Action Learning in China

Science.gov (United States)

Marquardt, Michael J.

2015-01-01

Action learning was introduced into China less than 20 years ago, but has rapidly become a valuable tool for organizations seeking to solve problems, develop their leaders, and become learning organizations. This article provides an historical overview of action learning in China, its cultural underpinnings, and five case studies. It concludes…

Teaching Syllogistics Using E-learning Tools

DEFF Research Database (Denmark)

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

2016-01-01

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

The program success story: a valuable tool for program evaluation.

Science.gov (United States)

Lavinghouze, Rene; Price, Ann Webb; Smith, Kisha-Ann

2007-10-01

Success stories are evaluation tools that have been used by professionals across disciplines for quite some time. They are also proving to be useful in promoting health programs and their accomplishments. The increasing popularity of success stories is due to the innovative and effective way that they increase a program's visibility, while engaging potential participants, partners, and funders in public health efforts. From the community level to the federal level, program administrators are using success stories as vehicles for celebrating achievements, sharing challenges, and communicating lessons learned. Success stories are an effective means to move beyond the numbers and connect to readers-with a cause they can relate to and want to join. This article defines success stories and provides an overview of several types of story formats, how success stories can be systematically collected, and how they are used to communicate program success.

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

Science.gov (United States)

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

2015-01-01

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

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

OpenAIRE

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

2016-01-01

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

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

Science.gov (United States)

Nilsson, Lisbeth; Durkin, Josephine

2017-10-01

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

Professional regulation: a potentially valuable tool in responding to "stem cell tourism".

Science.gov (United States)

Zarzeczny, Amy; Caulfield, Timothy; Ogbogu, Ubaka; Bell, Peter; Crooks, Valorie A; Kamenova, Kalina; Master, Zubin; Rachul, Christen; Snyder, Jeremy; Toews, Maeghan; Zoeller, Sonja

2014-09-09

The growing international market for unproven stem cell-based interventions advertised on a direct-to-consumer basis over the internet ("stem cell tourism") is a source of concern because of the risks it presents to patients as well as their supporters, domestic health care systems, and the stem cell research field. Emerging responses such as public and health provider-focused education and national regulatory efforts are encouraging, but the market continues to grow. Physicians play a number of roles in the stem cell tourism market and, in many jurisdictions, are members of a regulated profession. In this article, we consider the use of professional regulation to address physician involvement in stem cell tourism. Although it is not without its limitations, professional regulation is a potentially valuable tool that can be employed in response to problematic types of physician involvement in the stem cell tourism market. Copyright © 2014 The Authors. Published by Elsevier Inc. All rights reserved.

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

Directory of Open Access Journals (Sweden)

Munir Shuib

2015-01-01

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

Using Educational Games for Sign Language Learning--A SignWriting Learning Game: Case Study

Science.gov (United States)

Bouzid, Yosra; Khenissi, Mohamed Ali; Essalmi, Fathi; Jemni, Mohamed

2016-01-01

Apart from being used as a means of entertainment, computer games have been adopted for a long time as a valuable tool for learning. Computer games can offer many learning benefits to students since they can consume their attention and increase their motivation and engagement which can then lead to stimulate learning. However, most of the research…

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

NARCIS (Netherlands)

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

2009-01-01

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

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

CERN Document Server

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

2016-01-01

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

Bootcamp EMMA MOOC Assessment for learning in practice

NARCIS (Netherlands)

Firssova, Olga; Brouns, Francis

2016-01-01

Formative assessment or assessment for learning is a relevant theme for teachers and educationalists. Formative assessment is a valuable tool for supporting the learning process. It is applied during learning and offers you more and better opportunities to guide your students. Formative assessment

E-LEARNING TOOLS: STRUCTURE, CONTENT, CLASSIFICATION

Directory of Open Access Journals (Sweden)

Yuliya H. Loboda

2012-05-01

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

Data Mining Practical Machine Learning Tools and Techniques

CERN Document Server

Witten, Ian H; Hall, Mark A

2011-01-01

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

User Studies: Developing Learning Strategy Tool Software for Children.

Science.gov (United States)

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

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

Professional Regulation: A Potentially Valuable Tool in Responding to “Stem Cell Tourism”

Directory of Open Access Journals (Sweden)

Amy Zarzeczny

2014-09-01

Full Text Available The growing international market for unproven stem cell-based interventions advertised on a direct-to-consumer basis over the internet (“stem cell tourism” is a source of concern because of the risks it presents to patients as well as their supporters, domestic health care systems, and the stem cell research field. Emerging responses such as public and health provider-focused education and national regulatory efforts are encouraging, but the market continues to grow. Physicians play a number of roles in the stem cell tourism market and, in many jurisdictions, are members of a regulated profession. In this article, we consider the use of professional regulation to address physician involvement in stem cell tourism. Although it is not without its limitations, professional regulation is a potentially valuable tool that can be employed in response to problematic types of physician involvement in the stem cell tourism market.

Concept Mapping Using Cmap Tools to Enhance Meaningful Learning

Science.gov (United States)

Cañas, Alberto J.; Novak, Joseph D.

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

On Recommending Web 2.0 Tools to Personalise Learning

Science.gov (United States)

Juškeviciene, Anita; Kurilovas, Eugenijus

2014-01-01

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

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

NARCIS (Netherlands)

Scott, Bernard

2006-01-01

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

Collaborative Inquiry Learning: Models, tools, and challenges

Science.gov (United States)

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

2010-02-01

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

Tools and methodologies applied to eLearning

OpenAIRE

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

2006-01-01

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

Overcoming Learning Time And Space Constraints Through Technological Tool

Directory of Open Access Journals (Sweden)

Nafiseh Zarei

2015-08-01

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

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

Science.gov (United States)

Ellman, Matthew S; Schwartz, Michael L

2016-01-01

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

Students perceive healthcare as a valuable learning environment when accepted as a part of the workplace community.

Science.gov (United States)

Hägg-Martinell, Ann; Hult, Håkan; Henriksson, Peter; Kiessling, Anna

2014-01-01

The healthcare system is complex and the education of medical and nursing students is not always a priority within it. However, education offered at the point of care provides students with opportunities to apply knowledge, and to develop the necessary skills and attitudes needed to practice their future profession. The major objective of this study was to identify students' views of generic aspects of the healthcare environment that influences their progress towards professional competence. We collected free text answers of 75 medical students and 23 nursing students who had completed an extensive questionnaire concerning their learning in clinical wards. In order to obtain richer data and a deeper understanding, we also interviewed a purposive sample of students. Qualitative content analysis was conducted. We identified three themes: (1) How management, planning and organising for learning enabled content and learning activities to relate to the syllabus and workplace, and how this management influenced space and resources for supervision and learning; (2) Workplace culture elucidated how hierarchies and communication affected student learning and influenced their professional development and (3) Learning a profession illustrated the importance of supervisors' approaches to students, their enthusiasm and ability to build relationships, and their feedback to students on performance. From a student perspective, a valuable learning environment is characterised as one where management, planning and organising are aligned and support learning. Students experience a professional growth when the community of practice accepts them, and competent and enthusiastic supervisors give them opportunities to interact with patients and to develop their own responsibilities.

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

Science.gov (United States)

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

2015-02-01

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

Open Source for Knowledge and Learning Management: Strategies beyond Tools

Science.gov (United States)

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

2007-01-01

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

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

Directory of Open Access Journals (Sweden)

Oleksandr A. Shcherbyna

2015-06-01

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

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

Science.gov (United States)

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

2016-01-01

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

MEAT: An Authoring Tool for Generating Adaptable Learning Resources

Science.gov (United States)

Kuo, Yen-Hung; Huang, Yueh-Min

2009-01-01

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

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

NARCIS (Netherlands)

Schaik, M.G. van; et al

2016-01-01

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

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

DEFF Research Database (Denmark)

Borsotti, Valeria; Møllenbach, Emilie

2016-01-01

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

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

Science.gov (United States)

Vavoula, Giasemi; Sharples, Mike

2009-01-01

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

Evaluation of Linked Data tools for Learning Analytics

NARCIS (Netherlands)

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

2013-01-01

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

Student engagement in pharmacology courses using online learning tools.

Science.gov (United States)

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

2013-08-12

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

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

Science.gov (United States)

Ku, David Tawei; Huang, Yung-Hsin

2012-01-01

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

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

DEFF Research Database (Denmark)

Adam, Henrik; Petersson, Eva

2013-01-01

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

Mobilizing Learning: Using Moodle and Online Tools via Smartphones

Directory of Open Access Journals (Sweden)

Salim Said Al-Kindi

2017-09-01

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

Using Mobile Devices for Motor-Learning Laboratory Exercises

Science.gov (United States)

Hill, Kory

2014-01-01

When teaching motor-learning concepts, laboratory experiments can be valuable tools for promoting learning. In certain circumstances, traditional laboratory exercises are often impractical due to facilities, time, or cost. Inexpensive or free applications (apps) that run on mobile devices can serve as useful alternatives. This article details…

Academic perceptions amongst educators towards eLearning tools in dental education.

Science.gov (United States)

Handal, Boris; Groenlund, Catherine; Gerzina, Tania

2011-04-01

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

MALDI TOF imaging mass spectrometry in clinical pathology: a valuable tool for cancer diagnostics (review).

Science.gov (United States)

Kriegsmann, Jörg; Kriegsmann, Mark; Casadonte, Rita

2015-03-01

Matrix-assisted laser desorption/ionization (MALDI) time-of-flight (TOF) imaging mass spectrometry (IMS) is an evolving technique in cancer diagnostics and combines the advantages of mass spectrometry (proteomics), detection of numerous molecules, and spatial resolution in histological tissue sections and cytological preparations. This method allows the detection of proteins, peptides, lipids, carbohydrates or glycoconjugates and small molecules.Formalin-fixed paraffin-embedded tissue can also be investigated by IMS, thus, this method seems to be an ideal tool for cancer diagnostics and biomarker discovery. It may add information to the identification of tumor margins and tumor heterogeneity. The technique allows tumor typing, especially identification of the tumor of origin in metastatic tissue, as well as grading and may provide prognostic information. IMS is a valuable method for the identification of biomarkers and can complement histology, immunohistology and molecular pathology in various fields of histopathological diagnostics, especially with regard to identification and grading of tumors.

Integrating New Technologies and Existing Tools to Promote Programming Learning

Directory of Open Access Journals (Sweden)

Álvaro Santos

2010-04-01

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

Concept mapping as learning tool in problem-oriented learning

NARCIS (Netherlands)

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

2010-01-01

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

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

NARCIS (Netherlands)

Verpoorten, Dominique; Poumay, M; Leclercq, D

2006-01-01

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

APPROACHES AND TOOLS FOR QUALITY EXAMINATION OF E-LEARNING TOOLS

Directory of Open Access Journals (Sweden)

Galina P. Lavrentieva

2011-02-01

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

Operation ARA: A Computerized Learning Game that Teaches Critical Thinking and Scientific Reasoning

Science.gov (United States)

Halpern, Diane F.; Millis, Keith; Graesser, Arthur C.; Butler, Heather; Forsyth, Carol; Cai, Zhiqiang

2012-01-01

Operation ARA (Acquiring Research Acumen) is a computerized learning game that teaches critical thinking and scientific reasoning. It is a valuable learning tool that utilizes principles from the science of learning and serious computer games. Students learn the skills of scientific reasoning by engaging in interactive dialogs with avatars. They…

Integration of Web 2.0 Tools in Learning a Programming Course

Science.gov (United States)

Majid, Nazatul Aini Abd

2014-01-01

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

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

Science.gov (United States)

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

2011-04-11

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

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

Science.gov (United States)

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

2016-08-20

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

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

Science.gov (United States)

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

2013-11-19

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

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

Science.gov (United States)

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

2017-01-01

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

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

Science.gov (United States)

Thornton, Ronald K.; Sokoloff, David R.

1990-09-01

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

Competencies in Organizational E-Learning: Concepts and Tools

Science.gov (United States)

Sicilia, Miguel-Angel, Ed.

2007-01-01

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

Valuable human capital: the aging health care worker.

Science.gov (United States)

Collins, Sandra K; Collins, Kevin S

2006-01-01

With the workforce growing older and the supply of younger workers diminishing, it is critical for health care managers to understand the factors necessary to capitalize on their vintage employees. Retaining this segment of the workforce has a multitude of benefits including the preservation of valuable intellectual capital, which is necessary to ensure that health care organizations maintain their competitive advantage in the consumer-driven market. Retaining the aging employee is possible if health care managers learn the motivators and training differences associated with this category of the workforce. These employees should be considered a valuable resource of human capital because without their extensive expertise, intense loyalty and work ethic, and superior customer service skills, health care organizations could suffer severe economic repercussions in the near future.

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

Directory of Open Access Journals (Sweden)

Matthew S. Ellman

2016-01-01

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

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

Science.gov (United States)

Blumberg, Maurice H.; Randall, Richard L.

1993-01-01

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

COOPERATIVE LEARNING ENVIRONMENT WITH THE WEB 2.0 TOOL E-PORTFOLIOS

Directory of Open Access Journals (Sweden)

Soh OR KAN

2011-07-01

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

Tool-Based Curricula and Visual Learning

Directory of Open Access Journals (Sweden)

Dragica Vasileska

2013-12-01

representative of ACUTE isSCHRED, which has 97 citations in research papers and is themost popular tool on nanoHUB.org.Surveys were collected from three courses offered at ArizonaState University. These courses were: EEE434/591, the QuantumMechanics class offered in the fall 2007; EEE 101 EngineeringDesign, offered in the spring 2008; and EEE533 SemiconductorManuscript received 2 December 2013. Received in revised form 25December 2013. Accepted for publication 26 December 2013.This work was financially supported from NSF Grant under grant No. NSFECS 0901251 is also acknowledged.This work was presented at the 9th, European conference on e-Learning(2010.Dragica Vasileska is with the Arizona State University, Tempe, AZ USA(phone: +1-480-965-6651; e-mail: Vasileska@asu.edu.Gerhard Klimeck is with Purdue University, West Lafayette, IN USA (email:gekco@purdue.edu.A. Magana is with Purdue University, West Lafayette, IN USA (e-mail:admagana@purdue.edu.S. M. Goodnick is with the Arizona State University, Tempe, AZ USA (email:stephen.goodnick@asu.edu.Device and Process Simulation, offered in the fall 2009. Thestudy consisted of students participating in a voluntary Likertscalesurvey that focused on: Learning outcomes, Evidence of thelearning, Pedagogical approach and Usability aspects. Inparticular, the survey investigated how intuitive the tools are.The results of the study identified differences in the waystudents perceived the nanoHUB.org simulation tools. Graduateand undergraduate students reported more positive experienceswith nanoHUB.org simulations than freshman students did.Potential explanations for these differences are: a freshmanstudents have not fully developed graphical literacy skills; bstudents may lack the prior knowledge required at the time theyinteract with the tool; and c students may lack interests in thetopic and have not yet seen the value of how these tools can beapplied toward their own learning goals. A potential support toovercome some of these difficulties may

Emerging Technologies as Cognitive Tools for Authentic Learning

Science.gov (United States)

Herrington, Jan; Parker, Jenni

2013-01-01

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

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

Science.gov (United States)

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

2008-01-01

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

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

African Journals Online (AJOL)

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

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

Science.gov (United States)

Delanoy, Richard L.

