average method of micro-mechanics. The critical condition and the evolution equation are proposed for both the phase transition and reorientation. This model can also simulate interior hysteresis loops during loading/unloading by switching the critical driving forces when an opposite transition takes place

  5. Teaching and Learning of Knot Theory in School Mathematics

    CERN Document Server

    Kawauchi, Akio

    2012-01-01

    This book is the result of a joint venture between Professor Akio Kawauchi, Osaka City University, well-known for his research in knot theory, and the Osaka study group of mathematics education, founded by Professor Hirokazu Okamori and now chaired by his successor Professor Tomoko Yanagimoto, Osaka Kyoiku University. The seven chapters address the teaching and learning of knot theory from several perspectives. Readers will find an extremely clear and concise introduction to the fundamentals of knot theory, an overview of curricular developments in Japan, and in particular a series of teaching

  6. New supervised learning theory applied to cerebellar modeling for suppression of variability of saccade end points.

    Science.gov (United States)

    Fujita, Masahiko

    2013-06-01

    A new supervised learning theory is proposed for a hierarchical neural network with a single hidden layer of threshold units, which can approximate any continuous transformation, and applied to a cerebellar function to suppress the end-point variability of saccades. In motor systems, feedback control can reduce noise effects if the noise is added in a pathway from a motor center to a peripheral effector; however, it cannot reduce noise effects if the noise is generated in the motor center itself: a new control scheme is necessary for such noise. The cerebellar cortex is well known as a supervised learning system, and a novel theory of cerebellar cortical function developed in this study can explain the capability of the cerebellum to feedforwardly reduce noise effects, such as end-point variability of saccades. This theory assumes that a Golgi-granule cell system can encode the strength of a mossy fiber input as the state of neuronal activity of parallel fibers. By combining these parallel fiber signals with appropriate connection weights to produce a Purkinje cell output, an arbitrary continuous input-output relationship can be obtained. By incorporating such flexible computation and learning ability in a process of saccadic gain adaptation, a new control scheme in which the cerebellar cortex feedforwardly suppresses the end-point variability when it detects a variation in saccadic commands can be devised. Computer simulation confirmed the efficiency of such learning and showed a reduction in the variability of saccadic end points, similar to results obtained from experimental data.

  7. Detecting Structural Metadata with Decision Trees and Transformation-Based Learning

    National Research Council Canada - National Science Library

    Kim, Joungbum; Schwarm, Sarah E; Ostendorf, Mari

    2004-01-01

    .... Specifically, combinations of decision trees and language models are used to predict sentence ends and interruption points and given these events transformation based learning is used to detect edit...

  8. Competences, Learning Theories and MOOCs: Recent Developments in Lifelong Learning

    Science.gov (United States)

    Steffens, Karl

    2015-01-01

    Our societies have come to be known as knowledge societies in which lifelong learning is becoming increasingly important. In this context, competences have become a much discussed topic. Many documents were published by international organisations (UNESCO, World Bank, European Commission) which enumerated 21st century key competences. The field of…

  9. Perceptual learning: toward a comprehensive theory.

    Science.gov (United States)

    Watanabe, Takeo; Sasaki, Yuka

    2015-01-03

    Visual perceptual learning (VPL) is long-term performance increase resulting from visual perceptual experience. Task-relevant VPL of a feature results from training of a task on the feature relevant to the task. Task-irrelevant VPL arises as a result of exposure to the feature irrelevant to the trained task. At least two serious problems exist. First, there is the controversy over which stage of information processing is changed in association with task-relevant VPL. Second, no model has ever explained both task-relevant and task-irrelevant VPL. Here we propose a dual plasticity model in which feature-based plasticity is a change in a representation of the learned feature, and task-based plasticity is a change in processing of the trained task. Although the two types of plasticity underlie task-relevant VPL, only feature-based plasticity underlies task-irrelevant VPL. This model provides a new comprehensive framework in which apparently contradictory results could be explained.

  10. Differential theory of learning for efficient neural network pattern recognition

    Science.gov (United States)

    Hampshire, John B., II; Vijaya Kumar, Bhagavatula

    1993-09-01

    We describe a new theory of differential learning by which a broad family of pattern classifiers (including many well-known neural network paradigms) can learn stochastic concepts efficiently. We describe the relationship between a classifier's ability to generate well to unseen test examples and the efficiency of the strategy by which it learns. We list a series of proofs that differential learning is efficient in its information and computational resource requirements, whereas traditional probabilistic learning strategies are not. The proofs are illustrated by a simple example that lends itself to closed-form analysis. We conclude with an optical character recognition task for which three different types of differentially generated classifiers generalize significantly better than their probabilistically generated counterparts.

  11. Adult learning in veterinary education: theory to practice.

    Science.gov (United States)

    Dale, Vicki H M; Sullivan, Martin; May, Stephen A

    2008-01-01

    This paper argues the case for the increased application of adult learning principles to veterinary education. It encapsulates evidence from the United Kingdom, Europe, North America, and Australia to explain why it has taken veterinary schools so long to transform their curricula to best facilitate the development of lifelong learning skills, such as independent and self-directed learning, problem solving, and critical thinking. Despite the variation in training programs in these different regions, the paper identifies common issues-conflicting educational paradigms and the need for faculty development-and ultimately concludes that professional and continuing education should be viewed as a continuous process, supporting the adult learner's cognitive development and facilitated through experiential learning.

  12. Digital Transformation of Words in Learning Processes: A Critical View.

    Science.gov (United States)

    Saga, Hiroo

    1999-01-01

    Presents some negative aspects of society's dependence on digital transformation of words by referring to works by Walter Ong and Martin Heidegger. Discusses orality, literacy and digital literacy and describes three aspects of the digital transformation of words. Compares/contrasts art with technology and discusses implications for education.…

  13. Developing the master learner: applying learning theory to the learner, the teacher, and the learning environment.

    Science.gov (United States)

    Schumacher, Daniel J; Englander, Robert; Carraccio, Carol

    2013-11-01

    As a result of the paradigm shift to a competency-based framework, both self-directed lifelong learning and learner-centeredness have become essential tenets of medical education. In the competency-based framework, learners drive their own educational process, and both learners and teachers share the responsibility for the path and content of learning. This learner-centered emphasis requires each physician to develop and maintain lifelong learning skills, which the authors propose culminate in becoming a "master leaner." To better understand the development of these skills and the attainment of that goal, the authors explore how learning theories inform the development of master learners and how to translate these theories into practical strategies for the learner, the teacher, and the learning environment so as to optimize this development.The authors begin by exploring self-determination theory, which lays the groundwork for understanding the motivation to learn. They next consider the theories of cognitive load and situated cognition, which inform the optimal context and environment for learning. Building from this foundation, the authors consider key educational theories that affect learners' abilities to serve as primary drivers of their learning, including self-directed learning (SDL); the self-assessment skills necessary for SDL; factors affecting self-assessment (self-concept, self-efficacy, illusory superiority, gap filling); and ways to mitigate the inaccuracies of self-assessment (reflection, self-monitoring, external information seeking, and self-directed assessment seeking).For each theory, they suggest practical action steps for the learner, the teacher, and the learning environment in an effort to provide a road map for developing master learners.

  14. FRIST—flipping and rotation invariant sparsifying transform learning and applications

    International Nuclear Information System (INIS)

    Wen, Bihan; Bresler, Yoram; Ravishankar, Saiprasad

    2017-01-01

    Features based on sparse representation, especially using the synthesis dictionary model, have been heavily exploited in signal processing and computer vision. However, synthesis dictionary learning typically involves NP-hard sparse coding and expensive learning steps. Recently, sparsifying transform learning received interest for its cheap computation and its optimal updates in the alternating algorithms. In this work, we develop a methodology for learning flipping and rotation invariant sparsifying transforms, dubbed FRIST, to better represent natural images that contain textures with various geometrical directions. The proposed alternating FRIST learning algorithm involves efficient optimal updates. We provide a convergence guarantee, and demonstrate the empirical convergence behavior of the proposed FRIST learning approach. Preliminary experiments show the promising performance of FRIST learning for sparse image representation, segmentation, denoising, robust inpainting, and compressed sensing-based magnetic resonance image reconstruction. (paper)

  15. Constructivist Teaching/Learning Theory and Participatory Teaching Methods

    Science.gov (United States)

    Fernando, Sithara Y. J. N.; Marikar, Faiz M. M. T.

    2017-01-01

    Evidence for the teaching involves transmission of knowledge, superiority of guided transmission is explained in the context of our knowledge, but it is also much more that. In this study we have examined General Sir John Kotelawala Defence University's cadet and civilian students' response to constructivist learning theory and participatory…

  16. Learning Organisation Review--A "Good" Theory Perspective

    Science.gov (United States)

    Santa, Mijalce

    2015-01-01

    Purpose: The purpose of this paper is to perform integrative literature review of the learning organisation (LO) concept, on the basis of the results of the literature review to assess the concept on the principles of "good" theory, and provide future avenues for LO concept clarification and development. Design/methodology/approach: The…

  17. Writing for publication: faculty development initiative using social learning theory.

    Science.gov (United States)

    Sanderson, Bonnie K; Carter, Matt; Schuessler, Jenny B

    2012-01-01

    Demonstrating scholarly competency is an expectation for nurse faculty. However, there is hesitancy among some faculty to fully engage in scholarly activities. To strengthen a school of nursing's culture of scholarship, a faculty development writing initiative based on Social Learning Theory was implemented. The authors discuss this initiative to facilitate writing for publication productivity among faculty and the successful outcomes.

  18. Social Learning Theory: A Vanishing or Expanding Presence?

    Science.gov (United States)

    Stuart, Richard B.

    1989-01-01

    Reviews history and current status of social learning theory (SLT) including present conflict between "cognitive behaviorists" within the movement. Makes suggestions on how to resolve conflict in a way that will further secure the future role of SLT. Offers prescription for adoption of a multifaceted "indirect" approach to…

  19. Adult Basic Skills Instructor Training and Experiential Learning Theory.

    Science.gov (United States)

    Marlowe, Mike; And Others

    1991-01-01

    Competency-based training workshops based on Kolb's experiential learning theory were held for North Carolina adult basic education teachers; 251 attended 1-day sessions and 91 a week-long summer institute. Topics included interpersonal communication, reading, numeracy, language arts, math, assessment, and program evaluation. (SK)

  20. Gestalt-A Learning Theory for Graphic Design Education

    Science.gov (United States)

    Jackson, Ian

    2008-01-01

    This article will begin by seeking to define the notion of learning "by, through" and "from" experience. A linkage will then be established between these notions of experiences and gestalt theory. This will be explored within a subject specific context of graphic design. Links will be highlighted between the inherent nature of graphic design and…

  1. The Interdependence of Pedagogy, Learning Theory, Morality and Metaphysics.

    Science.gov (United States)

    Blunden, Ralph

    1997-01-01

    Explores the incompatibility between constructivist theories of learning and realist metaphysics (belief that knowledge and skills exist in mind-independent workplace practices). Shows how this results in conflict between constructivist teaching approaches and the transmission or banking mode favored by realist metaphysics. (SK)

  2. A Lifespan Perspective on Cooperative Education Learning: A Grounded Theory

    Science.gov (United States)

    Linn, Patricia

    2015-01-01

    This qualitative study sits at the intersection of two trends in vocational education. The first trend is a narrative approach to understanding cooperative education learning; the second is a movement away from career development theories toward the view that individuals use work experiences to help construct their lives. Both trends view learning…

  3. Children balance theories and evidence in exploration, explanation, and learning

    NARCIS (Netherlands)

    Bonawitz, E.B.; van Schijndel, T.J.P.; Friel, D.; Schulz, L.

    2012-01-01

    We look at the effect of evidence and prior beliefs on exploration, explanation and learning. In Experiment 1, we tested children both with and without differential prior beliefs about balance relationships (Center Theorists, mean: 82 months; Mass Theorists, mean: 89 months; No Theory children,

  4. Designing Opportunities to Learn Mathematics Theory-Building Practices

    Science.gov (United States)

    Bass, Hyman

    2017-01-01

    Mathematicians commonly distinguish two modes of work in the discipline: "Problem solving," and "theory building." Mathematics education offers many opportunities to learn problem solving. This paper explores the possibility, and value, of designing instructional activities that provide supported opportunities for students to…

  5. Cultural Historical Activity Theory, Expansive Learning and Agency ...

    African Journals Online (AJOL)

    The paper focuses on how contradictions were used as sources of learning and development leading to 'real life expansions'. This demonstrates and reflects on the value of an interventionist research theory and methodology employed in the study to enhance participants' agency in sustainable agriculture workplaces.

  6. Amidst Multiple Theories of Learning in Mathematics Education

    Science.gov (United States)

    Simon, Martin A.

    2009-01-01

    Currently, there are more theories of learning in use in mathematics education research than ever before (Lerman & Tsatsaroni, 2004). Although this is a positive sign for the field, it also has brought with it a set of challenges. In this article, I identify some of these challenges and consider how mathematics education researchers might think…

  7. Conversations, Individuals and Knowables: Toward a Theory of Learning

    Science.gov (United States)

    Daniel, John S.