1996-03-01

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

Tools for the Assessment of Learning

Science.gov (United States)

Pappas, Marjorie L.

2007-01-01

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

Handwriting as a Tool for Learning in ELT

Science.gov (United States)

Lund, Ragnhild Elisabeth

2016-01-01

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

Student Engagement in Pharmacology Courses Using Online Learning Tools

Science.gov (United States)

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

2013-01-01

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

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

Science.gov (United States)

Sari, Dwi Ivayana; Hermanto, Didik

2017-08-01

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

LinkedIn as a Learning Tool in Business Education

Science.gov (United States)

Cooper, Brett; Naatus, Mary Kate

2014-01-01

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

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

Science.gov (United States)

Scanlon, Eileen

2012-01-01

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

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

OpenAIRE

Conroy, Patty

2011-01-01

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

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

Science.gov (United States)

Arai, Kensuke; Mitsubori, Masahiro

2018-01-01

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

WebQuests as Language-Learning Tools

Science.gov (United States)

Aydin, Selami

2016-01-01

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

Student Technology Use for Powerful Learning

Science.gov (United States)

Heidenrich, Carol

2013-01-01

Technology has evolved as a valuable information and communication tool. In our knowledge and information society, students with information and communication technology (ICT) competence will be prepared for success. Teacher pedagogy and student learning have to change to fully integrate technology into the curriculum. Students may not have…

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

Science.gov (United States)

Thadani, Vandana; Bouvier-Brown, Nicole C.

2016-01-01

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

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

Science.gov (United States)

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

2013-01-01

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

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

Directory of Open Access Journals (Sweden)

Dogan - Ibrahim

2008-10-01

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

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

Directory of Open Access Journals (Sweden)

Norda Majekodunmi

2012-11-01

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

Identity as an Analytical Tool to Explore Students’ Mathematical Writing

DEFF Research Database (Denmark)

Iversen, Steffen Møllegaard

Learning to communicate in, with and about mathematics is a key part of learning mathematics (Niss & Højgaard, 2011). Therefore, understanding how students’ mathematical writing is shaped is important to mathematics education research. In this paper the notion of ‘writer identity’ (Ivanič, 1998; ......; Burgess & Ivanič, 2010) is introduced and operationalised in relation to students’ mathematical writing and through a case study it is illustrated how this analytic tool can facilitate valuable insights when exploring students’ mathematical writing....

Student notes as a mediating tool for learning in school subjects

DEFF Research Database (Denmark)

Christensen, Torben Spanget

2016-01-01

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

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

Science.gov (United States)

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

2013-01-01

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

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

Directory of Open Access Journals (Sweden)

Guofeng Wang

2014-11-01

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

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

Science.gov (United States)

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

2017-09-01

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

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

Science.gov (United States)

Deng, Xiaozhao; Ruan, Jianhai

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

The production of audiovisual teaching tools in minimally invasive surgery.

Science.gov (United States)

Tolerton, Sarah K; Hugh, Thomas J; Cosman, Peter H

2012-01-01

Audiovisual learning resources have become valuable adjuncts to formal teaching in surgical training. This report discusses the process and challenges of preparing an audiovisual teaching tool for laparoscopic cholecystectomy. The relative value in surgical education and training, for both the creator and viewer are addressed. This audiovisual teaching resource was prepared as part of the Master of Surgery program at the University of Sydney, Australia. The different methods of video production used to create operative teaching tools are discussed. Collating and editing material for an audiovisual teaching resource can be a time-consuming and technically challenging process. However, quality learning resources can now be produced even with limited prior video editing experience. With minimal cost and suitable guidance to ensure clinically relevant content, most surgeons should be able to produce short, high-quality education videos of both open and minimally invasive surgery. Despite the challenges faced during production of audiovisual teaching tools, these resources are now relatively easy to produce using readily available software. These resources are particularly attractive to surgical trainees when real time operative footage is used. They serve as valuable adjuncts to formal teaching, particularly in the setting of minimally invasive surgery. Copyright © 2012 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

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

DEFF Research Database (Denmark)

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

2012-01-01

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

Agrobacterium rhizogenes-mediated transformation of Superroot-derived Lotus corniculatus plants: a valuable tool for functional genomics

Directory of Open Access Journals (Sweden)

Liu Wei

2009-06-01

reach 92% based on GUS detection. The combination of the highly efficient transformation and the regeneration system of Superroot provides a valuable tool for functional genomics studies in L. corniculatus.

Using a blog as an integrated eLearning tool and platform.

Science.gov (United States)

Goh, Poh Sun

2016-06-01

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

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

Directory of Open Access Journals (Sweden)

P. H. Patrio Chiu

2015-06-01

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

The AACSB: A Valuable Tool for the Language Educator.

Science.gov (United States)

Bush-Bacelis, Jean L.

The American Assembly of Collegiate Schools of Business (AACSB), an accrediting agency, may be an overlooked tool for establishing rationale and credibility for globalization of business courses. The 245 member institutions are bound by the agency's accrediting requirements, and many others are influenced by the standards set in those…

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

Science.gov (United States)

Hicks, Catherine

2018-01-01

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

Workplace wellness using online learning tools in a healthcare setting.

Science.gov (United States)

Blake, Holly; Gartshore, Emily

2016-09-01

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

Effective e-learning in surgical education: the core values underpinning effective e-learning environments and how these may be enhanced for future surgical education.

Science.gov (United States)

Bamford, R; Coulston, J

2016-01-01

e-learning is a valuable tool that has a number of advantages for Surgical Oncology training and education. The rapidly evolving nature of, and limited clinical exposure to oncological practice creates challenges for surgical trainees to stay up to date and engaged. Online learning can be accessed anywhere at any time and allows trainees to develop, apply and be assessed on their learning. To be effective, it must be educationally sound and embrace technology to enhance learners' experience.

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

Science.gov (United States)

Yang, Irene

2014-07-01

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

TOOLS FOR COLABORATIVE LEARNING: A ROLE-PLAYING PRACTICE

Directory of Open Access Journals (Sweden)

Marta Ortiz-de-Urbina Criado

2010-11-01

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

Social Networking Sites as a Learning Tool

Science.gov (United States)

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

2016-01-01

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

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

NARCIS (Netherlands)

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

2012-01-01

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

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

Science.gov (United States)

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

2014-01-01

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

ProofJudge: Automated Proof Judging Tool for Learning Mathematical Logic

DEFF Research Database (Denmark)

Villadsen, Jørgen

2015-01-01

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

ProofJudge: Automated Proof Judging Tool for Learning Mathematical Logic

DEFF Research Database (Denmark)

Villadsen, Jørgen

2016-01-01

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

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

Science.gov (United States)

Sun, Jun; Wang, Ying

2014-01-01

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

Focus on Film: Learning through the Movies

Science.gov (United States)

Considine, David M.; Baker, Frank

2006-01-01

This article explores the use of movies as valuable instructional tools. When students are engaged with the content through a medium they love, they learn better and retain more. Incorporating motion pictures as part of classroom instruction has been spurred by the endorsement of both of the major reading and language arts organizations in the…

A Case Study of Using a Social Annotation Tool to Support Collaboratively Learning

Science.gov (United States)

Gao, Fei

2013-01-01

The purpose of the study was to understand student interaction and learning supported by a collaboratively social annotation tool--Diigo. The researcher examined through a case study how students participated and interacted when learning an online text with the social annotation tool--Diigo, and how they perceived their experience. The findings…

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

Science.gov (United States)

Umoh, Joseph B.; Akpan, Ekemini T.

2014-01-01

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

Student-oriented learning outlines: a valuable supplement to traditional instruction.

Science.gov (United States)

VanArsdale, S K; Hammons, J O

1998-01-01

In a time of changing health care and funding restraints in institutions, continuing education and staff development departments are being challenged to produce better prepared nurses at reduced costs per employee. Improvements in how nurses are prepared are needed to ensure higher levels of competence without increasing the cost. This article describes the development and use of a practical strategy for mastery learning known as Student-Oriented Learning Outlines or SOLOs. This approach has been found to be effective in producing improvements in learning and ultimately patient care while reducing cost to the institution.

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

Science.gov (United States)

Poulin, Michael T.

2014-01-01

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

Discovering the Motivations of Students when Using an Online Learning Tool

Directory of Open Access Journals (Sweden)

Raafat George Saadé

2015-07-01

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

Exploring Preservice Teacher Perspectives on Video Games as Learning Tools

Science.gov (United States)

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

2014-01-01

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

Development and Evaluation of Computer-Based Laboratory Practical Learning Tool

Science.gov (United States)

Gandole, Y. B.

2006-01-01

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

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

Science.gov (United States)

Sakiyama, Yojiro

2009-02-01

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

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

DEFF Research Database (Denmark)

Mogensen, Arne

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

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

Directory of Open Access Journals (Sweden)

Jace HARGIS

2008-10-01

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

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

Science.gov (United States)

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

2017-08-01

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

Teaching resources in speleology and karst: a valuable educational tool

Directory of Open Access Journals (Sweden)

De Waele Jo

2010-01-01

Full Text Available There is a growing need in the speleological community of tools that make teaching of speleology and karst much easier. Despite the existence of a wide range of major academic textbooks, often the caver community has a difficult access to such material. Therefore, to fill this gap, the Italian Speleological Society, under the umbrella of the Union International de Spéléologie, has prepared a set of lectures, in a presentation format, on several topics including geology, physics, chemistry, hydrogeology, mineralogy, palaeontology, biology, microbiology, history, archaeology, artificial caves, documentation, etc. These lectures constitute the “Teaching Resources in Speleology and Karst”, available online. This educational tool, thanks to its easily manageable format, can constantly be updated and enriched with new contents and topics.

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

DEFF Research Database (Denmark)

Hansen, Klaus Marius; Ratzer, Anne Vinter

2002-01-01

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

Medical student web-based formative assessment tool for renal pathology

Directory of Open Access Journals (Sweden)

Vanesa Bijol

2015-03-01

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

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

Science.gov (United States)

Reuter, Jamie M.

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

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

Science.gov (United States)

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

2014-01-01

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

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

Science.gov (United States)

Hessler, H. Brooke; Taggart, Amy Rupiper

2011-01-01

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

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

Science.gov (United States)

Nurhuda; Lukito, A.; Masriyah

2018-01-01

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

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

African Journals Online (AJOL)

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

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

Directory of Open Access Journals (Sweden)

Yavuz SAMUR

2011-04-01

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

Providing Formative Feedback: Language Technologies for Lifelong Learning CONSPECT tool

NARCIS (Netherlands)

Berlanga, Adriana

2011-01-01

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

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

Science.gov (United States)

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

2012-01-01

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

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

Science.gov (United States)

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

2014-07-01

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

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

Science.gov (United States)

Regional Educational Laboratory, 2014

2014-01-01

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

Affordances of Telecollaboration tools for English for Specific Purposes online learning

OpenAIRE

Sevilla Pavón, Ana

2016-01-01

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

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

Science.gov (United States)

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

2016-01-01

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

Beneficial Web 2.0 Tools to Engage Learners and Maximize Learning

Science.gov (United States)

DiBella, Karen S.; Williams, Kimberly G.

2015-01-01

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

The Film as Visual Aided Learning Tool in Classroom Management Course

Science.gov (United States)

Altinay Gazi, Zehra; Altinay Aksal, Fahriye

2011-01-01

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

Humor: a pedagogical tool to promote learning.

Science.gov (United States)

Chabeli, M

2008-09-01

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

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

Science.gov (United States)

Liu, Ye; Palmer, Bart; Recker, Mimi

2004-01-01

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

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

International Nuclear Information System (INIS)

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

2006-01-01

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

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

Science.gov (United States)

Hassanien, Ahmed

2006-01-01

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

Learn Xcode Tools for Mac OS X and iPhone Development

CERN Document Server

Piper, I

2010-01-01

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

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

Directory of Open Access Journals (Sweden)

Linda Castañeda

2010-12-01

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

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

NARCIS (Netherlands)

Bredeweg, B.; Liem, J.

2009-01-01

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

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

Science.gov (United States)

Gaviola Feck, Dolores

2016-01-01

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

Peer-Learning Networks in Social Work Doctoral Education: An Interdisciplinary Model

Science.gov (United States)

Miller, J. Jay; Duron, Jacquelynn F.; Bosk, Emily Adlin; Finno-Velasquez, Megan; Abner, Kristin S.

2016-01-01

Peer-learning networks (PLN) can be valuable tools for doctoral students. Participation in these networks can aid in the completion of the dissertation, lead to increased scholarship productivity, and assist in student retention. Yet, despite the promise of PLNs, few studies have documented their effect on social work doctoral education. This…

Radiotherapy: an interactive learning tool

International Nuclear Information System (INIS)

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

1998-01-01

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

Simulation-based learning: Just like the real thing.

Science.gov (United States)

Lateef, Fatimah

2010-10-01

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

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

Science.gov (United States)

Zhang, Lin

2014-01-01

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

Effects of Attitudes and Behaviours on Learning Mathematics with Computer Tools

Science.gov (United States)

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

2010-01-01

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

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

Science.gov (United States)

Iserbyt, Peter; Byra, Mark

2013-11-01

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

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

Science.gov (United States)

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

2018-01-01

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

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

Directory of Open Access Journals (Sweden)

Xun Ge

2011-12-01

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

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

Science.gov (United States)

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

2017-01-01

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

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

Science.gov (United States)

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

2008-01-01

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

Development of a virtual lab for practical eLearning in eHealth.

Science.gov (United States)

Herzog, Juliane; Forjan, Mathias; Sauermann, Stefan; Mense, Alexander; Urbauer, Philipp

2015-01-01

In recent years an ongoing development in educational offers for professionals working in the field of eHealth has been observed. This education is increasingly offered in the form of eLearning courses. Furthermore, it can be seen that simulations are a valuable part to support the knowledge transfer. Based on the knowledge profiles defined for eHealth courses a virtual lab should be developed. For this purpose, a subset of skills and a use case is determined. After searching and evaluating appropriate simulating and testing tools six tools were chosen to implement the use case practically. Within an UML use case diagram the interaction between the tools and the user is represented. Initially tests have shown good results of the tools' feasibility. After an extensive testing phase the tools should be integrated in the eHealth eLearning courses.

Building Eclectic Personal Learning Landscapes with Open Source Tools

NARCIS (Netherlands)

Kalz, Marco

2008-01-01

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

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

Science.gov (United States)

Ractham, Peter; Chen, Charlie

2013-01-01

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

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

Directory of Open Access Journals (Sweden)

Rakefet Ackerman

2017-01-01

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

GBEP pilot Ghana. Very valuable and successful - a follow-up is suggested. Conclusions and recommendations

Energy Technology Data Exchange (ETDEWEB)

Hanekamp, E.; Vissers, P.; De Lint, S. [Partners for Innovation, Amsterdam (Netherlands)

2013-02-15

The Global Bio-Energy Partnership (GBEP) has developed a set of 24 sustainability indicators applicable to all forms of bio-energy and aimed at voluntary use by national governments. The GBEP indicators enable governments to assess the bio-energy sector and to develop new policies related to sustainable bio-energy production and use. These indicators have been piloted in Ghana. Modern bio-energy is a big opportunity for the region, which is why NL Agency adopted and supported the pilot, together with the Global Bio-Energy Partnership (GBEP). The pilot project also was supported by the ECOWAS Regional Centre for Renewable Energy and Energy Efficiency (ECREEE) and has been coordinated by the Council for Scientific and Industrial Research (CSIR). The Ghana Energy Commission took the responsibility to involve policymakers. Partners for Innovation was commissioned by NL Agency to provide technical assistance for the pilot. The main aims of the project are: (a) Enhancing the capacity of the host country Ghana (and ECOWAS) to use the GBEP indicators as a tool for assessing the sustainability of its bio-energy sector and/or developing sustainable bio-energy policies; (b) Learning lessons on how to apply the indicators and how to enhance their practicality as a tool for policymakers and giving this as feedback to the GBEP community. Three Ghanaian research institutes (CSIR-FORIG, CSIR-IIR and UG-ISSER) have studied 11 out of the 24 GBEP indicators in the pilot. The pilot has been a success: the 24 sustainability criteria appear to be very valuable for Ghana. As such the indicators provide, also for other governments, a practical tool to assess sustainability of biomass sectors and policies. The report also shows important insights on data availability and quality, and on the applicability of the GBEP indicators in Ghana. The final report provides concrete recommendations on: (1) How Ghana can proceed with the GBEP sustainability indicators; and (2) The lessons learned for

Building Eclectic Personal Learning Landscapes with Open Source Tools

OpenAIRE

Kalz, Marco

2008-01-01

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

Data-Mining – A Valuable Managerial Tool for Improving Power Plants Efficiency

Directory of Open Access Journals (Sweden)

Danubianu Mirela

2014-05-01

Full Text Available Energy and environment are top priorities for the EU’s Europe 2020 Strategy. Both fields imply complex approaches and consistent investment. The paper presents an alternative to large investments to improve the efficiencies of existing (outdated power installations: namely the use of data-mining techniques for analysing existing operational data. Data-mining is based upon exhaustive analysis of operational records, inferring high-value information by simply processing records with advanced mathematical / statistical tools. Results can be: assessment of the consistency of measurements, identification of new hardware needed for improving the quality of data, deducing the most efficient level for operation (internal benchmarking, correlation of consumptions with power/ heat production, of technical parameters with environmental impact, scheduling the optimal maintenance time, fuel stock optimization, simulating scenarios for equipment operation, anticipating periods of maximal stress of equipment, identification of medium and long term trends, planning and decision support for new investment, etc. The paper presents a data mining process carried out at the TERMICA - Suceava power plant. The analysis calls for a multidisciplinary approach, a complex team (experts in power&heat production, mechanics, environmental protection, economists, and last but not least IT experts and can be carried out with lower expenses than an investment in new equipment. Involvement of top management of the company is essential, being the driving force and motivation source for the data-mining team. The approach presented is self learning as once established, the data-mining analytical, modelling and simulation procedures and associated parameter databases can adjust themselves by absorbing and processing new relevant information and can be used on a long term basis for monitoring the performance of the installation, certifying the soundness of managerial measures taken

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

Science.gov (United States)

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

2015-01-01

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

BOOK REVIEW STUDENT-TEACHER INTERACTION IN ONLINE LEARNING ENVIRONMENTS

Directory of Open Access Journals (Sweden)

Harun SERPIL

2017-04-01

Full Text Available As online learning environments do not lend themselves to face-to-face interaction between teachers and students, it is essential to understand how to ensure healthy social presence in online learning. This book provides a useful selection of both commonly used and recently developed theories by discussing current research and giving examples of social presence in latest Online Learning Environments (OLEs. The book examines how the appropriate use of technological tools can relate instructors, peers, and course content. The reports on successful implementations are reinforced with research involving pre-service teachers. Both experienced and inexperienced educators will benefit by being informed about the effective use of many valuable tools exemplified here. The last six chapters present an array of new models that support social presence, and demonstrate how traditional paradigms can be used to create online social presence.

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

Science.gov (United States)

Friedrich, J.; Karslioglu, M. O.

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

Educational resources and tools for robotic learning

Directory of Open Access Journals (Sweden)

Pablo Gil Vazquez

2012-07-01

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

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

NARCIS (Netherlands)

Murmann, Mai; Avraamidou, Lucy

2014-01-01

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

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

African Journals Online (AJOL)

pc

2018-03-05

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

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

Directory of Open Access Journals (Sweden)

K. J. Garland

1998-01-01

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

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

Science.gov (United States)

Bellflower, Julie V.

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

Learning Management Systems: Are They Knowledge Management Tools?

Directory of Open Access Journals (Sweden)

Bayan Aref Abu Shawar

2010-03-01

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

Metabolic interrelationships software application: Interactive learning tool for intermediary metabolism

NARCIS (Netherlands)

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

2005-01-01

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

A Debate and Decision-Making Tool for Enhanced Learning

Science.gov (United States)

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

2016-01-01

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

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

Science.gov (United States)

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

2015-01-01

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

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

Science.gov (United States)

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

2012-01-01

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

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

Science.gov (United States)

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

2016-08-01

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

Teaching and Learning: Using Digital Tools for Progressive Assessment

DEFF Research Database (Denmark)

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

2008-01-01

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

Simulation-based learning: Just like the real thing

Directory of Open Access Journals (Sweden)

Lateef Fatimah

2010-01-01

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

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

Science.gov (United States)

Estival, Émilie; Sinoquet, Justine; Cluzel, Franck

2017-03-01

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

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

Science.gov (United States)

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

2010-01-01

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

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

Science.gov (United States)

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

2007-01-01

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

Natural language processing tools for computer assisted language learning

Directory of Open Access Journals (Sweden)

Vandeventer Faltin, Anne

2003-01-01

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

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

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Hossein Bahri

2016-06-01

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

Inculcating Positive Thinking in the Self-Concept of Children with Learning Difficulties

Science.gov (United States)

Abed, Mohaned Ghazi

2017-01-01

Inculcating positive thinking can act as a valuable tool in enhancing the overall self-concept of children with learning disabilities. The value of positive psychology is recognized as the basis for recent research conducted in the field of strength development. Positive psychology is centered on the view that individual lives can be improved by…

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

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Michael Magee

2004-10-01

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

Machine-learning the string landscape

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Yang-Hui He

2017-11-01

Full Text Available We propose a paradigm to apply machine learning various databases which have emerged in the study of the string landscape. In particular, we establish neural networks as both classifiers and predictors and train them with a host of available data ranging from Calabi–Yau manifolds and vector bundles, to quiver representations for gauge theories, using a novel framework of recasting geometrical and physical data as pixelated images. We find that even a relatively simple neural network can learn many significant quantities to astounding accuracy in a matter of minutes and can also predict hithertofore unencountered results, whereby rendering the paradigm a valuable tool in physics as well as pure mathematics.

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

Science.gov (United States)

Crossley, Scott A.

2013-01-01

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

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

Science.gov (United States)

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

2018-01-01

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

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

Science.gov (United States)

Jen, Chian-Li; Tilwick, Leon

2000-01-01

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

Utilizing LMS tools to help with student assessment in an online course

Directory of Open Access Journals (Sweden)

Dudley B. Turner

2015-07-01

Full Text Available In online learning, feedback to students is important in their progress. Assessments are often final or summative assessments that do not allow the student to adjust or improve their learning progress. Assessment, however, takes valuable time. This paper describes how using the tools available in a LMS can assist faculty in assessing student work and provide helpful feedback to students in an online course. The tools available for faculty to use can be set up to save time for the faculty during assessments. The assignments in this study were developed based on previous research indicating assessment can be an aid to student learning, and students who know how well they are doing can make needed adjustments. Students used the feedback from these LMS tools to decide whether or not to try again or move on. Students had the opportunity for multiple attempts at assignments and received feedback on each to help measure their learning. The rubric tool was used to not only grade student papers but also to provide appropriate feedback for student performance on the levels of achievement. Quizzes can be automatically graded. Any additional attempts are drawn from a bank of questions. Results from this pilot study show the benefits of multiple attempts at quizzes and assignments. Students who took advantage of multiple attempts did improve their scores. The paper also discusses further research that to help support this practice.

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

Science.gov (United States)

García Laborda, Jesús; Litzler, Mary Frances

2017-01-01

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

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

Science.gov (United States)

Manurung, Sondang; Demonta Pangabean, Deo

2017-05-01

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

YouTube as engagement and learning tool in higher education society

African Journals Online (AJOL)

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

Hybrid e-learning tool TransLearning

NARCIS (Netherlands)

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

2016-01-01

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

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

International Nuclear Information System (INIS)

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

2016-01-01

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

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

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Sushil Acharya

2017-06-01

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

Learning pathways during clinical placement of physiotherapy students: a Malaysian experience of using learning contracts and reflective diaries

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Ayiesah Ramli

2013-07-01

Full Text Available Purpose: Learning contracts and reflective diaries are educational tools that have been recently introduced to physiotherapy students from Malaysia during clinical education. It is unclear how students perceive the experience of using a learning contract and reflective diary. This study explores the learning pathways of the students after using a learning contract and a reflective diary for the first time in their clinical placement. Methods: A total of 26 final-year physiotherapy students completed a learning contract and a reflective diary during clinical placements. Two researchers explored the data qualitatively by the thematic content analysis method using NVivo. Results: A total of four and six main learning themes were identified from the data of the students through a learning contract and reflective diary. Conclusion: These learning themes reflected the views of the students about what they have considered to be important learning pathways during their clinical placements. They give valuable insights into the experiences and opinions of students during their clinical education process, which should be useful for enhancing teaching and learning methods in physiotherapy education.

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

Science.gov (United States)

Tower, Marion; Latimer, Sharon; Hewitt, Jayne

2014-06-01

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

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

Science.gov (United States)

Tsuei, Mengping

2017-01-01

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

Using Personal Portable Devices as Learning Tools in the English Class

Directory of Open Access Journals (Sweden)

Luz Edith Herrera Díaz

2014-10-01

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

Google classroom as a tool for active learning

Science.gov (United States)

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

2016-08-01

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

The Biochemistry Show: a new and fun tool for learning

Directory of Open Access Journals (Sweden)

A.H Ono

2006-07-01

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

SUPPORTING LEARNING THROUGH EPISTEMIC SCAFFOLDS EMBEDDED IN A HIGHLIGHTER TOOL

Directory of Open Access Journals (Sweden)

Jan Erik Dahl

2016-11-01

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

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

Science.gov (United States)

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

2018-01-01

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

E-learning and education in radiology

International Nuclear Information System (INIS)

Pinto, Antonio; Brunese, Luca; Pinto, Fabio; Acampora, Ciro; Romano, Luigia

2011-01-01

Purpose: To evaluate current applications of e-learning in radiology. Material and methods: A Medline search was performed using PubMed (National Library of Medicine, Bethesda, MD) for publications discussing the applications of e-learning in radiology. The search strategy employed a single combination of the following terms: (1) e-learning, and (2) education and (3) radiology. This review was limited to human studies and to English-language literature. We reviewed all the titles and subsequent the abstract of 29 articles that appeared pertinent. Additional articles were identified by reviewing the reference lists of relevant papers. Finally, the full text of 38 selected articles was reviewed. Results: Literature data shows that with the constant development of technology and global spread of computer networks, in particular of the Internet, the integration of multimedia and interactivity introduced into electronic publishing has allowed the creation of multimedia applications that provide valuable support for medical teaching and continuing medical education, specifically for radiology. Such technologies are valuable tools for collaboration, interactivity, simulation, and self-testing. However, not everything on the World Wide Web is useful, accurate, or beneficial: the quality and veracity of medical information on the World Wide Web is variable and much time can be wasted as many websites do not meet basic publication standards. Conclusion: E-learning will become an important source of education in radiology.

E-learning and education in radiology.