    1975-01-01

    Presents a learning theory in the language of cybernetics based on the tenet that the minimal experimental situation for making psychological observations is a conversation. The account is directed at generating interest in the original work by G. Pask, et al. (GS)

  8. Learning and Emotion: Perspectives for Theory and Research

    Science.gov (United States)

    Hascher, Tina

    2010-01-01

    There is growing interest in and knowledge about the interplay of learning and emotion. However, the different approaches and empirical studies correspond to each other only to a low extent. To prevent this research field from increasing fragmentation, a shared basis of theory and research is needed. The presentation aims at giving an overview of…

  9. Supporting Pre-Service Teachers' Technology-Enabled Learning Design Thinking through Whole of Programme Transformation

    Science.gov (United States)

    Bower, Matt; Highfield, Kate; Furney, Pam; Mowbray, Lee

    2013-01-01

    This paper explains a development and evaluation project aimed at transforming two pre-service teacher education programmes at Macquarie University to more effectively cultivate students' technology-enabled learning design thinking. The process of transformation was based upon an explicit and sustained focus on developing university academics'…

  10. Broken symmetry of Lie groups of transformation generating general relativistic theories of gravitation

    International Nuclear Information System (INIS)

    Halpern, L.

    1981-01-01

    Invariant varieties of suitable semisimple groups of transformations can serve as models of the space-time of the universe. The metric is expressible in terms of the basis vectors of the group. The symmetry of the group is broken by introducing a gauge formalism in the space of the basis vectors with the adjoint group as gauge group. The gauge potentials are expressible in terms of the basis vectors for the case of the De Sitter group. The resulting gauge theory is equivalent to De Sitter covariant general relativity. Group covariant generalizations of gravitational theory are discussed. (Auth.)

  11. Exploring an experiential learning project through Kolb's Learning Theory using a qualitative research method

    Science.gov (United States)

    Yuk Chan, Cecilia Ka

    2012-08-01

    Experiential learning pedagogy is taking a lead in the development of graduate attributes and educational aims as these are of prime importance for society. This paper shows a community service experiential project conducted in China. The project enabled students to serve the affected community in a post-earthquake area by applying their knowledge and skills. This paper documented the students' learning process from their project goals, pre-trip preparations, work progress, obstacles encountered to the final results and reflections. Using the data gathered from a focus group interview approach, the four components of Kolb's learning cycle, the concrete experience, reflection observation, abstract conceptualisation and active experimentation, have been shown to transform and internalise student's learning experience, achieving a variety of learning outcomes. The author will also explore how this community service type of experiential learning in the engineering discipline allowed students to experience deep learning and develop their graduate attributes.

  12. The Impact of Cognitive Load Theory on Learning Astronomy

    Science.gov (United States)

    Foster, Thomas M.

    2010-01-01

    Every student is different, which is the challenge of astronomy education research (AER) and teaching astronomy. This difference also provides the greatest goal for education researchers - our GUT - we need to be able to quantify these differences and provide explanatory and predictive theories to curriculum developers and teachers. One educational theory that holds promise is Cognitive Load Theory. Cognitive Load Theory begins with the well-established fact that everyone's working memory can hold 7 ± 2 unique items. This quirk of the human brain is why phone numbers are 7 digits long. This quirk is also why we forget peoples’ names after just meeting them, leave the iron on when we leave the house, and become overwhelmed as students of new material. Once the intricacies of Cognitive Load are understood, it becomes possible to design learning environments to marshal the resources students have and guide them to success. Lessons learned from Cognitive Load Theory can and should be applied to learning astronomy. Classroom-ready ideas will be presented.

  13. Kolb's Experiential Learning Theory in Athletic Training Education: A Literature Review

    Science.gov (United States)

    Schellhase, Kristen C.

    2008-01-01

    Objective: Kolb's Experiential Learning Theory offers insight into the development of learning styles, classification of learning styles, and how students learn through experience. Discussion is presented on the value of Kolb's Experiential Learning Theory for Athletic Training Education. Data Sources: This article reviews research related to…

  14. Duality transformations in supersymmetric Yang-Mills theories coupled to supergravity

    CERN Document Server

    Ceresole, Anna T; Ferrara, Sergio; Van Proeyen, A; Ceresole, A; D'Auria, R; Ferrara, S; Van Proeyen, A

    1995-01-01

    We consider duality transformations in N=2, d=4 Yang-Mills theory coupled to N=2 supergravity. A symplectic and coordinate covariant framework is established, which allows one to discuss stringy `classical and quantum duality symmetries' (monodromies), incorporating T and S dualities. In particular, we shall be able to study theories (like N=2 heterotic strings) which are formulated in symplectic basis where a `holomorphic prepotential' F does not exist, and yet give general expressions for all relevant physical quantities. Duality transformations and symmetries for the N=1 matter coupled Yang--Mills supergravity system are also exhibited. The implications of duality symmetry on all N>2 extended supergravities are briefly mentioned. We finally give the general form of the central charge and the N=2 semiclassical spectrum of the dyonic BPS saturated states (as it comes by truncation of the N=4 spectrum).

  15. Learning Theory Expertise in the Design of Learning Spaces: Who Needs a Seat at the Table?

    Science.gov (United States)

    Rook, Michael M.; Choi, Koun; McDonald, Scott P.

    2015-01-01

    This study highlights the impact of including stakeholders with expertise in learning theory in a learning space design process. We present the decision-making process during the design of the Krause Innovation Studio on the campus of the Pennsylvania State University to draw a distinction between the architect and faculty member's decision-making…

  16. Application of Ausubel's Theory of Meaningful Verbal Learning to Curriculum, Teaching and Learning of Deaf Students.

    Science.gov (United States)

    Biser, Eileen

    Implications of D. Ausubel's Theory of Meaningful Verbal Learning and its derivative, the Advance Organizer Model of Teaching, for deaf students are examined. Ausubel believes that complex intellectual processes (thinking, language, problem-solving, concept formation) are the major aspects of learning, and that primary emphasis should be placed on…

  17. Non-linear gauge transformations in D=10 SYM theory and the BCJ duality

    Energy Technology Data Exchange (ETDEWEB)

    Lee, Seungjin [Max-Planck-Institut für Gravitationsphysik Albert-Einstein-Institut,14476 Potsdam (Germany); Mafra, Carlos R. [Institute for Advanced Study, School of Natural Sciences,Einstein Drive, Princeton, NJ 08540 (United States); DAMTP, University of Cambridge,Wilberforce Road, Cambridge, CB3 0WA (United Kingdom); Schlotterer, Oliver [Max-Planck-Institut für Gravitationsphysik Albert-Einstein-Institut,14476 Potsdam (Germany)

    2016-03-14

    Recent progress on scattering amplitudes in super Yang-Mills and superstring theory benefitted from the use of multiparticle superfields. They universally capture tree-level subdiagrams, and their generating series solve the non-linear equations of ten-dimensional super Yang-Mills. We provide simplified recursions for multiparticle superfields and relate them to earlier representations through non-linear gauge transformations of their generating series. Moreover, we discuss the gauge transformations which enforce their Lie symmetries as suggested by the Bern-Carrasco-Johansson duality between color and kinematics. Another gauge transformation due to Harnad and Shnider is shown to streamline the theta-expansion of multiparticle superfields, bypassing the need to use their recursion relations beyond the lowest components. The findings of this work tremendously simplify the component extraction from kinematic factors in pure spinor superspace.

  18. Sociocultural Theory Applied to Second Language Learning: Collaborative Learning with Reference to the Chinese Context

    Science.gov (United States)

    Dongyu, Zhang; Fanyu, B.; Wanyi, Du

    2013-01-01

    This paper discusses the sociocultural theory (SCT). In particular, three significant concepts of Vyogtsky's theory: self-regulation, the Zone of Proximal Development (ZPD), and scaffolding all of which have been discussed in numerous second language acquisition (SLA) and second language learning (SLL) research papers. These concepts lay the…

  19. The wavelet transform and the suppression theory of binocular vision for stereo image compression

    Energy Technology Data Exchange (ETDEWEB)

    Reynolds, W.D. Jr [Argonne National Lab., IL (United States); Kenyon, R.V. [Illinois Univ., Chicago, IL (United States)

    1996-08-01

    In this paper a method for compression of stereo images. The proposed scheme is a frequency domain approach based on the suppression theory of binocular vision. By using the information in the frequency domain, complex disparity estimation techniques can be avoided. The wavelet transform is used to obtain a multiresolution analysis of the stereo pair by which the subbands convey the necessary frequency domain information.

  20. Transformative Materiality: Theory Development and Application in Sand, Wind, and Water

    OpenAIRE

    Hunter, Ian du Bois

    2017-01-01

    This thesis offers a preliminary argument for materiality as the primary medium through which landscape architecture is experienced. An original theory, Transformative Materiality, posits that landscape experience may be heightened, making people more aware of and engaged with their surroundings, if design encourages the changing of materials over time through temporal landscape processes (such as erosion and deposition). Resulting landscape phenomena may translate into passive education abou...

  1. On Becoming a Global Citizen: Transformative Learning Through Global Health Experiences.

    Science.gov (United States)

    Litzelman, Debra K; Gardner, Adrian; Einterz, Robert M; Owiti, Philip; Wambui, Charity; Huskins, Jordan C; Schmitt-Wendholt, Kathleen M; Stone, Geren S; Ayuo, Paul O; Inui, Thomas S; Umoren, Rachel A

    Globalization has increased the demand for international experiences in medical education. International experiences improve medical knowledge, clinical skills, and self-development; influence career objectives; and provide insights on ethical and societal issues. However, global health rotations can end up being no more than tourism if not structured to foster personal transformation and global citizenship. We conducted a qualitative assessment of trainee-reported critical incidents to more deeply understand the impact of our global health experience on trainees. A cross-sectional survey was administered to trainees who had participated in a 2-month elective in Kenya from January 1989 to May 2013. We report the results of a qualitative assessment of the critical incident reflections participants (n = 137) entered in response to the prompt, "Write about one of your most memorable experiences and explain why you chose to describe this particular one." Qualitative analyses were conducted using thematic analysis and crystallization immersion analytic methods based on the principles of grounded theory, employing a constructivists' research paradigm. Four major themes emerged. These themes were Opening Oneself to a Broader World View; Impact of Suffering and Death; Life-Changing Experiences; and Commitment to Care for the Medically Underserved. Circumstances that learners encounter in the resource-scarce environment in Kenya are eye-opening and life-changing. When exposed to these frame-shifting circumstances, students elaborate on or transform existing points of view. These emotionally disruptive experiences in an international health setting allowed students to enter a transformational learning process with a global mind. Students can see the world as an interdependent society and develop the capacity to advance both their enlightened self-interest and the interest of people elsewhere in the world as they mature as global citizens. Medical schools are encouraged to

  2. What propels sexual murderers: a proposed integrated theory of social learning and routine activities theories.

    Science.gov (United States)

    Chan, Heng Choon Oliver; Heide, Kathleen M; Beauregard, Eric

    2011-04-01

    Despite the great interest in the study of sexual homicide, little is known about the processes involved in an individual's becoming motivated to sexually kill, deciding to sexually kill, and acting on that desire, intention, and opportunity. To date, no comprehensive model of sexual murdering from the offending perspective has been proposed in the criminological literature. This article incorporates the works of Akers and Cohen and Felson regarding their social learning theory and routine activities theory, respectively, to construct an integrated conceptual offending framework in sexual homicide. This integrated model produces a stronger and more comprehensive explanation of sexual murder than any single theory currently available.

  3. Aligning Coordination Class Theory with a New Context: Applying a Theory of Individual Learning to Group Learning

    Science.gov (United States)

    Barth-Cohen, Lauren A.; Wittmann, Michael C.