Science.gov (United States)

Pinto, Antonio; Brunese, Luca; Pinto, Fabio; Acampora, Ciro; Romano, Luigia

2011-06-01

To evaluate current applications of e-learning in radiology. A Medline search was performed using PubMed (National Library of Medicine, Bethesda, MD) for publications discussing the applications of e-learning in radiology. The search strategy employed a single combination of the following terms: (1) e-learning, and (2) education and (3) radiology. This review was limited to human studies and to English-language literature. We reviewed all the titles and subsequent the abstract of 29 articles that appeared pertinent. Additional articles were identified by reviewing the reference lists of relevant papers. Finally, the full text of 38 selected articles was reviewed. Literature data shows that with the constant development of technology and global spread of computer networks, in particular of the Internet, the integration of multimedia and interactivity introduced into electronic publishing has allowed the creation of multimedia applications that provide valuable support for medical teaching and continuing medical education, specifically for radiology. Such technologies are valuable tools for collaboration, interactivity, simulation, and self-testing. However, not everything on the World Wide Web is useful, accurate, or beneficial: the quality and veracity of medical information on the World Wide Web is variable and much time can be wasted as many websites do not meet basic publication standards. E-learning will become an important source of education in radiology. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

E-learning and education in radiology

Energy Technology Data Exchange (ETDEWEB)

Pinto, Antonio, E-mail: antopin1968@libero.it [Department of Diagnostic Imaging, A. Cardarelli Hospital, I-80131 Naples (Italy); Brunese, Luca, E-mail: lucabrunese@libero.it [Department of Health Science, Faculty of Medicine and Surgery, University of Molise, I-86100 Campobasso (Italy); Pinto, Fabio, E-mail: fpinto1966@libero.it [Department of Diagnostic Imaging, A. Cardarelli Hospital, I-80131 Naples (Italy); Acampora, Ciro, E-mail: itrasente@libero.it [Department of Diagnostic Imaging, A. Cardarelli Hospital, I-80131 Naples (Italy); Romano, Luigia, E-mail: luigia.romano@fastwebnet.it [Department of Diagnostic Imaging, A. Cardarelli Hospital, I-80131 Naples (Italy)

2011-06-15

Purpose: To evaluate current applications of e-learning in radiology. Material and methods: A Medline search was performed using PubMed (National Library of Medicine, Bethesda, MD) for publications discussing the applications of e-learning in radiology. The search strategy employed a single combination of the following terms: (1) e-learning, and (2) education and (3) radiology. This review was limited to human studies and to English-language literature. We reviewed all the titles and subsequent the abstract of 29 articles that appeared pertinent. Additional articles were identified by reviewing the reference lists of relevant papers. Finally, the full text of 38 selected articles was reviewed. Results: Literature data shows that with the constant development of technology and global spread of computer networks, in particular of the Internet, the integration of multimedia and interactivity introduced into electronic publishing has allowed the creation of multimedia applications that provide valuable support for medical teaching and continuing medical education, specifically for radiology. Such technologies are valuable tools for collaboration, interactivity, simulation, and self-testing. However, not everything on the World Wide Web is useful, accurate, or beneficial: the quality and veracity of medical information on the World Wide Web is variable and much time can be wasted as many websites do not meet basic publication standards. Conclusion: E-learning will become an important source of education in radiology.

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

OpenAIRE

Randahl, Mira

2016-01-01

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

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

Science.gov (United States)

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

2004-01-01

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

Science Teaching Orientations and Technology-Enhanced Tools for Student Learning

Science.gov (United States)

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

2013-01-01

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

A Learning Aid Tool for Power Electronics Converters

Directory of Open Access Journals (Sweden)

O. Bouketir

2005-06-01

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

Challenging and valuable

NARCIS (Netherlands)

Van Hal, J.D.M.

2008-01-01

Challenging and valuable Inaugural speech given on May 7th 2008 at the occasion of the acceptance of the position of Professor Sustainable Housing Transformation at the faculty of Architeeture of the Delft University of Technology by Prof. J.D.M. van Hal MSc PhD.

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

Science.gov (United States)

Abayan, Kenneth Munoz

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

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

Science.gov (United States)

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

2017-09-01

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

Affordances of telecollaboration tools for English for Specific Purposes online learning

Directory of Open Access Journals (Sweden)

Ana Sevilla-Pavón

2016-11-01

Full Text Available This paper explores students’ perceptions of the affordances of different telecollaboration tools used in an innovation project for English for Specific Purposes online learning carried out between the University of Valencia (Spain and Wofford College (South Carolina, United States during the school year 2015-2016. Different tools for synchronous and asynchronous communication were used. The asynchronous tools included a discussion forum, a wiki, social networking websites and Google forms; while the tools used for synchronous communication were text, voice and video chat, videoconferencing tools and Google Drive. All the tools were accessible through the online platform used in the project, Google+. By using these tools, students from both sides of the Atlantic Ocean carried out a number of activities and tasks through online telecollaborative methods, involving both synchronous and asynchronous communication. The tasks completed by students through the use of the different tools were aimed at fostering distance online collaboration among American and Spanish students for the development of their linguistic, intercultural and digital literacies.

What makes a sustainability tool valuable, practical and useful in real-world healthcare practice? A mixed-methods study on the development of the Long Term Success Tool in Northwest London.

Science.gov (United States)

Lennox, Laura; Doyle, Cathal; Reed, Julie E; Bell, Derek

2017-09-24

Although improvement initiatives show benefits to patient care, they often fail to sustain. Models and frameworks exist to address this challenge, but issues with design, clarity and usability have been barriers to use in healthcare settings. This work aimed to collaborate with stakeholders to develop a sustainability tool relevant to people in healthcare settings and practical for use in improvement initiatives. Tool development was conducted in six stages. A scoping literature review, group discussions and a stakeholder engagement event explored literature findings and their resonance with stakeholders in healthcare settings. Interviews, small-scale trialling and piloting explored the design and tested the practicality of the tool in improvement initiatives. National Institute for Health Research Collaboration for Leadership in Applied Health Research and Care for Northwest London (CLAHRC NWL). CLAHRC NWL improvement initiative teams and staff. The iterative design process and engagement of stakeholders informed the articulation of the sustainability factors identified from the literature and guided tool design for practical application. Key iterations of factors and tool design are discussed. From the development process, the Long Term Success Tool (LTST) has been designed. The Tool supports those implementing improvements to reflect on 12 sustainability factors to identify risks to increase chances of achieving sustainability over time. The Tool is designed to provide a platform for improvement teams to share their own views on sustainability as well as learn about the different views held within their team to prompt discussion and actions. The development of the LTST has reinforced the importance of working with stakeholders to design strategies which respond to their needs and preferences and can practically be implemented in real-world settings. Further research is required to study the use and effectiveness of the tool in practice and assess engagement with

Learning to Learn Together with CSCL Tools

Science.gov (United States)

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

2015-01-01

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

Learning by playing, animating words and images

DEFF Research Database (Denmark)

Carpe Pérez, Inmaculada Concepción; Pedersen, Hanne

2015-01-01

? Visual narrative is a "language" as valid as writing or speaking. Sometimes, a more valuable tool when there's an impediment to use verbal communication. Animation is a feeling and visual thinking media which allows us to "translate" words into images, sentences into stories and scripts into movies....... It teaches visual literacy, as any other curricula, together with emotional intelligence. It's a source of knowledge and for producing knowledge. Not only educators but filmmakers, as George Lucas or Martin Scorsese, agree in the importance of teaching how to read images, in the same way we are taught....... The persisting vision). We are aware of the resistance that alternative learning tools suffer from the most traditional school systems, as Sir Ken Robinson claims; we need to change the old teachings paradigms. At the Animated Learning Lab, together, with some of the newest results from other schools...

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

DEFF Research Database (Denmark)

Hansen, Gitte Riis

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

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

NARCIS (Netherlands)

Dimov, Alexander; Stefanov, Krassen

2009-01-01

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

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

Directory of Open Access Journals (Sweden)

Simin Ghavifekr

2016-04-01

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

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

CERN Document Server

Hyler, Jeremy

2014-01-01

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

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

Science.gov (United States)

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

2017-12-01

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

Choosing Technology Tools to Meet Pronunciation Teaching and Learning Goals

Science.gov (United States)

Yoshida, Marla Tritch

2018-01-01

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

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

Science.gov (United States)

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

2018-01-01

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

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

Science.gov (United States)

Chatterjee, Moumita

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

Recovery and utilization of valuable metals from spent nuclear fuel. 3: Mutual separation of valuable metals

International Nuclear Information System (INIS)

Kirishima, K.; Shibayama, H.; Nakahira, H.; Shimauchi, H.; Myochin, M.; Wada, Y.; Kawase, K.; Kishimoto, Y.

1993-01-01

In the project ''Recovery and Utilization of Valuable Metals from Spent Fuel,'' mutual separation process of valuable metals recovered from spent fuel has been studied by using the simulated solution contained Pb, Ru, Rh, Pd and Mo. Pd was separated successfully by DHS (di-hexyl sulfide) solvent extraction method, while Pb was recovered selectively from the raffinate by neutralization precipitation of other elements. On the other hand, Rh was roughly separated by washing the precipitate with alkaline solution, so that Rh was refined by chelate resin CS-346. Outline of the mutual separation process flow sheet has been established of the combination of these techniques. The experimental results and the process flow sheet of mutual separation of valuable metals are presented in this paper

Measuring Success in Your Fuels Program: From the Report Card to Valuable Learning

Science.gov (United States)

Paula Nasiatka; David Christenson

2006-01-01

How can a unit learn in everyday fuels programs and from program reviews? How can a unit move from living in the “report card” culture to discovering more effective ways to improve what it knows and how it learns? Six specific tasks are critical to organizational learning according to David A. Garvin of Harvard Business School. By engaging in these tasks a unit can...

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

Science.gov (United States)

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

2018-01-01

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

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

OpenAIRE

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

2016-01-01

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

Productivity, part 2: cloud storage, remote meeting tools, screencasting, speech recognition software, password managers, and online data backup.

Science.gov (United States)

Lackey, Amanda E; Pandey, Tarun; Moshiri, Mariam; Lalwani, Neeraj; Lall, Chandana; Bhargava, Puneet

2014-06-01

It is an opportune time for radiologists to focus on personal productivity. The ever increasing reliance on computers and the Internet has significantly changed the way we work. Myriad software applications are available to help us improve our personal efficiency. In this article, the authors discuss some tools that help improve collaboration and personal productivity, maximize e-learning, and protect valuable digital data. Published by Elsevier Inc.

Using a Balance Scorecard Approach to Evaluate the Value of Service Learning Projects in Online Courses

Science.gov (United States)

Schwieger, Dana

2015-01-01

Service learning projects serve as a valuable tool for applying course concepts in a way to benefit both the students and community. However, they often require a significant amount of additional effort beyond that required of assigning conventional homework problems. When the projects take place in an online course setting, the level of…

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

Science.gov (United States)

Van Nuland, Sonya E; Rogers, Kem A

2017-11-01

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

Tools For Interactive Learning And Self-Management Of Diabetes

Science.gov (United States)

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

2015-05-01

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

Physiotherapy students' perceptions about the learning ...

African Journals Online (AJOL)

The clinical education introductory module provided valuable opportunities, where students learnt productively in a non-threatening learning environment. Junior students linked theoretical and practical concepts to clinical implementation. Peer mentoring and progressive mastering were valuable learning strategies.

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

Science.gov (United States)

Hayford, Barbara; Blomstrom, Sally; Mumpower, Lori

2015-01-01

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

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

Science.gov (United States)

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

2014-09-01

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

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

Science.gov (United States)

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

2015-03-01

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

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

Science.gov (United States)

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

2013-01-01

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

D.E.E.P. Learning: Promoting Informal STEM Learning through a Popular Gaming Platform

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Simms, E.; Rohrlick, D.; Layman, C.; Peach, C. L.; Orcutt, J. A.

2011-12-01

The research and development of educational games, and the study of the educational value of interactive games in general, have lagged far behind efforts for games created for the purpose of entertainment. But evidence suggests that digital simulations and games have the "potential to advance multiple science learning goals, including motivation to learn science, conceptual understanding, science process skills, understanding of the nature of science, scientific discourse and argumentation, and identification with science and science learning." (NRC, 2011). It is also generally recognized that interactive digital games have the potential to promote the development of valuable learning and life skills, including data processing, decision-making, critical thinking, planning, communication and collaboration (Kirriemuir and MacFarlane, 2006). Video games are now played in 67% of American households (ESA, 2010), and across a broad range of ages, making them a potentially valuable tool for Science, Technology, Engineering and Mathematics (STEM) learning among the diverse audiences associated with informal science education institutions (ISEIs; e.g., aquariums, museums, science centers). We are attempting to capitalize on this potential by developing games based on the popular Microsoft Xbox360 gaming platform and the free Microsoft XNA game development kit. The games, collectively known as Deep-sea Extreme Environment Pilot (D.E.E.P.), engage ISEI visitors in the exploration and understanding of the otherwise remote deep-sea environment. Players assume the role of piloting a remotely-operated vehicle (ROV) to explore ocean observing systems and hydrothermal vent environments, and are challenged to complete science-based objectives in order to earn points under timed conditions. The current games are intended to be relatively brief visitor experiences (on the order of several minutes) that support complementary exhibits and programming, and promote interactive visitor

Thinking outside the Box Office: Using Movies to Build Shared Experiences and Student Engagement in Online or Hybrid Learning

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Kresse, William; Watland, Kathleen Hanold

2016-01-01

Movies and films are widely recognized as valuable pedagogical tools. Motion pictures provide concrete and illustrative examples of important concepts and can improve students' understanding of course material as well as increase their satisfaction with courses. Online learning is becoming an increasing dominant facet of higher education. Online…

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

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Castillón Vela, Ignacio T

2018-01-01

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

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

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Hooker, John; Denker, Katherine

2014-01-01

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

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

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Kay, Robin

2013-01-01

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

Video Creation: A Tool for Engaging Students to Learn Science

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Courtney, A. R.

2016-12-01

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

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

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

2010-10-01

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

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

OpenAIRE

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

2015-01-01

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

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

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Frederic Marimon

2017-06-01

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

Observation versus classification in supervised category learning.