    2017-01-01

    This article presents an empirical analysis of conceptual difficulties encountered and ways students made progress in learning at both individual and group levels in a classroom environment in which the students used an embodied modeling activity to make sense of a specific scientific scenario. The theoretical framework, coordination class theory,…

  4. Positioning Learning Design: Learner Experience and the challenges of transforming teaching practice

    NARCIS (Netherlands)

    Johnson, Mark; Griffiths, Dai; Hanslot, Zubair

    2010-01-01

    Johnson, M., Griffiths, D., & Hanslot, Z. (2010). Positioning Learning Design: Learner Experience and the challenges of transforming teaching practice. In D. Griffiths, & R. Koper (Eds.), Rethinking Learning and Employment at a Time of Economic Uncertainty. Proceedings of the 6th TENCompetence Open

  5. The roles of electronic books in the transformation of learning and instruction

    NARCIS (Netherlands)

    Huang, Ronghuai; Chen, Nian-Shing; Kang, Myunghee; McKenney, Susan; Churchill, Daniel

    2014-01-01

    Huang, R., Chen, N., Kang, M. McKenney, S. & Churchill, D. (2013). The roles of electronic books in the transformation of learning and instruction. In N. Chen, R. Huang, Kinshuk, Y. Li, D. G. Sampson (Eds.) Proceedings of the IEEE 13th International Conference on Advanced Learning Technologies

  6. Organizational Transformation from the Inside Out: Reinventing the MIT Center for Organizational Learning.

    Science.gov (United States)

    Clanon, Jeff

    1999-01-01

    The 2-year process by which the Massachusetts Institute of Technology's Center for Organizational Learning transformed into the self-governed Society for Organizational Learning illustrates new ways of conceiving organizations, the capabilities required for change, and critical elements of the process: diverse representation, grounding in business…

  7. Women's Leadership Development in Sport Settings: Factors Influencing the Transformational Learning Experience of Female Managers

    Science.gov (United States)

    Megheirkouni, Majd; Roomi, Muhammad Azam

    2017-01-01

    Purpose: This study explores the positive and negative factors influencing transformational learning experiences of female leaders in women's leadership development programmes in sports and examines the differences in learning/change factors cited by those who successfully addressed them and those who failed. Design/methodology/approach: The study…

  8. Digital technologies, participatory learning and the transformation of students’ conduct of everyday life

    DEFF Research Database (Denmark)

    Schraube, Ernst

    expanding human activities, they are also powerful socio-political “forms of life” (Langdon Winner) transforming fundamentally the practice of teaching and learning as well as the students’ conduct of everyday life. The paper explores the meaning of digital learning spaces at universities (especially...

  9. Transformational Learning and Role of Self-Authorship in Developing Women Leaders

    Science.gov (United States)

    Collay, Michelle; Cooper, Joanne

    2008-01-01

    Given the challenges of the workplace and the historic exclusion of women and people of color from positional leadership, this dual case study explores women's experiences in two graduate programs designed to support transformational learning of educational leaders. Data included participants' structured reflections on learning about leadership,…

  10. Freedom to Connect: Insight Into the Existential Dimension of Transformative Learning in a Graduate Seminar

    Science.gov (United States)

    Sohn, Brian K.; Plaas, Kristina; Franklin, Karen; Dellard, Tiffany; Murphy, Brenda; Greenberg, Katherine H.; Greenberg, Neil B.; Pollio, Howard R.; Thomas, Sandra P.

    2016-01-01

    Previous analyses of transformational learning (TL) focused on rational or nonrational processes such as critical reflection on an uncomfortable personal situation or emotional learning. In this phenomenological study, researchers examined existential dimensions of TL. Individual interviews were analyzed to identify the lived experiences of eight…

  11. Finding a nonlinear lattice with improved integrability using Lie transform perturbation theory

    International Nuclear Information System (INIS)

    Sonnad, Kiran G.; Cary, John R.

    2004-01-01

    A condition for improved dynamic aperture for nonlinear, alternating gradient transport systems is derived using Lie transform perturbation theory. The Lie transform perturbation method is used here to perform averaging over fast oscillations by canonically transforming to slowly oscillating variables. This is first demonstrated for a linear sinusoidal focusing system. This method is then employed to average the dynamics over a lattice period for a nonlinear focusing system, provided by the use of higher order poles such as sextupoles and octupoles along with alternate gradient quadrupoles. Unlike the traditional approach, the higher order focusing is not treated as a perturbation. The Lie transform method is particularly advantageous for such a system where the form of the Hamiltonian is complex. This is because the method exploits the property of canonical invariance of Poisson brackets so that the change of variables is accomplished by just replacing the old ones with the new. The analysis shows the existence of a condition in which the system is azimuthally symmetric in the transformed, slowly oscillating frame. Such a symmetry in the time averaged frame renders the system nearly integrable in the laboratory frame. This condition leads to reduced chaos and improved confinement when compared to a system that is not close to integrability. Numerical calculations of single-particle trajectories and phase space projections of the dynamic aperture performed for a lattice with quadrupoles and sextupoles confirm that this is indeed the case

  12. Gaming mindsets: implicit theories in serious game learning.

    Science.gov (United States)

    Lee, Yu-Hao; Heeter, Carrie; Magerko, Brian; Medler, Ben

    2012-04-01

    Individuals' beliefs about the malleability of their abilities may predict their response and outcome in learning from serious games. Individuals with growth mindsets believe their abilities can develop with practice and effort, whereas individuals with fixed mindsets believe their abilities are static and cannot improve. This study uses survey and gameplay server data to examine the implicit theory of intelligence in the context of serious game learning. The findings show that growth mindset players performed better than fixed mindset players, their mistakes did not affect their attention to the game, and they read more learning feedback than fixed mindset players. In addition, growth mindset players were more likely to actively seek difficult challenges, which is often essential to self-directed learning. General mindset measurements and domain-specific measurements were also compared. These findings suggest that players' psychological attributes should be considered when designing and applying serious games.

  13. Transforming Language Ideologies through Action Research: A Case Study of Bilingual Science Learning

    Science.gov (United States)

    Yang, Eunah

    2012-01-01

    This qualitative case study explored a third grade bilingual teacher's transformative language ideologies through participating in a collaborative action research project. By merging language ideologies theory, Cultural Historical Activity Theory (CHAT), and action research, I was able to identify the analytic focus of this study. I analyzed…

  14. Transformative Learning Model for Youth Life Skills Entrepreneurs in Poor Weavers Songket Palembang

    Directory of Open Access Journals (Sweden)

    Ayi Olim

    2015-05-01

    Full Text Available Non-formal education serves to develop the potential of students with an emphasis on the mastery of knowledge and functional skills and professional attitude and personality development, is now understood as an alternative approach to the future education with an emphasis on the mastery of skills. transformative learning, life skills and entrepreneurship as a modality of model development. learner/ prospective participants learn from the lower-middle group (in the shadow of the transmission of learning should be the owner of the learning process and should be able to identify the capabilities and environmental problems, reflect and take action in developing entrepreneurial abilities. The model requires changing patterns of transformative learning and utilization participants life skills learning, facilitation and management support from stakeholders

  15. Comparison of Theories of Anisotropy in Transformer Oil-Based Magnetic Fluids

    Directory of Open Access Journals (Sweden)

    Jozef Kudelcik

    2013-01-01

    Full Text Available The external magnetic field in transformer oil-based magnetic fluids leads to the aggregation of magnetic nanoparticles and formation of clusters. These aggregations are the result of the interaction between the external magnetic field and the magnetic moments of the nanoparticles occurs. However, the temperature of magnetic fluids has also very important influence on the structural changes because the mechanism of thermal motion acts against the cluster creation. The acoustic spectroscopy was used to study the anisotropy of transformer oil-based magnetic fluids upon the effect of an external magnetic field and temperature. In present the anisotropy of the magnetic fluids can be described by two theories. Taketomi theory assumes the existence of spherical clusters. These clusters form long chains, aligned in a magnetic field direction. Shliomis in his theory supposed that only nanoparticles formed chains. A comparison of the experimental results with the predictions of the Taketomi theory allowed a determination of the cluster radius and the number density of the colloidal particles. The proportions of the acoustic wave energy used for excitation of the translational and rotational motion were determined.

  16. Enhancing and Transforming Global Learning Communities with Augmented Reality

    Science.gov (United States)

    Frydenberg, Mark; Andone, Diana

    2018-01-01

    Augmented and virtual reality applications bring new insights to real world objects and scenarios. This paper shares research results of the TalkTech project, an ongoing study investigating the impact of learning about new technologies as members of global communities. This study shares results of a collaborative learning project about augmented…

  17. Leadership Education and Service: Exploring Transformational Learning Following a Tornado

    Science.gov (United States)

    Buschlen, Eric; Warner, Cathleen; Goffnett, Sean

    2015-01-01

    Each year, millions of people around the world are affected by natural disasters. Following these disasters, many students from colleges and universities arrive to support the affected areas. These seamless leadership learning opportunities engage students by allowing them to implement the concepts they learned in a classroom. Humanitarian relief…

  18. Transforming K-12 Rural Education through Blended Learning: Teacher Perspectives

    Science.gov (United States)

    Kellerer, Paula; Kellerer, Eric; Werth, Eric; Werth, Lori; Montgomery, Danielle; Clyde, Rozella; Cozart, Joe; Creach, Laura; Hibbard, Laura; LaFrance, Jason; Rupp, Nadine; Walker, Niki; Carter, Theresa; Kennedy, Kathryn

    2014-01-01

    A qualitative study exploring rural teacher perspectives on the impact of blended learning on students and teachers was conducted in Idaho during the Fall of 2013. Researchers from Northwest Nazarene University's DOCEO Center in partnership with Idaho Digital Learning Academy (IDLA) and the International Association for K-12 Online Learning…

  19. Transforming Constructivist Learning into Action: Design Thinking in Education

    Science.gov (United States)

    Scheer, Andrea; Noweski, Christine; Meinel, Christoph

    2012-01-01

    In an ever changing society of the 21st century, there is a demand to equip students with meta competences going beyond cognitive knowledge. Education, therefore, needs a transition from transferring knowledge to developing individual potentials with the help of constructivist learning. Advantages of constructivist learning, and criteria for its…

  20. How an Active Learning Classroom Transformed IT Executive Management

    Science.gov (United States)

    Connolly, Amy; Lampe, Michael

    2016-01-01

    This article describes how our university built a unique classroom environment specifically for active learning. This classroom changed students' experience in the undergraduate executive information technology (IT) management class. Every college graduate should learn to think critically, solve problems, and communicate solutions, but 90% of…

  1. DIALOGIC LEARNING AND ITS CONTRIBUTIONS TO EDUCATIONAL THEORY

    Directory of Open Access Journals (Sweden)

    Óscar Prieto

    2009-11-01

    Full Text Available This article highlights the contributions of the dialogic learning approach toeducational theory, with the aim of providing some orientations in order to promoteegalitarian and scientific educational practice. The seven principles of dialogic learningare discussed, along with other reproductionist theories and practices from the educationalfield, demonstrating how the former both surpass the latter. The article also reflectsopen dialogue with the critical theories of education which the dialogic learningtheory is based on. These basic theories are, on the one hand, by authors who are distantin time but very close in their educational approach, such as Ferrer i Guàrdia, Vygotsky,or Paulo Freire, and, on the other hand, by other contemporary authors in critical pedagogy.Each of the seven principles presented are provided along with a critical examinationof a specific educational practice. The consequences of the implementation of dialogiclearning are underlined here through an analysis of innovative and critical educationalprojects which are academically successful.

  2. Midwifery students learning experiences in labor wards: a grounded theory.

    Science.gov (United States)

    Brunstad, Anne; Hjälmhult, Esther

    2014-12-01

    The labor ward is an important and challenging learning area for midwifery students. It is there the students learn in authentic complex situations, in intimate situations, with potential risk for the life and health of mothers and their babies. The aim of this study was to explore the main concern expressed by midwifery students in labor wards and how they handled this concern. A longitudinal study based on grounded theory methodology was used. The participants were 10 postgraduate midwifery students, from a University College in Norway. Data were gathered and analyzed throughout the 2-year postgraduate program, in the students first, third and fourth semesters. Every student was interviewed three times in a total of 15 single and three focus-group sessions. The grounded theory of "building relationships" explains how students dealt with their main concern: "how to gain access to learning experiences". This theory consisted of three strategies; a) controlling vulnerability, b) cultivating trust and c) obtaining acceptance. Clarifying discussions involving midwives and students may facilitate the process of building relationships and contribute to confident learning. Students appreciate it when the midwives initiate discussions about acute situations and state that a novice may perceive labor and childbirth as more frightening than an experienced midwife would. Copyright © 2014 Elsevier Ltd. All rights reserved.

  3. Concept-Based Learning in Clinical Experiences: Bringing Theory to Clinical Education for Deep Learning.

    Science.gov (United States)

    Nielsen, Ann

    2016-07-01

    Concept-based learning is used increasingly in nursing education to support the organization, transfer, and retention of knowledge. Concept-based learning activities (CBLAs) have been used in clinical education to explore key aspects of the patient situation and principles of nursing care, without responsibility for total patient care. The nature of best practices in teaching and the resultant learning are not well understood. The purpose of this multiple-case study research was to explore and describe concept-based learning in the context of clinical education in inpatient settings. Four clinical groups (each a case) were observed while they used CBLAs in the clinical setting. Major findings include that concept-based learning fosters deep learning, connection of theory with practice, and clinical judgment. Strategies used to support learning, major teaching-learning foci, and preconditions for concept-based teaching and learning will be described. Concept-based learning is promising to support integration of theory with practice and clinical judgment through application experiences with patients. [J Nurs Educ. 2016;55(7):365-371.]. Copyright 2016, SLACK Incorporated.

  4. Similarity-transformed equation-of-motion vibrational coupled-cluster theory

    Science.gov (United States)

    Faucheaux, Jacob A.; Nooijen, Marcel; Hirata, So

    2018-02-01

    A similarity-transformed equation-of-motion vibrational coupled-cluster (STEOM-XVCC) method is introduced as a one-mode theory with an effective vibrational Hamiltonian, which is similarity transformed twice so that its lower-order operators are dressed with higher-order anharmonic effects. The first transformation uses an exponential excitation operator, defining the equation-of-motion vibrational coupled-cluster (EOM-XVCC) method, and the second uses an exponential excitation-deexcitation operator. From diagonalization of this doubly similarity-transformed Hamiltonian in the small one-mode excitation space, the method simultaneously computes accurate anharmonic vibrational frequencies of all fundamentals, which have unique significance in vibrational analyses. We establish a diagrammatic method of deriving the working equations of STEOM-XVCC and prove their connectedness and thus size-consistency as well as the exact equality of its frequencies with the corresponding roots of EOM-XVCC. We furthermore elucidate the similarities and differences between electronic and vibrational STEOM methods and between STEOM-XVCC and vibrational many-body Green's function theory based on the Dyson equation, which is also an anharmonic one-mode theory. The latter comparison inspires three approximate STEOM-XVCC methods utilizing the common approximations made in the Dyson equation: the diagonal approximation, a perturbative expansion of the Dyson self-energy, and the frequency-independent approximation. The STEOM-XVCC method including up to the simultaneous four-mode excitation operator in a quartic force field and its three approximate variants are formulated and implemented in computer codes with the aid of computer algebra, and they are applied to small test cases with varied degrees of anharmonicity.

  5. PAL driven organizational learning theory and practices a light on learning journey of organizations

    CERN Document Server

    Chuah, Kong

    2015-01-01

    Presenting an innovative concept and approach for organization management, this book serves to document an organization’s journey towards the ultimate goal of learning organization. This book also shares the experience on how a OL framework built on established learning theories, could be used effectively, overcoming many of the barriers in a real industrial setting. Utilizing a ready-to-use tool called Project Action Learning (PAL) to analyze real life case studies, the authors introduce a framework that allows teams of people to work and learn over the course of business projects. Equal emphasis is placed on the achievement of pre-set project outcomes and the learning objectives of the participants. In addition, a long term organizational learning strategy is put forward and the necessary supporting infrastructure, in the form of four ‘PAL Pillars’, is described. The concepts and development of the PAL driven Organizational Learning model are inspired by, and grounded in, Western and Eastern business ...

  6. What learning theories can teach us in designing neurofeedback treatments.

    Science.gov (United States)

    Strehl, Ute

    2014-01-01

    Popular definitions of neurofeedback point out that neurofeedback is a process of operant conditioning which leads to self-regulation of brain activity. Self-regulation of brain activity is considered to be a skill. The aim of this paper is to clarify that not only operant conditioning plays a role in the acquisition of this skill. In order to design the learning process additional references have to be derived from classical conditioning, two-process-theory and in particular from skill learning and research into motivational aspects. The impact of learning by trial and error, cueing of behavior, feedback, reinforcement, and knowledge of results as well as transfer of self-regulation skills into everyday life will be analyzed in this paper. In addition to these learning theory basics this paper tries to summarize the knowledge about acquisition of self-regulation from neurofeedback studies with a main emphasis on clinical populations. As a conclusion it is hypothesized that learning to self-regulate has to be offered in a psychotherapeutic, i.e., behavior therapy framework.

  7. What learning theories can teach us in designing neurofeedback treatments

    Directory of Open Access Journals (Sweden)

    Ute eStrehl

    2014-11-01

    Full Text Available Popular definitions of neurofeedback point out that neurofeedback is a process of operant conditioning which leads to self-regulation of brain activity. Self-regulation of brain activity is considered to be a skill. The aim of this paper is to clarify that not only operant conditioning plays a role in the acquisition of this skill. In order to design the learning process additional references have to be derived from classical conditioning, two-process-theory and in particular from skill learning and research into motivational aspects. The impact of learning by trial and error, cueing of behavior, feedback, reinforcement, and knowledge of results as well as transfer of self-regulation skills into everyday life will be analyzed in this paper. In addition to these learning theory basics this paper tries to summarize the knowledge about acquisition of self-regulation from neurofeedback studies with a main emphasis on clinical populations. As a conclusion it is hypothesized that learning to self-regulate has to be offered in a psychotherapeutic, i.e. behavior therapy framework.

  8. Connectivism: A knowledge learning theory for the digital age?

    Science.gov (United States)

    Goldie, John Gerard Scott

    2016-10-01

    The emergence of the internet, particularly Web 2.0 has provided access to the views and opinions of a wide range of individuals opening up opportunities for new forms of communication and knowledge formation. Previous ways of navigating and filtering available information are likely to prove ineffective in these new contexts. Connectivism is one of the most prominent of the network learning theories which have been developed for e-learning environments. It is beginning to be recognized by medical educators. This article aims to examine connectivism and its potential application. The conceptual framework and application of connectivism are presented along with an outline of the main criticisms. Its potential application in medical education is then considered. While connectivism provides a useful lens through which teaching and learning using digital technologies can be better understood and managed, further development and testing is required. There is unlikely to be a single theory that will explain learning in technological enabled networks. Educators have an important role to play in online network learning.

  9. Learning Theory Bases of Communicative Methodology and the Notional/Functional Syllabus

    OpenAIRE

    Jacqueline D., Beebe

    1992-01-01

    This paper examines the learning theories that underlie the philosophy and practices known as communicative language teaching methodology. These theories are identified first as a reaction against the behavioristic learning theory of audiolingualism. Approaches to syllabus design based on both the "weak" version of communicative language teaching-learning to use the second language-and the "strong" version-using the second language to learn it-are examined. The application of cognitive theory...

  10. The application of learning theory in horse training

    DEFF Research Database (Denmark)

    McLean, Andrew N.; Christensen, Janne Winther

    2017-01-01

    additional techniques (approach conditioning and stimulus blending). The salience of different types of cues, the interaction of operant and classical conditioning and the impact of stress are also discussed. This paper also exposes the inflexibility and occasional inadequacy of the terminology of learning...... on the correct application of learning theory, and safety and welfare benefits for people and horses would follow. Finally it is also proposed that the term ‘conflict theory’ be taken up in equitation science to facilitate diagnosis of training-related behaviour disorders and thus enable the emergence...

  11. Theory-generating practice. Proposing a principle for learning design

    DEFF Research Database (Denmark)

    Buhl, Mie

    2016-01-01

    This contribution proposes a principle for learning design – Theory-Generating Practice (TGP) – as an alternative to the way university courses are traditionally taught and structured, with a series of theoretical lectures isolated from practical experience and concluding with an exam or a project...... building, and takes tacit knowledge into account. The article introduces TGP, contextualizes it to a Danish tradition of didactics, and discusses it in relation to contemporary conceptual currents of didactic design and learning design. This is followed by a theoretical framing of TGP. Finally, three...

  12. Transformation

    DEFF Research Database (Denmark)

    Bock, Lars Nicolai

    2011-01-01

    Artiklen diskuterer ordet "transformation" med udgangspunkt i dels hvorledes ordet bruges i arkitektfaglig terminologi og dels med fokus på ordets potentielle indhold og egnethed i samme teminologi.......Artiklen diskuterer ordet "transformation" med udgangspunkt i dels hvorledes ordet bruges i arkitektfaglig terminologi og dels med fokus på ordets potentielle indhold og egnethed i samme teminologi....

  13. TRANSFORMATION

    Energy Technology Data Exchange (ETDEWEB)

    LACKS,S.A.

    2003-10-09

    Transformation, which alters the genetic makeup of an individual, is a concept that intrigues the human imagination. In Streptococcus pneumoniae such transformation was first demonstrated. Perhaps our fascination with genetics derived from our ancestors observing their own progeny, with its retention and assortment of parental traits, but such interest must have been accelerated after the dawn of agriculture. It was in pea plants that Gregor Mendel in the late 1800s examined inherited traits and found them to be determined by physical elements, or genes, passed from parents to progeny. In our day, the material basis of these genetic determinants was revealed to be DNA by the lowly bacteria, in particular, the pneumococcus. For this species, transformation by free DNA is a sexual process that enables cells to sport new combinations of genes and traits. Genetic transformation of the type found in S. pneumoniae occurs naturally in many species of bacteria (70), but, initially only a few other transformable species were found, namely, Haemophilus influenzae, Neisseria meningitides, Neisseria gonorrheae, and Bacillus subtilis (96). Natural transformation, which requires a set of genes evolved for the purpose, contrasts with artificial transformation, which is accomplished by shocking cells either electrically, as in electroporation, or by ionic and temperature shifts. Although such artificial treatments can introduce very small amounts of DNA into virtually any type of cell, the amounts introduced by natural transformation are a million-fold greater, and S. pneumoniae can take up as much as 10% of its cellular DNA content (40).

  14. Use of the Learning together technique associated to the theory of significative learning

    Directory of Open Access Journals (Sweden)

    Ester López Donoso

    2008-09-01

    Full Text Available This article deals with an experimental research, regarding a qualitative and quantitative design, applied to a group of students of General Physics course during the first semester of the university career of Engineering. Historically, students of this course present learning difficulties that directly affect their performance, conceptualization and permanence in the university. The present methodology integrates the collaborative learning, denominated Learning Together", with the theory of significant learning to avoid the above-written difficulties. Results of this research show that the proposed methodology works properly, especially to improve the conceptualization.

  15. Gallery Educators as Adult Learners: The Active Application of Adult Learning Theory

    Science.gov (United States)

    McCray, Kimberly H.

    2016-01-01

    In order to better understand the importance of adult learning theory to museum educators' work, and that of their profession at large, museum professionals must address the need for more adult learning research and practice in museums--particularly work informed by existing theory and work seeking to generate new theory. Adult learning theory…

  16. A Phenomenological Study of an Indonesian Cohort Group's Transformative Learning

    Science.gov (United States)

    Budiraharjo, Markus

    2013-01-01

    This study was set to investigate how a cohort of ten Indonesian teachers experienced transformations in their teaching professionalism upon receiving an assignment of instructional leadership training to other school leaders. These ten teachers, who came from three different Indonesian Jesuit high schools and one archdiocese-based educational…

  17. Higher Education, Learning Regions and the Malaysian Transformation Policies

    Science.gov (United States)

    Azman, Norzaini; Sirat, Morshidi; Ahmad, Abdul Razak

    2014-01-01

    The process of globalisation has undoubtedly impacted countries, bringing about different challenges for each country, region and locality. Many countries have responded positively to the demands and challenges through a societal transformation process with an emphasis on developing tertiary education, research and innovative capacities. Drawing…

  18. Moving Teaching and Learning with Technology from Adoption to Transformation

    Science.gov (United States)

    Hartman, Joel L.

    2008-01-01

    Information technology has been an important part of higher education since the development of the lantern slide in the mid-1800s. However, occasions in which the academy has been "transformed" by technology are rare. Viewed in a historical perspective, these occasions can be considered as a series of three epochs: the online public-access catalog…

  19. Living and Learning with HIV/AIDS: Transformational Tales Continued.

    Science.gov (United States)

    Baumgartner, Lisa M.

    2002-01-01

    Narrative analysis of interviews with 11 HIV-positive adults in 1995, 1998, and 1999 found the following: (1) perspective transformation remained stable; (2) changes in meaning schemas in 1998 had been acted on; (3) new meanings included increased appreciation for the human condition and an expanded view of intimacy; and (4) social interaction was…

  20. Transformative Learning for a Sustainable Future: An Exploration of Pedagogies for Change at an Alternative College

    Directory of Open Access Journals (Sweden)

    Joanna Blake

    2013-12-01

    Full Text Available Educators and policy makers have long recognised the central role that education can play in creating a more sustainable and equitable world. Yet some question whether current processes across mainstream higher education prepare learners sufficiently to graduate with the capabilities or motivation to shape and create a future that is life-sustaining. This paper presents findings from a qualitative research project carried out by Plymouth University in association with Schumacher College, Devon, UK. Schumacher College is an alternative, civil society college, owned by the Dartington Hall Trust that claims to provide transformative learning opportunities within a broad context of sustainability. The study explored the nature and application of transformative learning as a pedagogical approach to advance change towards sustainability. If learners claimed transformational learning experiences, the research asked whether, and to what extent, this transformation could be attributed to the pedagogies employed at the College. The paper begins by setting out the broad background to the relationship between marginal and mainstream educational settings, and definitions and theoretical underpinnings of transformative learning, and then leads into the research design and findings. The potential for transformative pedagogies to be applied to and employed within the wider higher education (HE sector is then discussed, and the overall findings and conclusions are presented.

  1. UNIVERSITY TEACHING-LEARNING PROCESS: REFLECTIONS THROUGHOUT THE AGENCY THEORY

    Directory of Open Access Journals (Sweden)

    Víctor Jacques Parraguez

    2011-04-01

    Full Text Available This work analyses some reasons that might explain the insufficient academic level which is perceived in universities of developing countries. The discussion element is the teacher-student relationship which is studied under the perspective of the agency theory. It is concluded that in absence of efficient monitoring mechanisms of the teacher and student’s behavior might proliferate gaps of due diligence which attempts against the quality of the teaching-learning process.