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Levering, Kimery R; Kurtz, Kenneth J

2015-02-01

The traditional supervised classification paradigm encourages learners to acquire only the knowledge needed to predict category membership (a discriminative approach). An alternative that aligns with important aspects of real-world concept formation is learning with a broader focus to acquire knowledge of the internal structure of each category (a generative approach). Our work addresses the impact of a particular component of the traditional classification task: the guess-and-correct cycle. We compare classification learning to a supervised observational learning task in which learners are shown labeled examples but make no classification response. The goals of this work sit at two levels: (1) testing for differences in the nature of the category representations that arise from two basic learning modes; and (2) evaluating the generative/discriminative continuum as a theoretical tool for understand learning modes and their outcomes. Specifically, we view the guess-and-correct cycle as consistent with a more discriminative approach and therefore expected it to lead to narrower category knowledge. Across two experiments, the observational mode led to greater sensitivity to distributional properties of features and correlations between features. We conclude that a relatively subtle procedural difference in supervised category learning substantially impacts what learners come to know about the categories. The results demonstrate the value of the generative/discriminative continuum as a tool for advancing the psychology of category learning and also provide a valuable constraint for formal models and associated theories.

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

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

2013-01-01

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

Umbilical artery doppler velocimetry: a valuable tool for antenatal fetal surveillance

International Nuclear Information System (INIS)

Khawar, N.; Umber, A.

2013-01-01

To determine umbilical artery Doppler velocity parameter systolic: diastolic ratio (S/D ratio) relation with fetal well being and outcome. Setting: Department of Obstetrics and Gynecology, Lady Willingdon Hospital, Lahore Duration of study: Six months from 27-02-2008 to 26-08-2008. Subjects and methods: Sixty patients fulfilling the inclusion criteria were included in this study. They were subdivided into two groups. Group 'A' included 30 normal pregnant women with no medical or obstetrical risk factors and group 'B' included 30 pregnant women having risk factors like, hypertension, diabetes, Rhesus incompatibility, discordant twins, intrauterine growth restriction and non immunehydropsfetalis. Results: In comparison of S/D ratio with risk factors it was observed that S/D ratio 3 was present in 19 patients (31.6%) in pregnancy with hypertension/preeclampsia, 3 patients (5%) with diabetes mellitus, 11 patients (18.3%) with intrauterine growth restriction, 15 patients (25.0%) with oligohydramnios and only 1 patient (1.6%) with twin pregnancy. It was observed that women with S/D ratio 3 S/D ratio delivered 10 neonates (16.6%) with <4 Apgar score at 1 minute, 23 (38.3%) with <6 score at 5 minutes and 23 neonates (38.3%) needed resuscitation, 21 (35.0%) were admitted to neonatal unit for asphyxia. Conclusion: Umbilical artery Doppler studies is an integral tool while evaluating health of high risk pregnancies. However, it is not appropriate as a screening tool for low risk pregnancies. (author)

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

NARCIS (Netherlands)

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

2004-01-01

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

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

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

2018-02-26

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

The power of mindful learning in professional development course

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Sonia Piscayanti Kadek

2018-01-01

Full Text Available Mindful Learning has been widely used in education nowadays, due to its significant and valuable impacts towards learning. Mindful learning is an effective tool to enhance students’ awareness of learning, students’ engagement with the context of learning and students’ flexibility towards new ideas in learning. The three main characteristics of mindful learning above raise students’ motivation and ownership of learning. It is shaping the students new perspective and leading them to powerful impact of learning. This is a descriptive qualitative research on the use of mindful learning in Professional Development Course in English Education Department Ganesha University of Education. The subjects are 73 students of sixth semester in academic year 2016/2017. Mindful Learning is used as a powerful strategy to enhance the students’ achievement in learning. It is implemented through 16 meetings consisted of lectures, discussions, presentations and final projects. They are assessed by reflective journal, presentation notes, and final projects. At the end, the result showed that the power of mindful learning gives significant effect towards learning achievement. It showed that not only the mindful learning is effective for the learning but also productive in improving the students’ creativity and critical thinking.

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

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

2015-01-01

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

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

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

2018-02-01

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

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

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

2015-03-01

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

Tools for peer assessment in an e-learning environment

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Hugo Nordseth

2010-11-01

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

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

NARCIS (Netherlands)

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

2005-01-01

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

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

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Sato, Takeshi; Suzuki, Akio

2012-01-01

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

Learning Progressions as Tools for Assessment and Learning

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Shepard, Lorrie A.

2018-01-01

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

Are consumer surveys valuable as a service improvement tool in health services? A critical appraisal.

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Patwardhan, Anjali; Patwardhan, Prakash

2009-01-01

In the recent climate of consumerism and consumer focused care, health and social care needs to be more responsive than ever before. Consumer needs and preferences can be elicited with accepted validity and reliability only by strict methodological control, customerisation of the questionnaire and skilled interpretation. To construct, conduct, interpret and implement improved service provision, requires a trained work force and infrastructure. This article aims to appraise various aspects of consumer surveys and to assess their value as effective service improvement tools. The customer is the sole reason organisations exist. Consumer surveys are used worldwide as service and quality of care improvement tools by all types of service providers including health service providers. The article critically appraises the value of consumer surveys as service improvement tools in health services tool and its future applications. No one type of survey is the best or ideal. The key is the selection of the correct survey methodology, unique and customised for the particular type/aspect of care being evaluated. The method used should reflect the importance of the information required. Methodological rigor is essential for the effectiveness of consumer surveys as service improvement tools. Unfortunately so far there is no universal consensus on superiority of one particular methodology over another or any benefit of one specific methodology in a given situation. More training and some dedicated resource allocation is required to develop consumer surveys. More research is needed to develop specific survey methodology and evaluation techniques for improved validity and reliability of the surveys as service improvement tools. Measurement of consumer preferences/priorities, evaluation of services and key performance scores, is not easy. Consumer surveys seem impressive tools as they provide the customer a voice for change or modification. However, from a scientific point

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

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Luciano Assalim

2013-05-01

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

A Usability Study of Users’ Perceptions Toward a Multimedia Computer-Assisted Learning Tool for Neuroanatomy

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

2015-01-01

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

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

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Gromik, Nicolas A.

2015-01-01

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

The Learning Projects of Rural Third Age Women: Enriching a Valuable Community Resource

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Lear, Glenna

2011-01-01

As a third age PhD candidate with a passion for learning, I wanted to explore the learning of other rural third age women who live on the Lower Eyre Peninsula (LEP) of South Australia. This reflects the methodological stance of heuristic inquiry, which requires the researcher to have a passionate interest in the phenomena under investigation, and…

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

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Liaw, Shu-Sheng; Huang, Hsiu-Mei

2016-01-01

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

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

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Benjamin Klein

2018-02-01

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

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

International Nuclear Information System (INIS)

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

2011-01-01

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

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

Science.gov (United States)

Livet, Melanie; Fixsen, Amanda

2018-01-01

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

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

Directory of Open Access Journals (Sweden)

Nadire Cavus

2008-12-01

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

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

Science.gov (United States)

Abrahamson, Dor; Wilensky, Uri

2007-01-01

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

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

Directory of Open Access Journals (Sweden)

Tracy A. Jenkin

2013-08-01

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

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

Science.gov (United States)

Martinez, Ray Earl

2010-01-01

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

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

Science.gov (United States)

Sparrow, Elena; Brunacini, Jessica; Pfirman, Stephanie

2015-04-01

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

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

NARCIS (Netherlands)

Reeves, Thomas; Reeves, Patricia; McKenney, Susan

2014-01-01

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

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

Science.gov (United States)

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

2018-01-01

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

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

Directory of Open Access Journals (Sweden)

Vanda de Sousa

2016-11-01

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

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

Science.gov (United States)

Renwick, Matt

2015-01-01

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

Bat detective—Deep learning tools for bat acoustic signal detection

Science.gov (United States)

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

2018-01-01

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

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

Science.gov (United States)

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

2018-03-01

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

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

Science.gov (United States)

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

2012-01-01

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

Electronic Dictionary as a Tool for Integration of Additional Learning Content

Directory of Open Access Journals (Sweden)

Stefka Kovacheva

2015-12-01

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

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

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Erkan Tekinarslan

2012-06-01

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

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

Science.gov (United States)

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

2005-01-01

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

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

Science.gov (United States)

Siddiqui, Atiq; Khan, Mehmood; Akhtar, Sohail

2008-01-01

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

Quantitative Analysis of the Usage of a Pedagogical Tool Combining Questions Listed as Learning Objectives and Answers Provided as Online Videos

Directory of Open Access Journals (Sweden)

Odette Laneuville

2015-05-01

Full Text Available To improve the learning of basic concepts in molecular biology of an undergraduate science class, a pedagogical tool was developed, consisting of learning objectives listed at the end of each lecture and answers to those objectives made available as videos online. The aim of this study was to determine if the pedagogical tool was used by students as instructed, and to explore students’ perception of its usefulness. A combination of quantitative survey data and measures of online viewing was used to evaluate the usage of the pedagogical practice. A total of 77 short videos linked to 11 lectures were made available to 71 students, and 64 completed the survey. Using online tracking tools, a total of 7046 views were recorded. Survey data indicated that most students (73.4% accessed all videos, and the majority (98.4% found the videos to be useful in assisting their learning. Interestingly, approximately half of the students (53.1% always or most of the time used the pedagogical tool as recommended, and consistently answered the learning objectives before watching the videos. While the proposed pedagogical tool was used by the majority of students outside the classroom, only half used it as recommended limiting the impact on students’ involvement in the learning of the material presented in class.

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

Science.gov (United States)

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

2016-01-01

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

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

Science.gov (United States)

Wan Jusoh, Wan Noor Hazlina; Ahmad, Suraya

2016-01-01

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

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

DEFF Research Database (Denmark)

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

2014-01-01

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

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

Science.gov (United States)

Bahri, Hossein; Mahadi, Tengku Sepora Tengku

2016-01-01

The present paper examines the use of Google Translate as a supplementary tool for helping international students at Universiti Sains Malaysia (USM) to learn and develop their knowledge and skills in learning Bahasa Malaysia (Malay Language). The participants of the study were 16 international students at the School of Languages, Literacies, and…

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

Science.gov (United States)

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

2017-12-01

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

WHC significant lessons learned 1993--1995

Energy Technology Data Exchange (ETDEWEB)

Bickford, J.C.

1997-12-12

A lesson learned as defined in DOE-STD-7501-95, Development of DOE Lessons Learned Programs, is: A ``good work practice`` or innovative approach that is captured and shared to promote repeat applications or an adverse work practice or experience that is captured and shared to avoid a recurrence. The key word in both parts of this definition is ``shared``. This document was published to share a wide variety of recent Hanford experiences with other DOE sites. It also provides a valuable tool to be used in new employee and continuing training programs at Hanford facilities and at other DOE locations. This manual is divided into sections to facilitate extracting appropriate subject material when developing training modules. Many of the bulletins could be categorized into more than one section, however, so examination of other related sections is encouraged.

Vulnerability of particularly valuable areas. Summary

Energy Technology Data Exchange (ETDEWEB)

NONE

2012-07-01

This report is part of the scientific basis for the management plan for the North Sea and Skagerrak. The report focuses on the vulnerability of particularly valuable areas to petroleum activities, maritime transport, fisheries, land-based and coastal activities and long-range transboundary pollution. A working group with representatives from many different government agencies, headed by the Institute of Marine Research and the Directorate for Nature Management, has been responsible for drawing up the present report on behalf of the Expert Group for the North Sea and Skagerrak. The present report considers the 12 areas that were identified as particularly valuable during an earlier stage of the management plan process on the environment, natural resources and pollution. There are nine areas along the coast and three open sea areas in the North Sea that were identified according to the same predefined criteria as used for the management plans for the Barents Sea: Lofoten area and the Norwegian Sea. The most important criteria for particularly valuable areas are importance for biological production and importance for biodiversity.(Author)

Vulnerability of particularly valuable areas. Summary

International Nuclear Information System (INIS)

2012-01-01

This report is part of the scientific basis for the management plan for the North Sea and Skagerrak. The report focuses on the vulnerability of particularly valuable areas to petroleum activities, maritime transport, fisheries, land-based and coastal activities and long-range transboundary pollution. A working group with representatives from many different government agencies, headed by the Institute of Marine Research and the Directorate for Nature Management, has been responsible for drawing up the present report on behalf of the Expert Group for the North Sea and Skagerrak. The present report considers the 12 areas that were identified as particularly valuable during an earlier stage of the management plan process on the environment, natural resources and pollution. There are nine areas along the coast and three open sea areas in the North Sea that were identified according to the same predefined criteria as used for the management plans for the Barents Sea: Lofoten area and the Norwegian Sea. The most important criteria for particularly valuable areas are importance for biological production and importance for biodiversity.(Author)

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

Science.gov (United States)

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

2002-01-01

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

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

Directory of Open Access Journals (Sweden)

David Treves

2012-08-01

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

The Graphics Tablet - A Valuable Tool for the Digital STEM Teacher

Science.gov (United States)

Stephens, Jeff

2018-04-01

I am inspired to write this article after coming across some publications in The Physics Teacher that all hit on topics of personal interest and experience. Similarly to Christensen my goal in writing this is to encourage other physics educators to take advantage of modern technology in delivering content to students and to feel comfortable doing so. There are numerous ways in which to create screencasts and lecture videos, some of which have been addressed in other articles. I invite those interested in learning how to create these videos to contact their educational technology staff or perform some internet searches on the topic. I will focus this article on the technology that enhanced the content I was delivering to my students. I will share a bit of my journey towards creating video materials and introduce a vital piece of technology, the graphics tablet, which changed the way I communicate with my students.

Convenience Matters: A Qualitative Study on the Impact of Use of Social Media and Collaboration Technologies on Learning Experience and Performance in Higher Education

Science.gov (United States)

Jang, Yeona

2015-01-01

Social media and collaboration technologies are viewed as valuable tools for creating a new reality of collaborative learning, particularly in higher education facing millennials growing up with various technologies in their daily lives. Using the example of an undergraduate course taught on-campus, this study examines how millennial students in…

Stimulating Learning with Integrated Assessments in Construction Education

Directory of Open Access Journals (Sweden)

Imriyas Kamardeen

2014-09-01

Full Text Available Quality of learning students experience is heavily dependent on the effectiveness of course design. Assessments are a key component in course design and students determine their level of involvement in a learning activity based on whether it is assessed or not. Assessments are therefore a powerful tool that lecturers can utilise to drive learning. However, designing effective assessments to stimulate learning is challenging in the presence of disciplinary, contextual dimensions. A case study approach is adopted to demonstrate how effective integrated assessment schemes may be developed and implemented for construction education. The scheme in the case study amalgamated case-based learning, online quizzes and adaptive eTests to provide a variety of assessments, aligned with lecture topics and contemporary real-word scenarios. It was found that the presence of both formative and summative tasks in the assessment scheme complemented each other, kept students constantly motivated and engaged in learning, and resulted in a good learning experience for them. The study provide evidence, and valuable insights and tips for lecturers in similar degree programs as to how they could modify pedagogical styles in their courses for better learning experiences for students and improved teaching ratings for themselves. Keywords: Pedagogy, Integrated assessment, Case-based learning, Online quiz, Adaptive eLearning

Stimulating Learning with Integrated Assessments in Construction Education

Directory of Open Access Journals (Sweden)

Imriyas Kamardeen

2014-09-01

Full Text Available Quality of learning students experience is heavily dependent on the effectiveness of course design. Assessments are a key component in course design and students determine their level of involvement in a learning activity based on whether it is assessed or not. Assessments are therefore a powerful tool that lecturers can utilise to drive learning. However, designing effective assessments to stimulate learning is challenging in the presence of disciplinary, contextual dimensions. A case study approach is adopted to demonstrate how effective integrated assessment schemes may be developed and implemented for construction education. The scheme in the case study amalgamated case-based learning, online quizzes and adaptive eTests to provide a variety of assessments, aligned with lecture topics and contemporary real-word scenarios. It was found that the presence of both formative and summative tasks in the assessment scheme complemented each other, kept students constantly motivated and engaged in learning, and resulted in a good learning experience for them. The study provide evidence, and valuable insights and tips for lecturers in similar degree programs as to how they could modify pedagogical styles in their courses for better learning experiences for students and improved teaching ratings for themselves.   Keywords: Pedagogy, Integrated assessment, Case-based learning, Online quiz, Adaptive eLearning

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

Directory of Open Access Journals (Sweden)

Cláudio Filipe Tereso

2016-12-01

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

SEVAQ: a unique multi-functional tool for assessing and improving the quality of e-courses

Directory of Open Access Journals (Sweden)

J. Schreurs

2008-03-01

Full Text Available It is challenging to enhance quality of e-learning.We based the quality assessment on the EFQM and theKirkpatrick models. We built our own SEVAQ qualitymodel on which we based our multi-functional selfevaluationquestionnaire. We focused and limited ourselveson the valuable learners feedback. Our questionnaire isstructured around the 3 main criteria: the enablinglearning resources, learning processes and the learningresults. Questions are linked with their criteria andsubcriteria.The SEVAQ tool addresses the designer of the questionnaireas well as the learner, being the evaluator and so being theuser of the questionnaire. The designer selects on a flexibleway a set of relevant questions to be answered by thelearner. After finishing the questionnaire by the learner, thesystem analysis the results

Local Stories Adapted as Learning Tools Innovation of Fairy Tale for Teacher to Improve the Literacy Skills of Student in Secondary Schools

Directory of Open Access Journals (Sweden)

Nazla Maharani Umaya

2017-04-01

Full Text Available One of the obstacles on the fairy tale of learning in secondary schools is there is not enough learning tool as an innovation. The example is found only one or two kind of teaching materials that use for learning, and only about 25% of the fairy tale text has from the local stories in each material. Student need more material than that to help them finish the study easily. The methods of research is exploratory mixed design. It's because the first sequent of this research is gathering qualitative data exploration for development, and collecting qualitative data to explain relationship found in the quantitative data (experimental result. An epic story is an object of the local stories chosen. All developed a tools consisting of a teacher guide, student books, and audiovisual. The result of this research is an increased literacy in students and the effectiveness of learning tools of the fairy tale for secondary school students. The conclusions is the study that the local story adapted as a learning tools innovation is effective to facilitate student learning and improve literacy skills better than regular tools. It can be a part of technical innovation competency development training of teachers in teaching. Except where otherwise noted, content on this site is licensed under a Creative Commons Attribution 4.0 International License

Machine Learning and Data Mining Methods in Diabetes Research.

Science.gov (United States)

Kavakiotis, Ioannis; Tsave, Olga; Salifoglou, Athanasios; Maglaveras, Nicos; Vlahavas, Ioannis; Chouvarda, Ioanna

2017-01-01

The remarkable advances in biotechnology and health sciences have led to a significant production of data, such as high throughput genetic data and clinical information, generated from large Electronic Health Records (EHRs). To this end, application of machine learning and data mining methods in biosciences is presently, more than ever before, vital and indispensable in efforts to transform intelligently all available information into valuable knowledge. Diabetes mellitus (DM) is defined as a group of metabolic disorders exerting significant pressure on human health worldwide. Extensive research in all aspects of diabetes (diagnosis, etiopathophysiology, therapy, etc.) has led to the generation of huge amounts of data. The aim of the present study is to conduct a systematic review of the applications of machine learning, data mining techniques and tools in the field of diabetes research with respect to a) Prediction and Diagnosis, b) Diabetic Complications, c) Genetic Background and Environment, and e) Health Care and Management with the first category appearing to be the most popular. A wide range of machine learning algorithms were employed. In general, 85% of those used were characterized by supervised learning approaches and 15% by unsupervised ones, and more specifically, association rules. Support vector machines (SVM) arise as the most successful and widely used algorithm. Concerning the type of data, clinical datasets were mainly used. The title applications in the selected articles project the usefulness of extracting valuable knowledge leading to new hypotheses targeting deeper understanding and further investigation in DM.

ICT as a tool in English teaching : A literature review on the use of ICT for Swedish students with learning difficulties and their literacy learning in grades 7-9

OpenAIRE

Kjellin Ifverson, Ebba

2015-01-01

Information and communication technology (ICT) is a subject that is being discussed as a tool that is used within education around the world. Furthermore it can be seen as a tool for teachers to individualize students´ education. Students with literacy difficulties, such as dyslexia, are in constant need of new ways to learn, and new ways to be motivated to learn. The aim of this study is to see what research says in regard to how ICT can be used as a tool to help students with literacy diffi...

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

Science.gov (United States)

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

2015-01-01

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

The knowledge-Based Organization and Learning in Practice

DEFF Research Database (Denmark)

Kjelgaard, Jacob Brix

 Purpose: The purpose of the research project was to co-create functional knowledge management processes and to improve the social working environment at Strategy-Lab, a research center affiliated with the Department of Management, Aarhus School of Business, Aarhus University in Denmark.  Methodo...... Purpose: The purpose of the research project was to co-create functional knowledge management processes and to improve the social working environment at Strategy-Lab, a research center affiliated with the Department of Management, Aarhus School of Business, Aarhus University in Denmark...... where the results are tested in practice and then modified accordingly. This methodology was combined with Dunn and Dunn's Learning Styles Construct and Rundle and Dunn's Building Excellence Survey. In addition, Buber's philosophy of intersubjectivity was applied to the analysis as a language tool...... providing a common language for creating a communion working environment. Findings: The clinical inquiry action research methodology together with the application of Dunn and Dunn's learning styles construct and Rundle and Dunn's Building Excellence Survey were valuable tools for creating organizational...

Assessing teamwork performance in obstetrics: A systematic search and review of validated tools.

Science.gov (United States)

Fransen, Annemarie F; de Boer, Liza; Kienhorst, Dieneke; Truijens, Sophie E; van Runnard Heimel, Pieter J; Oei, S Guid

2017-09-01

Teamwork performance is an essential component for the clinical efficiency of multi-professional teams in obstetric care. As patient safety is related to teamwork performance, it has become an important learning goal in simulation-based education. In order to improve teamwork performance, reliable assessment tools are required. These can be used to provide feedback during training courses, or to compare learning effects between different types of training courses. The aim of the current study is to (1) identify the available assessment tools to evaluate obstetric teamwork performance in a simulated environment, and (2) evaluate their psychometric properties in order to identify the most valuable tool(s) to use. We performed a systematic search in PubMed, MEDLINE, and EMBASE to identify articles describing assessment tools for the evaluation of obstetric teamwork performance in a simulated environment. In order to evaluate the quality of the identified assessment tools the standards and grading rules have been applied as recommended by the Accreditation Council for Graduate Medical Education (ACGME) Committee on Educational Outcomes. The included studies were also assessed according to the Oxford Centre for Evidence Based Medicine (OCEBM) levels of evidence. This search resulted in the inclusion of five articles describing the following six tools: Clinical Teamwork Scale, Human Factors Rating Scale, Global Rating Scale, Assessment of Obstetric Team Performance, Global Assessment of Obstetric Team Performance, and the Teamwork Measurement Tool. Based on the ACGME guidelines we assigned a Class 3, level C of evidence, to all tools. Regarding the OCEBM levels of evidence, a level 3b was assigned to two studies and a level 4 to four studies. The Clinical Teamwork Scale demonstrated the most comprehensive validation, and the Teamwork Measurement Tool demonstrated promising results, however it is recommended to further investigate its reliability. Copyright © 2017

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

Science.gov (United States)

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

2010-01-01

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

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

Science.gov (United States)

Liaw, Shu-Sheng

2004-01-01

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

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

Science.gov (United States)

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

2018-01-01

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

Rethinking health systems strengthening: key systems thinking tools and strategies for transformational change.

Science.gov (United States)

Swanson, R Chad; Cattaneo, Adriano; Bradley, Elizabeth; Chunharas, Somsak; Atun, Rifat; Abbas, Kaja M; Katsaliaki, Korina; Mustafee, Navonil; Mason Meier, Benjamin; Best, Allan

2012-10-01

While reaching consensus on future plans to address current global health challenges is far from easy, there is broad agreement that reductionist approaches that suggest a limited set of targeted interventions to improve health around the world are inadequate. We argue that a comprehensive systems perspective should guide health practice, education, research and policy. We propose key 'systems thinking' tools and strategies that have the potential for transformational change in health systems. Three overarching themes span these tools and strategies: collaboration across disciplines, sectors and organizations; ongoing, iterative learning; and transformational leadership. The proposed tools and strategies in this paper can be applied, in varying degrees, to every organization within health systems, from families and communities to national ministries of health. While our categorization is necessarily incomplete, this initial effort will provide a valuable contribution to the health systems strengthening debate, as the need for a more systemic, rigorous perspective in health has never been greater.

Combined measurement of plasma cystatin C and low-density lipoprotein cholesterol: A valuable tool for evaluating progressive supranuclear palsy.

Science.gov (United States)

Weng, Ruihui; Wei, Xiaobo; Yu, Bin; Zhu, Shuzhen; Yang, Xiaohua; Xie, Fen; Zhang, Mahui; Jiang, Ying; Feng, Zhong-Ping; Sun, Hong-Shuo; Xia, Ying; Jin, Kunlin; Chan, Piu; Wang, Qing; Gao, Xiaoya

2018-07-01

Progressive supranuclear palsy (PSP) was previously thought as a cause of atypical Parkinsonism. Although Cystatin C (Cys C) and low-density cholesterol lipoprotein-C (LDL-C) are known to play critical roles in Parkinsonism, it is unknown whether they can be used as markers to distinguish PSP patients from healthy subjects and to determine disease severity. We conducted a cross-sectional study to determine plasma Cys C/HDL/LDL-C levels of 40 patients with PSP and 40 healthy age-matched controls. An extended battery of motor and neuropsychological tests, including the PSP-Rating Scale (PSPRS), the Non-Motor Symptoms Scale (NMSS), Geriatric Depression Scale (GDS) and Mini-Mental State Examination (MMSE), was used to evaluate the disease severity. Receiver operating characteristic (ROC) curves were adopted to assess the prognostic accuracy of Cys C/LDL-C levels in distinguishing PSP from healthy subjects. Patients with PSP exhibited significantly higher plasma levels of Cys C and lower LDL-C. The levels of plasma Cys C were positively and inversely correlated with the PSPRS/NMSS and MMSE scores, respectively. The LDL-C/HDL-C ratio was positively associated with PSPRS/NMSS and GDS scores. The ROC curve for the combination of Cys C and LDL-C yielded a better accuracy for distinguishing PSP from healthy subjects than the separate curves for each parameter. Plasma Cys C and LDL-C may be valuable screening tools for differentiating PSP from healthy subjects; while they could be useful for the PSP intensifies and severity evaluation. A better understanding of Cys C and LDL-C may yield insights into the pathogenesis of PSP. Copyright © 2018 Elsevier Ltd. All rights reserved.

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

Science.gov (United States)

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

2015-01-01

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

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

Science.gov (United States)

Ruiz-Palomino, Pablo; Martinez-Canas, Ricardo

2013-01-01

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

Audience Response Made Easy: Using Personal Digital Assistants as a Classroom Polling Tool

Science.gov (United States)

Menon, Anil S.; Moffett, Shannon; Enriquez, Melissa; Martinez, Miriam M.; Dev, Parvati; Grappone, Todd

2004-01-01

Both teachers and students benefit from an interactive classroom. The teacher receives valuable input about effectiveness, student interest, and comprehension, whereas student participation, active learning, and enjoyment of the class are enhanced. Cost and deployment have limited the use of existing audience response systems, allowing anonymous linking of teachers and students in the classroom. These limitations can be circumvented, however, by use of personal digital assistants (PDAs), which are cheaper and widely used by students. In this study, the authors equipped a summer histology class of 12 students with PDAs and wireless Bluetooth cards to allow access to a central server. Teachers displayed questions in multiple-choice format as a Web page on the server and students responded with their PDAs, a process referred to as polling. Responses were immediately compiled, analyzed, and displayed. End-of-class survey results indicated that students were enthusiastic about the polling tool. The surveys also provided technical feedback that will be valuable in streamlining future trials. PMID:14764615

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

Science.gov (United States)

Khalil, Hanan; Ebner, Martin

2017-01-01

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

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

Science.gov (United States)

Collins, Allan; Brown, John Seely

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

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

Science.gov (United States)

Al-Neklawy, Ahmed Farid

2017-11-01

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

Recovering valuable shale oils, etc

Energy Technology Data Exchange (ETDEWEB)

Engler, C

1922-09-26

A process is described for the recovery of valuable shale oils or tars, characterized in that the oil shale is heated to about 300/sup 0/C or a temperature not exceeding this essentially and then is treated with a solvent with utilization of this heat.