  2. TRANSFORMER

    Science.gov (United States)

    Baker, W.R.

    1959-08-25

    Transformers of a type adapted for use with extreme high power vacuum tubes where current requirements may be of the order of 2,000 to 200,000 amperes are described. The transformer casing has the form of a re-entrant section being extended through an opening in one end of the cylinder to form a coaxial terminal arrangement. A toroidal multi-turn primary winding is disposed within the casing in coaxial relationship therein. In a second embodiment, means are provided for forming the casing as a multi-turn secondary. The transformer is characterized by minimized resistance heating, minimized external magnetic flux, and an economical construction.

  3. Quantum Noether identities for non-local transformations in higher-order derivatives theories

    International Nuclear Information System (INIS)

    Li, Z.P.; Long, Z.W.

    2003-01-01

    Based on the phase-space generating functional of the Green function for a system with a regular/singular higher-order Lagrangian, the quantum canonical Noether identities (NIs) under a local and non-local transformation in phase space have been deduced, respectively. For a singular higher-order Lagrangian, one must use an effective canonical action I eff P in quantum canonical NIs instead of the classical I P in classical canonical NIs. The quantum NIs under a local and non-local transformation in configuration space for a gauge-invariant system with a higher-order Lagrangian have also been derived. The above results hold true whether or not the Jacobian of the transformation is equal to unity or not. It has been pointed out that in certain cases the quantum NIs may be converted to conservation laws at the quantum level. This algorithm to derive the quantum conservation laws is significantly different from the quantum first Noether theorem. The applications of our formulation to the Yang-Mills fields and non-Abelian Chern-Simons (CS) theories with higher-order derivatives are given, and the conserved quantities at the quantum level for local and non-local transformations are found, respectively. (orig.)

  4. Measures of student success with textbook transformations: the Affordable Learning Georgia Initiative

    Directory of Open Access Journals (Sweden)

    Emily Croteau

    2017-03-01

    Full Text Available In 2014, the state of Georgia’s budget supported a University System of Georgia (USG initiative: Affordable Learning Georgia (ALG. The initiative was implemented via Textbook Transformation Grants, which provided grants to USG faculty, libraries and librarians, and institutions to “transform their use of textbooks and other learning materials into using lower cost options”, in other words to use open educational resources (OER in lieu of a traditional bound textbook. The Round One Textbook Transformation Grants have already shown to be successful in that they saved students approximately $760,000.  What is not known, is the collective impact on student learning. This study examines the learning gains or losses pre- and post-transformation in ALG Round One courses where traditional resources were replaced with OER.  It estimates differences between pre- and post- textbook transformation across the following outcomes: 1 Drop Fail Withdraw (DFW rates, 2 rates of completion, 3 numbers of students receiving a final grade of A or B, C and D, 4 numerical final grades as a percent, 5 final exam grades as a percent, and, 6 course-specific assessment grades measured in percent. Twenty-four data sets were analyzed for DFW rate, eight data sets for completion rate, fourteen data sets for grade distribution, three data sets for final exam grades, three data sets for course specific assessment and one data set for final grades. The null hypothesis that there would be no differences between pre- and post-transformation rates in these learning outcomes was supported.  Thus, this study demonstrates that the USG’s ALG initiative helped students save money without negatively impacting learning outcomes. In addition, it is the first of its kind to measure some of these learning outcomes (e.g. final exam grade, assessment grade, and distribution of letter grades at this scale.

  5. Density functional theory investigation of elastic properties and martensitic transformation of Ti-Ta alloys

    Energy Technology Data Exchange (ETDEWEB)

    Chakraborty, Tanmoy; Rogal, Jutta; Drautz, Ralf [Interdisciplinary Centre for Advanced Materials Simulation, Ruhr- Universitaet Bochum (Germany)

    2016-07-01

    Ti-Ta alloys are considered as promising materials for high temperature shape memory alloys as well as biomedical applications. The properties of these alloys have been shown to be strongly composition dependent. The temperature for the martensitic transformation between the high temperature cubic austenite and the low temperature orthorhombic martensite decreases linearly with increasing Ta content. Likewise, the elastic properties show clear trends with changing composition. We use density functional theory to investigate the involved phases in Ti-Ta where the disordered phases are treated by special quasi-random structures. To compare the stability of the involved phases as a function of temperature we calculate free energies using the quasi-harmonic Debye model. The obtained trends in the stability are consistent with experimentally measured transformation temperatures. Furthermore, we determine elastic properties which are in good agreement with experimentally observed trends.

  6. Short-term data forecasting based on wavelet transformation and chaos theory

    Science.gov (United States)

    Wang, Yi; Li, Cunbin; Zhang, Liang

    2017-09-01

    A sketch of wavelet transformation and its application was given. Concerning the characteristics of time sequence, Haar wavelet was used to do data reduction. After processing, the effect of “data nail” on forecasting was reduced. Chaos theory was also introduced, a new chaos time series forecasting flow based on wavelet transformation was proposed. The largest Lyapunov exponent was larger than zero from small data sets, it verified the data change behavior still met chaotic behavior. Based on this, chaos time series to forecast short-term change behavior could be used. At last, the example analysis of the price from a real electricity market showed that the forecasting method increased the precision of the forecasting more effectively and steadily.

  7. Personalised Learning Object System Based on Self-Regulated Learning Theories

    Directory of Open Access Journals (Sweden)

    Ali Alharbi

    2014-06-01

    Full Text Available Self-regulated learning has become an important construct in education research in the last few years. Selfregulated learning in its simple form is the learner’s ability to monitor and control the learning process. There is increasing research in the literature on how to support students become more self-regulated learners. However, the advancement in the information technology has led to paradigm changes in the design and development of educational content. The concept of learning object instructional technology has emerged as a result of this shift in educational technology paradigms. This paper presents the results of a study that investigated the potential educational effectiveness of a pedagogical framework based on the self-regulated learning theories to support the design of learning object systems to help computer science students. A prototype learning object system was developed based on the contemporary research on self-regulated learning. The system was educationally evaluated in a quasi-experimental study over two semesters in a core programming languages concepts course. The evaluation revealed that a learning object system that takes into consideration contemporary research on self-regulated learning can be an effective learning environment to support computer science education.

  8. Organizational Change, Leadership, and the Transformation of Continuing Professional Development: Lessons Learned From the American College of Cardiology.

    Science.gov (United States)

    Beliveau, Mary Ellen; Warnes, Carole A; Harrington, Robert A; Nishimura, Rick A; O'Gara, Patrick T; Sibley, Janice B; Oetgen, William J

    2015-01-01

    There is a need for a transformational change in clinical education. In postgraduate medical education we have traditionally had a faculty-centric model. That is, faculty knew what needed to be taught and who were the best teachers to teach it. They built the agenda, and worked with staff to follow Accreditation Council for Continuing Medical Education (ACCME) accreditation criteria and manage logistics. Changes in the health care marketplace now demand a learner-centric model-one that embraces needs assessments, identification of practice gaps relative to competency, development of learning objectives, contemporary adult learning theory, novel delivery systems, and measurable outcomes. This article provides a case study of one medical specialty society's efforts to respond to this demand. © 2015 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on Continuing Medical Education, Association for Hospital Medical Education.

  9. Theory-Generating Practice: Proposing a principle for learning design

    Directory of Open Access Journals (Sweden)

    Mie Buhl

    2016-06-01

    Full Text Available This contribution proposes a principle for learning design: Theory-Generating Practice (TGP as an alternative to the way university courses often are taught and structured with a series of theoretical lectures separate from practical experience and concluding with an exam or a project. The aim is to contribute to a development of theoretical frameworks for learning designs by suggesting TGP which may lead to new practices and turn the traditional dramaturgy for teaching upside down. TGP focuses on embodied experience prior to text reading and lectures to enhance theoretical knowledge building and takes tacit knowledge into account. The article introduces TGP and contextualizes it to a Danish tradition of didactics as well as discusses it in relation to contemporary conceptual currents of didactic design and learning design. This is followed by a theoretical framing of TGP, and is discussed through three empirical examples from bachelor and master programs involving technology, and showing three ways of practicing it.

  10. Theory-Generating Practice: Proposing a principle for learning design

    Directory of Open Access Journals (Sweden)

    Mie Buhl

    2016-05-01

    Full Text Available This contribution proposes a principle for learning design: Theory-Generating Practice (TGP as an alternative to the way university courses often are taught and structured with a series of theoretical lectures separate from practical experience and concluding with an exam or a project. The aim is to contribute to a development of theoretical frameworks for learning designs by suggesting TGP which may lead to new practices and turn the traditional dramaturgy for teaching upside down. TGP focuses on embodied experience prior to text reading and lectures to enhance theoretical knowledge building and takes tacit knowledge into account. The article introduces TGP and contextualizes it to a Danish tradition of didactics as well as discusses it in relation to contemporary conceptual currents of didactic design and learning design. This is followed by a theoretical framing of TGP, and is discussed through three empirical examples from bachelor and master programs involving technology, and showing three ways of practicing it.

  11. Baecklund transformation for supersymmetric self-dual theories for semisimple gauge groups and a hierarchy of A1 solutions

    International Nuclear Information System (INIS)

    Devchand, C.

    1994-01-01

    We present a Baecklund transformation (a discrete symmetry transformation) for the self-duality equations for supersymmetric gauge theories in N-extended super-Minkowski space M 4vertical stroke 4N for an arbitrary semisimple gauge group. For the case of an A 1 gauge algebra we integrate the transformation starting with a given solution and iterating the process we construct a hierarchy of explicit solutions. (orig.)

  12. Dimensional analysis to transform the differential equations in partial derivates in the theory of heat transmission into ordinary ones

    International Nuclear Information System (INIS)

    Diaz Sanchidrian, C.

    1989-01-01

    The present paper applies dimensional analysis with spatial discrimination to transform the differential equations in partial derivatives developed in the theory of heat transmission into ordinary ones. The effectivity of the method is comparable to that methods based in transformations of uni or multiparametric groups, with the advantage of being more direct and simple. (Author)

  13. A Learning-Style Theory for Understanding Autistic Behaviors

    Science.gov (United States)

    Qian, Ning; Lipkin, Richard M.

    2011-01-01

    Understanding autism's ever-expanding array of behaviors, from sensation to cognition, is a major challenge. We posit that autistic and typically developing brains implement different algorithms that are better suited to learn, represent, and process different tasks; consequently, they develop different interests and behaviors. Computationally, a continuum of algorithms exists, from lookup table (LUT) learning, which aims to store experiences precisely, to interpolation (INT) learning, which focuses on extracting underlying statistical structure (regularities) from experiences. We hypothesize that autistic and typical brains, respectively, are biased toward LUT and INT learning, in low- and high-dimensional feature spaces, possibly because of their narrow and broad tuning functions. The LUT style is good at learning relationships that are local, precise, rigid, and contain little regularity for generalization (e.g., the name–number association in a phonebook). However, it is poor at learning relationships that are context dependent, noisy, flexible, and do contain regularities for generalization (e.g., associations between gaze direction and intention, language and meaning, sensory input and interpretation, motor-control signal and movement, and social situation and proper response). The LUT style poorly compresses information, resulting in inefficiency, sensory overload (overwhelm), restricted interests, and resistance to change. It also leads to poor prediction and anticipation, frequent surprises and over-reaction (hyper-sensitivity), impaired attentional selection and switching, concreteness, strong local focus, weak adaptation, and superior and inferior performances on simple and complex tasks. The spectrum nature of autism can be explained by different degrees of LUT learning among different individuals, and in different systems of the same individual. Our theory suggests that therapy should focus on training autistic LUT algorithm to learn regularities

  14. A learning-style theory for understanding autistic behaviors

    Directory of Open Access Journals (Sweden)

    Ning eQian

    2011-08-01

    Full Text Available Understanding autism’s ever-expanding array of behaviors, from sensation to cognition, is a major challenge. We posit that autistic and typically-developing brains implement different algorithms that are better suited to learn, represent, and process different tasks; consequently, they develop different interests and behaviors. Computationally, a continuum of algorithms exists, from lookup-table (LUT learning, which aims to store experiences precisely, to interpolation (INT learning, which focuses on extracting underlying statistical structure (regularities from experiences. We hypothesize that autistic and typical brains, respectively, are biased toward LUT and INT learning, in low and high dimensional feature spaces, possibly because of their narrow and broad tuning functions. The LUT style is good at learning relationships that are local, precise, rigid, and contain little regularity for generalization (e.g., the name-number association in a phonebook. However, it is poor at learning relationships that are context dependent, noisy, flexible, and do contain regularities for generalization (e.g., associations between gaze direction and intention, language and meaning, sensory input and interpretation, motor-control signal and movement, and social situation and proper response. The LUT style poorly compresses information, resulting in inefficiency, sensory overload (overwhelm, restricted interests, and resistance to change. It also leads to poor prediction and anticipation, frequent surprises and over-reaction (hyper-sensitivity, impaired attentional selection and switching, concreteness, strong local focus, weak adaptation, and superior and inferior performances on simple and complex tasks. The spectrum nature of autism can be explained by different degrees of LUT learning among different individuals, and in different systems of the same individual. Our theory suggests that therapy should focus on training autistic LUT algorithm to learn

  15. Why (we think) facilitation works: insights from organizational learning theory.

    Science.gov (United States)

    Berta, Whitney; Cranley, Lisa; Dearing, James W; Dogherty, Elizabeth J; Squires, Janet E; Estabrooks, Carole A

    2015-10-06

    Facilitation is a guided interactional process that has been popularized in health care. Its popularity arises from its potential to support uptake and application of scientific knowledge that stands to improve clinical and managerial decision-making, practice, and ultimately patient outcomes and organizational performance. While this popular concept has garnered attention in health services research, we know that both the content of facilitation and its impact on knowledge implementation vary. The basis of this variation is poorly understood, and understanding is hampered by a lack of conceptual clarity. In this paper, we argue that our understanding of facilitation and its effects is limited in part by a lack of clear theoretical grounding. We propose a theoretical home for facilitation in organizational learning theory. Referring to extant literature on facilitation and drawing on theoretical literature, we discuss the features of facilitation that suggest its role in contributing to learning capacity. We describe how facilitation may contribute to generating knowledge about the application of new scientific knowledge in health-care organizations. Facilitation's promise, we suggest, lies in its potential to stimulate higher-order learning in organizations through experimenting with, generating learning about, and sustaining small-scale adaptations to organizational processes and work routines. The varied effectiveness of facilitation observed in the literature is associated with the presence or absence of factors known to influence organizational learning, since facilitation itself appears to act as a learning mechanism. We offer propositions regarding the relationships between facilitation processes and key organizational learning concepts that have the potential to guide future work to further our understanding of the role that facilitation plays in learning and knowledge generation.

  16. To the theory of the first-type phase transformations for many variables

    International Nuclear Information System (INIS)

    Fateev, M.P.

    2002-01-01

    The multidimensional theory on the first-type phase transitions near the one-dimensional saddle point is considered. The transformations of the variables, describing the new phase nucleation, making it possible to achieve their complex separation in the Fokker-Planck equation, and thus to reduce the problem to the one-dimensional one, are proposed. The distribution function and nucleation velocity are determined both for the stationary and nonstationary nucleation stages. The problem on volatile liquid boiling is considered as an example for the case when there are two parameters, characterizing the new phase nucleation [ru

  17. Fluctuation effects in first-order phase transitions: Theory and model for martensitic transformations

    DEFF Research Database (Denmark)

    Lindgård, Per-Anker; Mouritsen, Ole G.

    1990-01-01

    We discuss central questions in weak, first-order structural transitions by means of a magnetic analog model. A theory including fluctuation effects is developed for the model, showing a dynamical response with softening, fading modes and a growing central peak. The model is also analyzed by a two......-dimensional Monte Carlo simulation, showing clear precursor phenomena near the first-order transition and spontaneous nucleation. The kinetics of the domain growth is studied and found to be exceedingly slow. The results are applicable for martensitic transformations and structural surface...

  18. From the social learning theory to a social learning algorithm for global optimization

    OpenAIRE

    Gong, Yue-Jiao; Zhang, Jun; Li, Yun

    2014-01-01

    Traditionally, the Evolutionary Computation (EC) paradigm is inspired by Darwinian evolution or the swarm intelligence of animals. Bandura's Social Learning Theory pointed out that the social learning behavior of humans indicates a high level of intelligence in nature. We found that such intelligence of human society can be implemented by numerical computing and be utilized in computational algorithms for solving optimization problems. In this paper, we design a novel and generic optimization...

  19. Learning and interactivity in solving a transformation problem.

    Science.gov (United States)

    Guthrie, Lisa G; Vallée-Tourangeau, Frédéric; Vallée-Tourangeau, Gaëlle; Howard, Chelsea

    2015-07-01

    Outside the psychologist's laboratory, thinking proceeds on the basis of a great deal of interaction with artefacts that are recruited to augment problem-solving skills. The role of interactivity in problem solving was investigated using a river-crossing problem. In Experiment 1A, participants completed the same problem twice, once in a low interactivity condition, and once in a high interactivity condition (with order counterbalanced across participants). Learning, as gauged in terms of latency to completion, was much more pronounced when the high interactivity condition was experienced second. When participants first completed the task in the high interactivity condition, transfer to the low interactivity condition during the second attempt was limited; Experiment 1B replicated this pattern of results. Participants thus showed greater facility to transfer their experience of completing the problem from a low to a high interactivity condition. Experiment 2 was designed to determine the amount of learning in a low and high interactivity condition; in this experiment participants completed the problem twice, but level of interactivity was manipulated between subjects. Learning was evident in both the low and high interactivity groups, but latency per move was significantly faster in the high interactivity group, in both presentations. So-called problem isomorphs instantiated in different task ecologies draw upon different skills and abilities; a distributed cognition analysis may provide a fruitful perspective on learning and transfer.

  20. Transformative Learning Factors to Enhance Integral Healthy Organizations

    Science.gov (United States)

    Thavinpipatkul, Chanchai; Ratana-Ubol, Archanya; Charungkaittikul, Suwithida

    2016-01-01

    This article focuses on how organizations search for the key factors to develop integral changes and determine broader and higher transcendental learning skills in order to achieve healthy and sustainable organizational growth more effectively and efficiently. This study employed qualitative approaches. The research method used is an in-depth…

  1. Freedom Schools Then and Now: A Transformative Approach to Learning

    Science.gov (United States)

    Watson, Marcia

    2014-01-01

    The purpose of this paper is to provide a historical and conceptual link between Ella Baker's Freedom School model and Paulo Freire's demand for critical education and emancipatory learning. Ella Baker, situated in the daunting environment of the Civil Rights Movement, saw education as a tool for social mobility for Mississippi residents in 1964.…

  2. Beyond Traditional Literacy: Learning and Transformative Practices Using ICT

    Science.gov (United States)

    Keane, Therese; Keane, William F.; Blicblau, Aaron S.

    2016-01-01

    Educators, government bodies and employers have acknowledged the need for modern learners to acquire 21st century skills using information and communication technologies, to personalise student learning. Students need broader skills than the 3Rs (reading, writing and arithmetic) to operate in the 21st century. These broader skills known as the 4Cs…

  3. The Transformation of Higher Education through Prior Learning Assessment

    Science.gov (United States)

    Kamenetz, Anya

    2011-01-01

    Providing college credit for prior learning is nothing new. The American Council on Education's Credit Recommendation Service (CREDIT), the largest national program making credit recommendations for workplace and other training, dates to 1974. Several colleges that specialize in the practice--Excelsior and Empire State in New York, Thomas Edison…

  4. Transforming Learning through Technology: Educating More, Costing Less

    Science.gov (United States)

    Twigg, Carol A.

    2011-01-01

    Face-to-face instruction has been held as the gold standard of a quality academic program. But using information technology to redesign traditional courses can actually improve the quality of teaching, cut costs, and improve access and success. A strong redesign often involves active learning opportunities; individualized, on-demand assistance; a…

  5. Pedagogical Dramas and Transformational Play: Narratively Rich Games for Learning

    Science.gov (United States)

    Barab, Sasha A.; Dodge, Tyler; Ingram-Goble, Adam; Pettyjohn, Patrick; Peppler, Kylie; Volk, Charlene; Solomou, Maria

    2010-01-01

    Although every era is met with the introduction of powerful technologies for entertainment and learning, videogames represent a new contribution binding the two and bearing the potential to create sustained engagement in a curricular drama where the player's knowledgeable actions shape an unfolding fiction within a designed world. Although…

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

    Science.gov (United States)

    McArthur, David; And Others

    1995-01-01

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

  7. Auditory Processing Learning Disability, Suicidal Ideation, and Transformational Faith

    Science.gov (United States)

    Bailey, Frank S.; Yocum, Russell G.

    2015-01-01

    The purpose of this personal experience as a narrative investigation is to describe how an auditory processing learning disability exacerbated--and how spirituality and religiosity relieved--suicidal ideation, through the lived experiences of an individual born and raised in the United States. The study addresses: (a) how an auditory processing…

  8. F-SVM: Combination of Feature Transformation and SVM Learning via Convex Relaxation

    OpenAIRE

    Wu, Xiaohe; Zuo, Wangmeng; Zhu, Yuanyuan; Lin, Liang

    2015-01-01

    The generalization error bound of support vector machine (SVM) depends on the ratio of radius and margin, while standard SVM only considers the maximization of the margin but ignores the minimization of the radius. Several approaches have been proposed to integrate radius and margin for joint learning of feature transformation and SVM classifier. However, most of them either require the form of the transformation matrix to be diagonal, or are non-convex and computationally expensive. In this ...

  9. Neural coding of basic reward terms of animal learning theory, game theory, microeconomics and behavioural ecology.

    Science.gov (United States)

    Schultz, Wolfram

    2004-04-01

    Neurons in a small number of brain structures detect rewards and reward-predicting stimuli and are active during the expectation of predictable food and liquid rewards. These neurons code the reward information according to basic terms of various behavioural theories that seek to explain reward-directed learning, approach behaviour and decision-making. The involved brain structures include groups of dopamine neurons, the striatum including the nucleus accumbens, the orbitofrontal cortex and the amygdala. The reward information is fed to brain structures involved in decision-making and organisation of behaviour, such as the dorsolateral prefrontal cortex and possibly the parietal cortex. The neural coding of basic reward terms derived from formal theories puts the neurophysiological investigation of reward mechanisms on firm conceptual grounds and provides neural correlates for the function of rewards in learning, approach behaviour and decision-making.

  10. Educating Through Exploration: Emerging Evidence for Improved Learning Outcomes Using a New Theory of Digital Learning Design

    Science.gov (United States)

    Anbar, Ariel; Center for Education Through eXploration

    2018-01-01

    Advances in scientific visualization and public access to data have transformed science outreach and communication, but have yet to realize their potential impacts in the realm of education. Computer-based learning is a clear bridge between visualization and education that benefits students through adaptative personalization and enhanced access. Building this bridge requires close partnerships among scientists, technologists, and educators.The Infiniscope project fosters such partnerships to produce exploration-driven online learning experiences that teach basic science concepts using a combination of authentic space science narratives, data, and images, and a personalized guided inquiry approach. Infiniscope includes a web portal to host these digital learning experiences, as well as a teaching network of educators using and modifying these experiences. Infiniscope experiences are built around a new theory of digital learning design that we call “education through exploration” (ETX) developed during the creation of successful online, interactive science courses offered at ASU and other institutions. ETX builds on the research-based practices of active learning and guided inquiry to provide a set of design principles that aim to develop higher order thinking skills in addition to understanding of content. It is employed in these experiences by asking students to solve problems and actively discover relationships, supported by an intelligent tutoring system which provides immediate, personalized feedback and scaffolds scientific thinking and methods. The project is led by ASU’s School of Earth and Space Exploration working with learning designers in the Center for Education Through eXploration, with support from NASA’s Science Mission Directorate as part of the NASA Exploration Connection program.We will present an overview of ETX design, the Infinscope project, and emerging evidence of effectiveness.

  11. Towards Automatic Learning of Heuristics for Mechanical Transformations of Procedural Code

    Directory of Open Access Journals (Sweden)

    Guillermo Vigueras

    2017-01-01

    Full Text Available The current trends in next-generation exascale systems go towards integrating a wide range of specialized (co-processors into traditional supercomputers. Due to the efficiency of heterogeneous systems in terms of Watts and FLOPS per surface unit, opening the access of heterogeneous platforms to a wider range of users is an important problem to be tackled. However, heterogeneous platforms limit the portability of the applications and increase development complexity due to the programming skills required. Program transformation can help make programming heterogeneous systems easier by defining a step-wise transformation process that translates a given initial code into a semantically equivalent final code, but adapted to a specific platform. Program transformation systems require the definition of efficient transformation strategies to tackle the combinatorial problem that emerges due to the large set of transformations applicable at each step of the process. In this paper we propose a machine learning-based approach to learn heuristics to define program transformation strategies. Our approach proposes a novel combination of reinforcement learning and classification methods to efficiently tackle the problems inherent to this type of systems. Preliminary results demonstrate the suitability of this approach.