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

Science.gov (United States)

Chapman, Debra; Wang, Shuyan

2015-01-01

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

Learning Words through Computer-Adaptive Tool

DEFF Research Database (Denmark)

Zhang, Chun

2005-01-01

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

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

Science.gov (United States)

Del Rosario-Raymundo, Maria Rowena

2017-01-01

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

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

Science.gov (United States)

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

2016-01-01

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

A Comparative Study to Evaluate the Educational Impact of E-Learning Tools on Griffith University Pharmacy Students’ Level of Understanding Using Bloom’s and SOLO Taxonomies

Directory of Open Access Journals (Sweden)

Abdullah Karaksha

2014-01-01

Full Text Available Objectives. To design a series of e-learning tools within the framework of a defined educational pedagogy to complement the conventional pharmacology curriculum at Griffith University and evaluate the impact of this strategy on student level of understanding through taxonomic classification of student final exam answers. Methods. A series of 148 e-learning tools was designed for 3rd year undergraduate pharmacy students and incorporated into their curriculum during 2012. The educational benefits of the e-learning tools were evaluated by analyses of student level of understanding (by SOLO taxonomy at the final exams between the control group (standard curricula in 2011 and the intervention group (standard curricula + e-learning tools in 2012. Results. Backward linear regression analysis demonstrated GPA to be the most significant predictor of level of understanding, while the intervention group was a highly significant predictor for greater level of understanding in semester two. Conclusion. E-learning tools appeared to significantly improve student level of understanding as scored by the SOLO taxonomy when students engaged highly with the tools.

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

Science.gov (United States)

Yager, K.; Balog, J. D.

2014-12-01

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

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

Science.gov (United States)

Peters, Vanessa L.; Songer, Nancy Butler

2013-10-01

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

Enhancing Nuclear Newcomer Training with 3D Visualization Learning Tools

International Nuclear Information System (INIS)

Gagnon, V.

2016-01-01

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

Learning How to Learn

DEFF Research Database (Denmark)

Lauridsen, Karen M.; Lauridsen, Ole

Ole Lauridsen, Aarhus School of Business and Social Sciences, Aarhus University, Denmark Karen M. Lauridsen, Aarhus School of Business and Social Sciences, Aarhus University, Denmark Learning Styles in Higher Education – Learning How to Learn Applying learning styles (LS) in higher education...... by Constructivist learning theory and current basic knowledge of how the brain learns. The LS concept will thus be placed in a broader learning theoretical context as a strong learning and teaching tool. Participants will be offered the opportunity to have their own LS preferences established before...... teaching leads to positive results and enhanced student learning. However, learning styles should not only be considered a didactic matter for the teacher, but also a tool for the individual students to improve their learning capabilities – not least in contexts where information is not necessarily...

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

Science.gov (United States)

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

2018-05-01

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

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

OpenAIRE

Feenstra, William

2011-01-01

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

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

CSIR Research Space (South Africa)

Ford, M

2006-10-01

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

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

Science.gov (United States)

Friedman, Robert S.; Deek, Fadi P.

2002-01-01

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

Application of electronic learning tools for training of specialists in the field of information technologies for enterprises of mineral resources sector

Directory of Open Access Journals (Sweden)

Е. В. Катунцов

2017-08-01

Full Text Available The article shows the advantages of using modern electronic learning tools in the training of specialists for the mineral and raw materials complex and considers the basic principles of organizing training using these tools. The experience of using electronic learning tools using foreign teaching materials and involving foreign professors is described. A special attention is given to the electronic learning environment of the Cisco Networking Academy – Cisco NetAcad. The experience of teaching at the Networking Academy of the Saint-Petersburg Mining University is described. Details are given to modern virtual environments for laboratory work, such as Cisco Packet Tracer, GNS3 and Emulated Virtual Environment. The experience of using electronic learning technologies at the University of Economics of Bratislava is considered. It actively cooperates with a number of universities of other countries, such as the University of International Business (Almaty, the Eurasian National University named after LN Gumilyov (Astana and the Institute of Social and Humanitarian Knowledge (Kazan.

A Deep Learning tool for fast simulation

CERN Multimedia

CERN. Geneva

2018-01-01

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

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

Science.gov (United States)

Odakura, Abigail

2013-01-01

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

Mobile Assisted Language Learning Experiences

Science.gov (United States)

Kim, Daesang; Ruecker, Daniel; Kim, Dong-Joong

2017-01-01

The purpose of this study was to investigate the benefits of learning with mobile technology for TESOL students and to explore their perceptions of learning with this type of technology. The study provided valuable insights on how students perceive and adapt to learning with mobile technology for effective learning experiences for both students…

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

Science.gov (United States)

Townsend, Grant

2011-12-01

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

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

Science.gov (United States)

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

2017-01-01

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

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

Directory of Open Access Journals (Sweden)

Léia G. Gurgel

2017-05-01

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

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

Science.gov (United States)

Butchey, Deanne

2014-01-01

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

Self-Directed Learning: A Tool for Lifelong Learning

Science.gov (United States)

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

2014-01-01

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

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

Science.gov (United States)

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

2005-01-01

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

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

Science.gov (United States)

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

2015-04-01

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

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

Science.gov (United States)

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

2015-01-01

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

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

Science.gov (United States)

Martinez-Hernandez, Kermin Joel

2010-01-01

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

The Tracking Meteogram, an AWIPS II Tool for Time-Series Analysis

Science.gov (United States)

Burks, Jason Eric; Sperow, Ken

2015-01-01

A new tool has been developed for the National Weather Service (NWS) Advanced Weather Interactive Processing System (AWIPS) II through collaboration between NASA's Short-term Prediction Research and Transition (SPoRT) and the NWS Meteorological Development Laboratory (MDL). Referred to as the "Tracking Meteogram", the tool aids NWS forecasters in assessing meteorological parameters associated with moving phenomena. The tool aids forecasters in severe weather situations by providing valuable satellite and radar derived trends such as cloud top cooling rates, radial velocity couplets, reflectivity, and information from ground-based lightning networks. The Tracking Meteogram tool also aids in synoptic and mesoscale analysis by tracking parameters such as the deepening of surface low pressure systems, changes in surface or upper air temperature, and other properties. The tool provides a valuable new functionality and demonstrates the flexibility and extensibility of the NWS AWIPS II architecture. In 2014, the operational impact of the tool was formally evaluated through participation in the NOAA/NWS Operations Proving Ground (OPG), a risk reduction activity to assess performance and operational impact of new forecasting concepts, tools, and applications. Performance of the Tracking Meteogram Tool during the OPG assessment confirmed that it will be a valuable asset to the operational forecasters. This presentation reviews development of the Tracking Meteogram tool, performance and feedback acquired during the OPG activity, and future goals for continued support and extension to other application areas.

PRIDE and "Database on Demand" as valuable tools for computational proteomics.

Science.gov (United States)

Vizcaíno, Juan Antonio; Reisinger, Florian; Côté, Richard; Martens, Lennart

2011-01-01

The Proteomics Identifications Database (PRIDE, http://www.ebi.ac.uk/pride ) provides users with the ability to explore and compare mass spectrometry-based proteomics experiments that reveal details of the protein expression found in a broad range of taxonomic groups, tissues, and disease states. A PRIDE experiment typically includes identifications of proteins, peptides, and protein modifications. Additionally, many of the submitted experiments also include the mass spectra that provide the evidence for these identifications. Finally, one of the strongest advantages of PRIDE in comparison with other proteomics repositories is the amount of metadata it contains, a key point to put the above-mentioned data in biological and/or technical context. Several informatics tools have been developed in support of the PRIDE database. The most recent one is called "Database on Demand" (DoD), which allows custom sequence databases to be built in order to optimize the results from search engines. We describe the use of DoD in this chapter. Additionally, in order to show the potential of PRIDE as a source for data mining, we also explore complex queries using federated BioMart queries to integrate PRIDE data with other resources, such as Ensembl, Reactome, or UniProt.

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

DEFF Research Database (Denmark)

Carpe Pérez, Inmaculada Concepción

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

Building machine learning systems with Python

CERN Document Server

Coelho, Luis Pedro

2015-01-01

This book primarily targets Python developers who want to learn and use Python's machine learning capabilities and gain valuable insights from data to develop effective solutions for business problems.

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

Directory of Open Access Journals (Sweden)

Ibrahim ARPACI

2017-01-01

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

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

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Christopher M. Raymond

2013-03-01

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

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

Science.gov (United States)

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

2011-01-01

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

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

Directory of Open Access Journals (Sweden)

Jacob Davidsen

2010-12-01

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

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

Science.gov (United States)

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

2009-01-01

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

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

Science.gov (United States)

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

2017-01-01

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

Rethinking e-learning

DEFF Research Database (Denmark)

Bang, Jørgen; Dalsgaard, Christian

2006-01-01

“Technology alone does not deliver educational success. It only becomes valuable in education if learners and teachers can do something useful with it” (E-Learning: The Partnership Challenge, 2001, p. 24). This quotation could be used as a bon mot for this chapter. Our main goal is to rethink e-learning...... by shifting the focus of attention from learning resources (learning objects) to learning activities, which also implies a refocusing of the pedagogical discussion of the learning process.Firstly, we try to identify why e-learning has not been able to deliver the educational results as expected five years ago...

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

Science.gov (United States)

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

2008-02-01

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

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

Science.gov (United States)

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

2017-01-01

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

Semantic Document Image Classification Based on Valuable Text Pattern

Directory of Open Access Journals (Sweden)

Hossein Pourghassem

2011-01-01

Full Text Available Knowledge extraction from detected document image is a complex problem in the field of information technology. This problem becomes more intricate when we know, a negligible percentage of the detected document images are valuable. In this paper, a segmentation-based classification algorithm is used to analysis the document image. In this algorithm, using a two-stage segmentation approach, regions of the image are detected, and then classified to document and non-document (pure region regions in the hierarchical classification. In this paper, a novel valuable definition is proposed to classify document image in to valuable or invaluable categories. The proposed algorithm is evaluated on a database consisting of the document and non-document image that provide from Internet. Experimental results show the efficiency of the proposed algorithm in the semantic document image classification. The proposed algorithm provides accuracy rate of 98.8% for valuable and invaluable document image classification problem.

Valuable Internet Advertising and Customer Satisfaction Cycle(VIACSC)

OpenAIRE

Muhammad Awais; Tanzila Samin; Muhammad Bilal

2012-01-01

Now-a-days it is very important for the business persons to attract their target customers towards their products through valuable mode of promotion and communication. Increasing use of World Wide Web has completely changed the scenario of business sector. Customized products and services, customers preferences, @ and dot com craze have elevated the importance of internet advertising. This research paper investigates valuable internet advertising which will help to enhance the value of intern...

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

Science.gov (United States)

Lau, Adela S M

2011-11-11

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

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

Science.gov (United States)

2011-01-01

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

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

International Nuclear Information System (INIS)

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

2017-01-01

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

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

Energy Technology Data Exchange (ETDEWEB)

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

2017-07-01

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

Molecular data and radiative transfer tools for ALMA

NARCIS (Netherlands)

Tak, F F S van der; ; Hogerheijde, M

2007-01-01

Abstract: This paper presents an overview of several modeling tools for analyzing molecular line observations at submillimeter wavelengths. These tools are already proving to be very valuable for the interpretation of data from current telescopes, and will be indispensable for data obtained with

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

Energy Technology Data Exchange (ETDEWEB)

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

2006-07-01

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

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

International Nuclear Information System (INIS)

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

2006-01-01

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

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

Science.gov (United States)

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

2017-08-01

One of the trends in collaborative learning is using mobile devices for supporting the process and products of collaboration, which has been forming the field of mobile-computer-supported collaborative learning (mCSCL). Although mobile devices have become valuable collaborative learning tools, evaluative evidence for their substantial contributions to collaborative learning is still scarce. The present meta-analysis, which included 48 peer-reviewed journal articles and doctoral dissertations written over a 16-year period (2000-2015) involving 5,294 participants, revealed that mCSCL has produced meaningful improvements for collaborative learning, with an overall mean effect size of 0.516. Moderator variables, such as domain subject, group size, teaching method, intervention duration, and reward method were related to different effect sizes. The results provided implications for future research and practice, such as suggestions on how to appropriately use the functionalities of mobile devices, how to best leverage mCSCL through effective group learning mechanisms, and what outcome variables should be included in future studies to fully elucidate the process and products of mCSCL.

The Emergence of the Open Networked ``i-Learning'' Model

Science.gov (United States)

Elia, Gianluca

The most significant forces that are changing the business world and the society behaviors in this beginning of the twenty-first century can be identified into the globalization of the economy, technological evolution and convergence, change of the workers' expectations, workplace diversity and mobility, and mostly, knowledge and learning as major organizational assets. But which type of ­learning dynamics must be nurtured and pursued within the organizations, today, in order to generate valuable knowledge and its effective applications? After a brief discussion on the main changes observable in management, ICT and society/workplace in the last years, this chapter aims to answer to this question, through the proposition of the “Π-shaped” profile (a new professional archetype for leading change), and through the discussion of the open networked “i-Learning” model (a new framework to “incubate” innovation in learning processes). Actually, the “i” stands for “innovation” (to highlight the nature of the impact on traditional ­learning model), but also it stands for “incubation” (to underline the urgency to have new environments in which incubating new professional profiles). Specifically, the main key characteristics at the basis of the innovation of the learning processes will be ­presented and described, by highlighting the managerial, technological and societal aspects of their nature. A set of operational guidelines will be also ­provided to ­activate and sustain the innovation process, so implementing changes in the strategic dimensions of the model. Finally, the “i-Learning Radar” is presented as an operational tool to design, communicate and control an “i-Learning experience”. This tool is represented by a radar diagram with six strategic dimensions of a ­learning initiative.