  12. Transformed Telepresence and Its Association with Learning in Computer-Supported Collaborative Learning: A Case Study in English Learning and Its Evaluation

    Science.gov (United States)

    Ting, Yu-Liang; Tai, Yaming; Chen, Jun-Horng

    2017-01-01

    Telepresence has been playing an important role in a mediated learning environment. However, the current design of telepresence seems to be dominated by the emulation of physical human presence. With reference to social constructivism learning and the recognition of individuals as intelligent entities, this study explored the transformation of…

  13. Academic learning for specialist nurses: a grounded theory study.

    Science.gov (United States)

    Millberg, Lena German; Berg, Linda; Brämberg, Elisabeth Björk; Nordström, Gun; Ohlén, Joakim

    2014-11-01

    The aim was to explore the major concerns of specialist nurses pertaining to academic learning during their education and initial professional career. Specialist nursing education changed in tandem with the European educational reform in 2007. At the same time, greater demands were made on the healthcare services to provide evidence-based and safe patient-care. These changes have influenced specialist nursing programmes and consequently the profession. Grounded Theory guided the study. Data were collected by means of a questionnaire with open-ended questions distributed at the end of specialist nursing programmes in 2009 and 2010. Five universities were included. Further, individual, pair and group interviews were used to collect data from 12 specialist nurses, 5-14 months after graduation. A major concern for specialist nurses was that academic learning should be "meaningful" for their professional future. The specialist nurses' "meaningful academic learning process" was characterised by an ambivalence of partly believing in and partly being hesitant about the significance of academic learning and partly receiving but also lacking support. Specialist nurses were influenced by factors in two areas: curriculum and healthcare context. They felt that the outcome of contribution to professional confidence was critical in making academic learning meaningful. Copyright © 2014 Elsevier Ltd. All rights reserved.

  14. Will MOOCs Transform Learning and Teaching in Higher Education? Engagement and Course Retention in Online Learning Provision

    Science.gov (United States)

    de Freitas, Sara Isabella; Morgan, John; Gibson, David

    2015-01-01

    Massive open online courses (MOOCs) have been the subject of much polarised debate around their potential to transform higher education in terms of opening access. Although MOOCs have been attracting large learner cohorts, concerns have emerged from the early evidence base centring upon issues of quality in learning and teaching provision, and…

  15. There Is More to Digital Learning than Counting on Your Fingers: Transforming Learning and Teaching with Digital Pedagogy

    Science.gov (United States)

    Smirnova, Lyudmila; Lazarevic , Bojan; Malloy, Veronica

    2018-01-01

    This paper explores how pedagogy is being influenced by fast developing digital technologies. Results are presented from exploratory research conducted in 2016. The findings are addressed in terms of the transformation of learning and education, including the move from the measured to the engaged classroom. Emerging technology creates a natural…

  16. Psychological theory and pedagogical effectiveness: the learning promotion potential framework.

    Science.gov (United States)

    Tomlinson, Peter

    2008-12-01

    After a century of educational psychology, eminent commentators are still lamenting problems besetting the appropriate relating of psychological insights to teaching design, a situation not helped by the persistence of crude assumptions concerning the nature of pedagogical effectiveness. To propose an analytical or meta-theoretical framework based on the concept of learning promotion potential (LPP) as a basis for understanding the basic relationship between psychological insights and teaching strategies, and to draw out implications for psychology-based pedagogical design, development and research. This is a theoretical and meta-theoretical paper relying mainly on conceptual analysis, though also calling on psychological theory and research. Since teaching consists essentially in activity designed to promote learning, it follows that a teaching strategy has the potential in principle to achieve particular kinds of learning gains (LPP) to the extent that it embodies or stimulates the relevant learning processes on the part of learners and enables the teacher's functions of on-line monitoring and assistance for such learning processes. Whether a teaching strategy actually does realize its LPP by way of achieving its intended learning goals depends also on the quality of its implementation, in conjunction with other factors in the situated interaction that teaching always involves. The core role of psychology is to provide well-grounded indication of the nature of such learning processes and the teaching functions that support them, rather than to directly generate particular ways of teaching. A critically eclectic stance towards potential sources of psychological insight is argued for. Applying this framework, the paper proposes five kinds of issue to be attended to in the design and evaluation of psychology-based pedagogy. Other work proposing comparable ideas is briefly reviewed, with particular attention to similarities and a key difference with the ideas of Oser

  17. Advancements in Distributed Learning (ADL) Environment in Support of Transformation

    Science.gov (United States)

    2017-01-01

    take a variety of forms, including Task Groups, Workshops, Symposia, Specialists’ Meetings, Lecture Series and Technical Courses . The content of this... MySQL and PHP Apache xAPI Extensive Application Program Interface viii STO-TR-HFM-212 HFM-212 Membership List Dr. Oleksandr BUROV Institute...in Paris, France, initiated a new management infrastructure for collaboration and integration of learning courses and technologies. This ADL effort

  18. Holography: A Transformative Technology for Learning and Human Performance Improvement

    Science.gov (United States)

    Frazer, Gary W.; Stevens, George H.

    2015-01-01

    Most past and current learning technologies have been one- or two-dimensional in presentation. This may be fine if one is looking at a map or even a fine painting. However, to fully appreciate the detail of a statue or a machine part, it is better to be able to look at it from all sides. Use of holographic images allows an item to be shared with a…

  19. Transformations to diagonal bases in closed-loop quantum learning control experiments

    International Nuclear Information System (INIS)

    Cardoza, David; Trallero-Herrero, Carlos; Langhojer, Florian; Rabitz, Herschel; Weinacht, Thomas

    2005-01-01

    This paper discusses transformations between bases used in closed-loop learning control experiments. The goal is to transform to a basis in which the number of control parameters is minimized and in which the parameters act independently. We demonstrate a simple procedure for testing whether a unitary linear transformation (i.e., a rotation amongst the control variables) is sufficient to reduce the search problem to a set of globally independent variables. This concept is demonstrated with closed-loop molecular fragmentation experiments utilizing shaped, ultrafast laser pulses

  20. Cancer cell detection and classification using transformation invariant template learning methods

    International Nuclear Information System (INIS)

    Talware, Rajendra; Abhyankar, Aditya

    2011-01-01

    In traditional cancer cell detection, pathologists examine biopsies to make diagnostic assessments, largely based on cell morphology and tissue distribution. The process of image acquisition is very much subjective and the pattern undergoes unknown or random transformations during data acquisition (e.g. variation in illumination, orientation, translation and perspective) results in high degree of variability. Transformed Component Analysis (TCA) incorporates a discrete, hidden variable that accounts for transformations and uses the Expectation Maximization (EM) algorithm to jointly extract components and normalize for transformations. Further the TEMPLAR framework developed takes advantage of hierarchical pattern models and adds probabilistic modeling for local transformations. Pattern classification is based on Expectation Maximization algorithm and General Likelihood Ratio Tests (GLRT). Performance of TEMPLAR is certainly improved by defining area of interest on slide a priori. Performance can be further enhanced by making the kernel function adaptive during learning. (author)

  1. On-the-Job Training and Social Learning Theory. A Literature Review

    Science.gov (United States)

    1980-05-01

    and discussed by Albert Bandura (47). The principles of social learning theory and learning from models are first described. Then a series of rules...developed by Bandura and his students (47, 48, 49) to be the most useful theory to account for observational learning and to provide a basis for...Learning Theory and Its Application 47. Bandura , A. Principles of Behavior Modification, New York: Holt, Rinehart & Winston, 1969. 48. Bandura , A

  2. On the Eulerian-Lagrangian Transform in the Statistical Theory of Turbulence

    DEFF Research Database (Denmark)

    Wandel, C. F:; Kofoed-Hansen, O.

    1962-01-01

    "Fundamental Problems in Turbulence" Conference Paper (see Abstr. 1962A024007). Two important types of probing of a turbulent velocity field droarr/dtoarr = voarr (voarr constant) and the Lagrangian probing defined by droarr/dtoarr = roarr (roarr t). Explicit expressions are derived for the trans......"Fundamental Problems in Turbulence" Conference Paper (see Abstr. 1962A024007). Two important types of probing of a turbulent velocity field droarr/dtoarr = voarr (voarr constant) and the Lagrangian probing defined by droarr/dtoarr = roarr (roarr t). Explicit expressions are derived...... for the transformation of autocorrelations and power spectra obtained by Eulerian and Lagrangian probing in the case of fully developed isotropic and homogeneous turbulence. The derivations are based on a statistical representation of the turbulent velocity field using the results of the equilibrium theory of turbulence....... The Taylor (1921) hypothesis is verified in the limit of high probing velocities. The Hay-Pasquill (1960) conjecture relating the Lagrangian and Eulerian power spectra results as an approximation to the transformation equations. Application of the results to the theory of turbulent diffusion is indicated....

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

    Science.gov (United States)

    Charmaz, Kathy

    2015-12-01

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

  4. Transitional clerkship: an experiential course based on workplace learning theory.

    Science.gov (United States)

    Chittenden, Eva H; Henry, Duncan; Saxena, Varun; Loeser, Helen; O'Sullivan, Patricia S

    2009-07-01

    Starting clerkships is anxiety provoking for medical students. To ease the transition from preclerkship to clerkship curricula, schools offer classroom-based courses which may not be the best model for preparing learners. Drawing from workplace learning theory, the authors developed a seven-day transitional clerkship (TC) in 2007 at the University of California, San Francisco School of Medicine in which students spent half of the course in the hospital, learning routines and logistics of the wards along with their roles and responsibilities as members of ward teams. Twice, they admitted and followed a patient into the next day as part of a shadow team that had no patient-care responsibilities. Dedicated preceptors gave feedback on oral presentations and patient write-ups. Satisfaction with the TC was higher than with the previous year's classroom-based course. TC students felt clearer about their roles and more confident in their abilities as third-year students compared with previous students. TC students continued to rate the transitional course highly after their first clinical rotation. Preceptors were enthusiastic about the course and expressed willingness to commit to future TC preceptorships. The transitional course models an approach to translating workplace learning theory into practice and demonstrates improved satisfaction, better understanding of roles, and increased confidence among new third-year students.

  5. The Role of the Constructivist Learning Theory and Collaborative Learning Environment on Wiki Classroom, and the Relationship between Them

    Science.gov (United States)

    Alzahrani, Ibraheem; Woollard, John

    2013-01-01

    This paper seeks to discover the relationship between both the social constructivist learning theory and the collaborative learning environment. This relationship can be identified by giving an example of the learning environment. Due to wiki characteristics, Wiki technology is one of the most famous learning environments that can show the…

  6. Analysis of ensemble learning using simple perceptrons based on online learning theory

    Science.gov (United States)

    Miyoshi, Seiji; Hara, Kazuyuki; Okada, Masato

    2005-03-01

    Ensemble learning of K nonlinear perceptrons, which determine their outputs by sign functions, is discussed within the framework of online learning and statistical mechanics. One purpose of statistical learning theory is to theoretically obtain the generalization error. This paper shows that ensemble generalization error can be calculated by using two order parameters, that is, the similarity between a teacher and a student, and the similarity among students. The differential equations that describe the dynamical behaviors of these order parameters are derived in the case of general learning rules. The concrete forms of these differential equations are derived analytically in the cases of three well-known rules: Hebbian learning, perceptron learning, and AdaTron (adaptive perceptron) learning. Ensemble generalization errors of these three rules are calculated by using the results determined by solving their differential equations. As a result, these three rules show different characteristics in their affinity for ensemble learning, that is “maintaining variety among students.” Results show that AdaTron learning is superior to the other two rules with respect to that affinity.

  7. The renormalization group of relativistic quantum field theory as a set of generalized, spontaneously broken, symmetry transformations

    International Nuclear Information System (INIS)

    Maris, Th.A.J.

    1976-01-01

    The renormalization group theory has a natural place in a general framework of symmetries in quantum field theories. Seen in this way, a 'renormalization group' is a one-parametric subset of the direct product of dilatation and renormalization groups. This subset of spontaneously broken symmetry transformations connects the inequivalent solutions generated by a parameter-dependent regularization procedure, as occurs in renormalized perturbation theory. By considering the global, rather than the infinitesimal, transformations, an expression for general vertices is directly obtained, which is the formal solution of exact renormalization group equations [pt

  8. Learning in Context: Technology Integration in a Teacher Preparation Program Informed by Situated Learning Theory

    Science.gov (United States)

    Bell, Randy L.; Maeng, Jennifer L.; Binns, Ian C.

    2013-01-01

    This investigation explores the effectiveness of a teacher preparation program aligned with situated learning theory on preservice science teachers' use of technology during their student teaching experiences. Participants included 26 preservice science teachers enrolled in a 2-year Master of Teaching program. A specific program goal was to…

  9. The conceptual basis of mathematics in cardiology III: linear systems theory and integral transforms.

    Science.gov (United States)

    Bates, Jason H T; Sobel, Burton E

    2003-05-01

    This is the third in a series of four articles developed for the readers of Coronary Artery Disease. Without language ideas cannot be articulated. What may not be so immediately obvious is that they cannot be formulated either. One of the essential languages of cardiology is mathematics. Unfortunately, medical education does not emphasize, and in fact, often neglects empowering physicians to think mathematically. Reference to statistics, conditional probability, multicompartmental modeling, algebra, calculus and transforms is common but often without provision of genuine conceptual understanding. At the University of Vermont College of Medicine, Professor Bates developed a course designed to address these deficiencies. The course covered mathematical principles pertinent to clinical cardiovascular and pulmonary medicine and research. It focused on fundamental concepts to facilitate formulation and grasp of ideas.This series of four articles was developed to make the material available for a wider audience. The articles will be published sequentially in Coronary Artery Disease. Beginning with fundamental axioms and basic algebraic manipulations they address algebra, function and graph theory, real and complex numbers, calculus and differential equations, mathematical modeling, linear system theory and integral transforms and statistical theory. The principles and concepts they address provide the foundation needed for in-depth study of any of these topics. Perhaps of even more importance, they should empower cardiologists and cardiovascular researchers to utilize the language of mathematics in assessing the phenomena of immediate pertinence to diagnosis, pathophysiology and therapeutics. The presentations are interposed with queries (by Coronary Artery Disease abbreviated as CAD) simulating the nature of interactions that occurred during the course itself. Each article concludes with one or more examples illustrating application of the concepts covered to

  10. Electron beam instabilities in unmagnetized plasmas via the Stieltjes transform (linear theory and nonlinear mode coupling)

    International Nuclear Information System (INIS)

    Krishan, S.

    2007-01-01

    The Stieltjes transform has been used in place of a more common Laplace transform to determine the time evolution of the self-consistent field (SCF) of an unmagnetized semi-infinite plasma, where the plasma electrons together with a primary and a low-density secondary electron beam move perpendicular to the boundary surface. The secondary beam is produced when the primary beam strikes the grid. Such a plasma system has been investigated by Griskey and Stanzel [M. C. Grisky and R. L. Stenzel, Phys. Rev. Lett. 82, 556 (1999)]. The physical phenomenon, observed in their experiment, has been named by them as ''secondary beam instability.'' The character of the instability observed in the experiment is not the same as predicted by the conventional treatments--the field amplitude does not grow with time. In the frequency spectrum, the theory predicts peak values in the amplitude of SCF at the plasma frequency of plasma and secondary beam electrons, decreasing above and below it. The Stieltjes transform for functions, growing exponentially in the long time limit, does not exist, while the Laplace transform technique gives only exponentially growing solutions. Therefore, it should be interesting to know the kind of solutions that an otherwise physically unstable plasma will yield. In the high-frequency limit, the plasma has been found to respond to any arbitrary frequency of the initial field differentiated only by the strength of the resulting SCF. The condition required for exponential growth in the conventional treatments, and the condition for maximum amplitude (with respect to frequency) in the present treatment, have been found to be the same. Nonlinear mode coupling between the modes excited by the plasma electrons and the low-density secondary beam gives rise to two frequency-dependent peaks in the field amplitude, symmetrically located about the much stronger peak due to the plasma electrons, as predicted by the experiment

  11. Utilizing Kolb’s Experiential Learning Theory to Implement a Golf Scramble

    OpenAIRE

    Glenna G. Bower

    2013-01-01

    This study introduced how Kolb’s Experiential Learning Theory was used across the four-mode learning cycle of abstract conceptualization, active experimentation, concrete experience and reflective observation as a pedagogical tool for implementing a golf scramble. The primary research question was to see whether Kolb’s Experiential Learning Theory four-mode learning cycle was an effective means for implementing a the golf scramble. The participants of the experiential learning experience wer...

  12. [Role of the implicit theories of intelligence in learning situations].

    Science.gov (United States)

    Da Fonseca, D; Cury, F; Bailly, D; Rufo, M

    2004-01-01

    Most studies have tried to explain the school difficulties by analysing the intellectual factors that lead to school failure. However in addition to the instrumental capacities, authors also recognize the role played by other factors such as motivation. More specifically, the theory of achievement motivation aims to determine motivational factors involved in achievement situations when the students have to demonstrate their competencies. This paradigm attributes a central place to beliefs in order to explain children's behavior in academic situations. According to Dweck, it seems that beliefs about the nature of intelligence have a very powerful impact on behavior. These implicit theories of intelligence create a meaning system or conceptual framework that influences the individual interpretation of school situations. Thus, an entity theory of intelligence is the belief that intelligence is a fixed trait, a personal quality that cannot be changed. Students who subscribe to this theory believe that although people can learn new things, their underlying intelligence remains the same. In contrast, an incremental theory of intelligence is the belief that intelligence is a malleable quality that can increase through efforts. The identification of these two theories allows us to understand the cognition and behavior of individuals in achievement situations. Many studies carried out in the academic area show that students who hold an entity theory of intelligence (ie they consider intelligence like a stable quality) have a strong tendency to attribute their failures to a fixed trait. They are more likely to blame their intelligence for ne-gative outcomes and to attribute failures to their bad intellectual ability. In contrast, students who hold an incremental theory of intelligence (ie they consider intelligence as a malleable quality) are more likely to understand the same ne-gative outcomes in terms of specific factors: they attribute them to a lack of effort. This

  13. Action learning in virtual higher education: applying leadership theory.

    Science.gov (United States)

    Curtin, Joseph

    2016-05-03

    This paper reports the historical foundation of Northeastern University's course, LDR 6100: Developing Your Leadership Capability, a partial literature review of action learning (AL) and virtual action learning (VAL), a course methodology of LDR 6100 requiring students to apply leadership perspectives using VAL as instructed by the author, questionnaire and survey results of students who evaluated the effectiveness of their application of leadership theories using VAL and insights believed to have been gained by the author administering VAL. Findings indicate most students thought applying leadership perspectives using AL was better than considering leadership perspectives not using AL. In addition as implemented in LDR 6100, more students evaluated VAL positively than did those who assessed VAL negatively.

  14. Learning Theory and Equity Valuation: an Empirical Analysis

    Directory of Open Access Journals (Sweden)

    Antonio Zoratto Sanvicente

    2010-07-01

    Full Text Available This paper tested the Pástor and Veronesi (2003 hypothesis that the market-to-book ratio (M/B is negatively related to the number of years (age during which a firm has had its stock traded on an Exchange. The predicted decline takes place as a result of a learning process by investors. The authors tested this implication in the U.S. market using the Fama-MacBeth (1973 methodology. In the present article a more general econometric approach is adopted, with the use of panel data and fixed-factor regressors, with data for stocks traded at the São Paulo Stock Exchange (BOVESPA. The evidence does not reject the Pástor and Veronesi hypothesis. Additional conjectures were tested regarding the learning process. These tests indicate that the greater availability of data on a company amplifies the effect of the age variable on the M/B ratio, implying a more accelerated learning process. This paper concludes that the evidence for the Brazilian market supports the theory that investors learn.

  15. Application of Learning Theories on Medical Imaging Education

    Directory of Open Access Journals (Sweden)

    Osama A. Mabrouk Kheiralla

    2018-05-01

    Full Text Available The main objective of the education process is that student must learn well rather than the educators to teach well. If radiologists get involved in the process of medical education, it is important for them to do it through sound knowledge of how students learn. Researches have proved that most of the teachers in the field of medical education including diagnostic imaging are actually doctors or technicians, who didn’t have an opportunity to study the basics of learning. Mostly they have gained their knowledge through watching other educators, and they mostly rely on their personal skills and experience in doing their job. This will hinder them from conveying knowledge in an effective and scientific way, and they will find themselves lagging away behind the latest advances in the field of medical education and educational research, which will lead to negative cognitive outcomes among learners. This article presents an overview of three of the most influential basic theories of learning, upon which many teachers rely in their practical applications, which must be considered by radiologist who act as medical educators.

  16. Artificial grammar learning meets formal language theory: an overview

    Science.gov (United States)

    Fitch, W. Tecumseh; Friederici, Angela D.

    2012-01-01

    Formal language theory (FLT), part of the broader mathematical theory of computation, provides a systematic terminology and set of conventions for describing rules and the structures they generate, along with a rich body of discoveries and theorems concerning generative rule systems. Despite its name, FLT is not limited to human language, but is equally applicable to computer programs, music, visual patterns, animal vocalizations, RNA structure and even dance. In the last decade, this theory has been profitably used to frame hypotheses and to design brain imaging and animal-learning experiments, mostly using the ‘artificial grammar-learning’ paradigm. We offer a brief, non-technical introduction to FLT and then a more detailed analysis of empirical research based on this theory. We suggest that progress has been hampered by a pervasive conflation of distinct issues, including hierarchy, dependency, complexity and recursion. We offer clarifications of several relevant hypotheses and the experimental designs necessary to test them. We finally review the recent brain imaging literature, using formal languages, identifying areas of convergence and outstanding debates. We conclude that FLT has much to offer scientists who are interested in rigorous empirical investigations of human cognition from a neuroscientific and comparative perspective. PMID:22688631

  17. The Illustrated Wavelet Transform Handbook: Introductory Theory and Applications in Science, Engineering, Medicine and Finance

    Energy Technology Data Exchange (ETDEWEB)

    Kingsbury, J Ng and N G [Department of Engineering, University of Cambridge, Trumpington Street, Cambridge CB2 1PZ (United Kingdom)

    2004-02-06

    This book provides an overview of the theory and practice of continuous and discrete wavelet transforms. Divided into seven chapters, the first three chapters of the book are introductory, describing the various forms of the wavelet transform and their computation, while the remaining chapters are devoted to applications in fluids, engineering, medicine and miscellaneous areas. Each chapter is well introduced, with suitable examples to demonstrate key concepts. Illustrations are included where appropriate, thus adding a visual dimension to the text. A noteworthy feature is the inclusion, at the end of each chapter, of a list of further resources from the academic literature which the interested reader can consult. The first chapter is purely an introduction to the text. The treatment of wavelet transforms begins in the second chapter, with the definition of what a wavelet is. The chapter continues by defining the continuous wavelet transform and its inverse and a description of how it may be used to interrogate signals. The continuous wavelet transform is then compared to the short-time Fourier transform. Energy and power spectra with respect to scale are also discussed and linked to their frequency counterparts. Towards the end of the chapter, the two-dimensional continuous wavelet transform is introduced. Examples of how the continuous wavelet transform is computed using the Mexican hat and Morlet wavelets are provided throughout. The third chapter introduces the discrete wavelet transform, with its distinction from the discretized continuous wavelet transform having been made clear at the end of the second chapter. In the first half of the chapter, the logarithmic discretization of the wavelet function is described, leading to a discussion of dyadic grid scaling, frames, orthogonal and orthonormal bases, scaling functions and multiresolution representation. The fast wavelet transform is introduced and its computation is illustrated with an example using the Haar

  18. The Illustrated Wavelet Transform Handbook: Introductory Theory and Applications in Science, Engineering, Medicine and Finance

    International Nuclear Information System (INIS)

    Kingsbury, J Ng and N G

    2004-01-01

    This book provides an overview of the theory and practice of continuous and discrete wavelet transforms. Divided into seven chapters, the first three chapters of the book are introductory, describing the various forms of the wavelet transform and their computation, while the remaining chapters are devoted to applications in fluids, engineering, medicine and miscellaneous areas. Each chapter is well introduced, with suitable examples to demonstrate key concepts. Illustrations are included where appropriate, thus adding a visual dimension to the text. A noteworthy feature is the inclusion, at the end of each chapter, of a list of further resources from the academic literature which the interested reader can consult. The first chapter is purely an introduction to the text. The treatment of wavelet transforms begins in the second chapter, with the definition of what a wavelet is. The chapter continues by defining the continuous wavelet transform and its inverse and a description of how it may be used to interrogate signals. The continuous wavelet transform is then compared to the short-time Fourier transform. Energy and power spectra with respect to scale are also discussed and linked to their frequency counterparts. Towards the end of the chapter, the two-dimensional continuous wavelet transform is introduced. Examples of how the continuous wavelet transform is computed using the Mexican hat and Morlet wavelets are provided throughout. The third chapter introduces the discrete wavelet transform, with its distinction from the discretized continuous wavelet transform having been made clear at the end of the second chapter. In the first half of the chapter, the logarithmic discretization of the wavelet function is described, leading to a discussion of dyadic grid scaling, frames, orthogonal and orthonormal bases, scaling functions and multiresolution representation. The fast wavelet transform is introduced and its computation is illustrated with an example using the Haar

  19. The Arts Connection: The Arts and Transformative Learning in Professional Development

    Science.gov (United States)

    Cain, Beverlyn; Dixon, John A.

    2013-01-01

    Artist-in-residency experiences (puppetry, creative drama, music, and movement) indicated a connection with emotional transformative learning as a venue for professional development. This small teacher practitioner-based study involved teacher participants engaged in four-weeklong artist residencies at four childcare centers. Thirteen teachers…

  20. Emergence of a Learning Community: A Transforming Experience at the Boundaries

    Science.gov (United States)

    Raia, Federica

    2013-01-01

    I narrate a process of transformation, a professional and personal journey framed by an experience that captured my attention shaping my interpretation and reflections. From a critical complexity framework I discuss the emergence of a learning community from the cooperation among individuals of diverse social and cultural worlds sharing the need…