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

NARCIS (Netherlands)

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

2013-01-01

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

Virtual Labs in proteomics: new E-learning tools.

Science.gov (United States)

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

2012-05-17

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

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

Science.gov (United States)

Teplovs, Chris

2015-01-01

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

Facebook: A Potentially Valuable Educational Tool?

Science.gov (United States)

Voivonta, Theodora; Avraamidou, Lucy

2018-01-01

This paper is concerned with the educational value of Facebook and specifically how it can be used in formal educational settings. As such, it provides a review of existing literature of how Facebook is used in higher education paying emphasis on the scope of its use and the outcomes achieved. As evident in existing literature, Facebook has been…

Facebook : A potentially valuable educational tool?

NARCIS (Netherlands)

Voivonta, Theodora; Avraamidou, Lucy

2018-01-01

This paper is concerned with the educational value of Facebook and specifically how it can be used in formal educational settings. As such, it provides a review of existing literature of how Facebook is used in higher education paying emphasis on the scope of its use and the outcomes achieved. As

Generic skills in medical education: developing the tools for successful lifelong learning.

Science.gov (United States)

Murdoch-Eaton, Deborah; Whittle, Sue

2012-01-01

Higher education has invested in defining the role of generic skills in developing effective, adaptable graduates fit for a changing workplace. Research confirms that the development of generic skills that underpin effectiveness and adaptability in graduates is highly context-dependent and is shaped by the discipline within which these skills are conceptualised, valued and taught. This places the responsibility for generic skills enhancement clearly within the remit of global medical education. Many factors will influence the skill set with which students begin their medical training and experience at entry needs to be taken into account. Learning and teaching environments enhance effective skill development through active learning, teaching for understanding, feedback, and teacher-student and student-student interaction. Medical curricula need to provide students with opportunities to practise and develop their generic skills in a range of discipline-specific contexts. Curricular design should include explicit and integrated generic skills objectives against which students' progress can be monitored. Assessment and feedback serve as valuable reinforcements of the professed importance of generic skills to both learner and teacher, and will encourage students to self-evaluate and take responsibility for their own skill development. The continual need for students to modify their practice in response to changes in their environment and the requirements of their roles will help students to develop the ability to transfer these skills at transition points in their training and future careers. If they are to take their place in an ever-changing profession, medical students need to be competent in the skills that underpin lifelong learning. Only then will the doctors of the future be well placed to adapt to changes in knowledge, update their practice in line with the changing evidence base, and continue to contribute effectively as societal needs change. © Blackwell

Lessons learned

International Nuclear Information System (INIS)

Ziedelis, S.; Zerger, B.

2012-01-01

Operational experience feedback can be a valuable tool for preventing recurrence of similar events at nuclear plants. However, human and organizational factors can significantly hamper accident investigations. (authors)

Adaptive E- Learning System Based on Personalized Learning Style

African Journals Online (AJOL)

pc

2018-03-05

Mar 5, 2018 ... motivation to this research is to improve the learner performance and achieve the ... valuable factor for enhancing learning process by adopting an effective .... Video. Reflective Intuitive. Primer Test. Verbal Sequential. Tutorial.

Deep learning in bioinformatics.

Science.gov (United States)

Min, Seonwoo; Lee, Byunghan; Yoon, Sungroh

2017-09-01

In the era of big data, transformation of biomedical big data into valuable knowledge has been one of the most important challenges in bioinformatics. Deep learning has advanced rapidly since the early 2000s and now demonstrates state-of-the-art performance in various fields. Accordingly, application of deep learning in bioinformatics to gain insight from data has been emphasized in both academia and industry. Here, we review deep learning in bioinformatics, presenting examples of current research. To provide a useful and comprehensive perspective, we categorize research both by the bioinformatics domain (i.e. omics, biomedical imaging, biomedical signal processing) and deep learning architecture (i.e. deep neural networks, convolutional neural networks, recurrent neural networks, emergent architectures) and present brief descriptions of each study. Additionally, we discuss theoretical and practical issues of deep learning in bioinformatics and suggest future research directions. We believe that this review will provide valuable insights and serve as a starting point for researchers to apply deep learning approaches in their bioinformatics studies. © The Author 2016. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

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

Directory of Open Access Journals (Sweden)

Ramón Zatarain Cabada

2011-05-01

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

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

Science.gov (United States)

Wikander, Lolita; Bouchoucha, Stéphane L

2018-01-01

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

Recovering valuable liquid hydrocarbons

Energy Technology Data Exchange (ETDEWEB)

Pier, M

1931-06-11

A process for recovering valuable liquid hydrocarbons from coking coal, mineral coal, or oil shale through treatment with hydrogen under pressure at elevated temperature is described. Catalysts and grinding oil may be used in the process if necessary. The process provides for deashing the coal prior to hydrogenation and for preventing the coking and swelling of the deashed material. During the treatment with hydrogen, the coal is either mixed with coal low in bituminous material, such as lean coal or active coal, as a diluent or the bituminous constituents which cause the coking and swelling are removed by extraction with solvents. (BLM)

Tool for Collaborative Autonomy, Phase I

Data.gov (United States)

National Aeronautics and Space Administration — Over the last 25 years, UAS have proven to be very valuable tools for performing a wide range of operations such as environmental disaster relief, search and rescue...

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

Science.gov (United States)

Misner, John M.

2004-01-01

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

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

Directory of Open Access Journals (Sweden)

Kefiloe A. Maboe

2017-10-01

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

Effectiveness of mind mapping as a learning tool among dental students

Directory of Open Access Journals (Sweden)

Mohnish Muchhal

2018-01-01

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

Hemodynamic exercise testing. A valuable tool in the selection of cardiac transplantation candidates.

Science.gov (United States)

Chomsky, D B; Lang, C C; Rayos, G H; Shyr, Y; Yeoh, T K; Pierson, R N; Davis, S F; Wilson, J R

1996-12-15

Peak exercise oxygen consumption (Vo2), a noninvasive index of peak exercise cardiac output (CO), is widely used to select candidates for heart transplantation. However, peak exercise Vo2 can be influenced by noncardiac factors such as deconditioning, motivation, or body composition and may yield misleading prognostic information. Direct measurement of the CO response to exercise may avoid this problem and more accurately predict prognosis. Hemodynamic and ventilatory responses to maximal treadmill exercise were measured in 185 ambulatory patients with chronic heart failure who had been referred for cardiac transplantation (mean left ventricular ejection fraction, 22 +/- 7%; mean peak Vo2, 12.9 +/- 3.0 mL. min-1.kg-1). CO response to exercise was normal in 83 patients and reduced in 102. By univariate analysis, patients with normal CO responses had a better 1-year survival rate (95%) than did those with reduced CO responses (72%) (P 14 mL.min-1.kg-1 (88%) was not different from that of patients with peak Vo2 of 10 mL.min-1.kg-1 (89%) (P < .0001). By Cox regression analysis, exercise CO response was the strongest independent predictor of survival (risk ratio, 4.3), with peak Vo2 dichotomized at 10 mL. min-1.kg-1 (risk ratio, 3.3) as the only other independent predictor. Patients with reduced CO responses and peak Vo2 of < or = 10 mL.min-1.kg-1 had an extremely poor 1-year survival rate (38%). Both CO response to exercise and peak exercise Vo2 provide valuable independent prognostic information in ambulatory patients with heart failure. These variables should be used in combination to select potential heart transplantation candidates.

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

DEFF Research Database (Denmark)

Cosme, Nuno Miguel Dias; Olsen, Stig Irving

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

An Educational Tool for Interactive Parallel and Distributed Processing

DEFF Research Database (Denmark)

Pagliarini, Luigi; Lund, Henrik Hautop

2011-01-01

In this paper we try to describe how the Modular Interactive Tiles System (MITS) can be a valuable tool for introducing students to interactive parallel and distributed processing programming. This is done by providing an educational hands-on tool that allows a change of representation of the abs......In this paper we try to describe how the Modular Interactive Tiles System (MITS) can be a valuable tool for introducing students to interactive parallel and distributed processing programming. This is done by providing an educational hands-on tool that allows a change of representation...... of the abstract problems related to designing interactive parallel and distributed systems. Indeed, MITS seems to bring a series of goals into the education, such as parallel programming, distributedness, communication protocols, master dependency, software behavioral models, adaptive interactivity, feedback......, connectivity, topology, island modeling, user and multiuser interaction, which can hardly be found in other tools. Finally, we introduce the system of modular interactive tiles as a tool for easy, fast, and flexible hands-on exploration of these issues, and through examples show how to implement interactive...

Ravens reconcile after aggressive conflicts with valuable partners.

Science.gov (United States)

Fraser, Orlaith N; Bugnyar, Thomas

2011-03-25

Reconciliation, a post-conflict affiliative interaction between former opponents, is an important mechanism for reducing the costs of aggressive conflict in primates and some other mammals as it may repair the opponents' relationship and reduce post-conflict distress. Opponents who share a valuable relationship are expected to be more likely to reconcile as for such partners the benefits of relationship repair should outweigh the risk of renewed aggression. In birds, however, post-conflict behavior has thus far been marked by an apparent absence of reconciliation, suggested to result either from differing avian and mammalian strategies or because birds may not share valuable relationships with partners with whom they engage in aggressive conflict. Here, we demonstrate the occurrence of reconciliation in a group of captive subadult ravens (Corvus corax) and show that it is more likely to occur after conflicts between partners who share a valuable relationship. Furthermore, former opponents were less likely to engage in renewed aggression following reconciliation, suggesting that reconciliation repairs damage caused to their relationship by the preceding conflict. Our findings suggest not only that primate-like valuable relationships exist outside the pair bond in birds, but that such partners may employ the same mechanisms in birds as in primates to ensure that the benefits afforded by their relationships are maintained even when conflicts of interest escalate into aggression. These results provide further support for a convergent evolution of social strategies in avian and mammalian species.

Short report The DeDiMa battery: a tool for identifying students’ mathematical learning profiles

Directory of Open Access Journals (Sweden)

Giannis Karagiannakis

2014-10-01

Full Text Available Background The DeDiMa battery is designed for assessing students’ mathematical learning profiles, and it has been used to validate a 4-dimensional model for classifying mathematical learning difficulties. The model arises from existing hypotheses in the cognitive psychology and neuroscience literature, while the DeDiMa battery provides a reliable set of mathematical tasks that help to match characteristics of students’ mathematical performances to their more basic learning difficulties. Participants and procedure In this report we address the question of how these tools can help sketch out a student’s mathematical learning profile. The participants are 5th and 6th grade students. Results We compare the emerging profiles of two students with mathematical learning difficulties (MLD matched for age, performance on a standardized test, non-verbal IQ, and educational experiences. The profiles are very different. Conclusions We believe that this approach can inform the design of individualized remedial interventions for MLD students.

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

NARCIS (Netherlands)

Retalis, Symeon; Sloep, Peter

2009-01-01

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

Learning analytics fundaments, applications, and trends : a view of the current state of the art to enhance e-learning

CERN Document Server

2017-01-01

This book provides a conceptual and empirical perspective on learning analytics, its goal being to disseminate the core concepts, research, and outcomes of this emergent field. Divided into nine chapters, it offers reviews oriented on selected topics, recent advances, and innovative applications. It presents the broad learning analytics landscape and in-depth studies on higher education, adaptive assessment, teaching and learning. In addition, it discusses valuable approaches to coping with personalization and huge data, as well as conceptual topics and specialized applications that have shaped the current state of the art. By identifying fundamentals, highlighting applications, and pointing out current trends, the book offers an essential overview of learning analytics to enhance learning achievement in diverse educational settings. As such, it represents a valuable resource for researchers, practitioners, and students interested in updating their knowledge and finding inspirations for their future work.

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

Science.gov (United States)

Greenberg, Katherine Blumoff; Baldwin, Constance

2016-08-01

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

Pro Tools HD

CERN Document Server

Camou, Edouard

2013-01-01

An easy-to-follow guide for using Pro Tools HD 11 effectively.This book is ideal for anyone who already uses ProTools and wants to learn more, or is new to Pro Tools HD and wants to use it effectively in their own audio workstations.

Measuring attitudes towards interprofessional learning. Testing two German versions of the tool "Readiness for Interprofessional Learning Scale" on interprofessional students of health and nursing sciences and of human medicine

Directory of Open Access Journals (Sweden)

Luderer, Christiane

2017-08-01

Full Text Available Objective: In order to verify the methodological quality of two versions of a tool for measuring attitudes towards interprofessional learning, we adapted – in terms of translation and scale form – the Heidelberg Version of - RIPLS , a methodologically controversial tool that had been translated into German, and compared both the original and new versions.Method: Three items were reworded and the scale form altered (from five to four levels, leading to the Halle Version that was validated by means of a cognitive pretest (=6. Both questionnaires were completed by students taking the interprofessional degree program in Health and Nursing Sciences (HNS and by students of Human Medicine. The test quality of both tools was examined by analyzing the main components and reliability using the scales allocation of the items as according to Parsell and Bligh .Results: The questionnaires were randomly assembled and distributed to 331 students. The response was =320 (HNS =109; Medicine =211. The Halle Version “RIPLS-HAL” of the questionnaire was completed by =166 and the Heidelberg Version “RIPLS-HDB” by =154. In the main component analysis the data could not depict the scale patterns of the original Australian tool. The reliability values of both the Heidelberg and Halle versions were only satisfactory for the “Teamwork and Collaboration” and “Professional Identity” scales.Conclusions: The German version of the Readiness for Interprofessional Learning Scale has only limited suitability for recording the attitude towards interprofessional learning. The present versions can be regarded as an approach towards developing a more suitable tool.

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

Science.gov (United States)

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

2015-08-01

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

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.

Persuasive Designs for Learning – Learning in Persuasive Design

DEFF Research Database (Denmark)

Hansen, Sandra Burri Gram; Bertel, Lykke Brogaard; Ryberg, Thomas

2016-01-01

Both in theory and in practice, learning has been argued to hold significant potential in relation to persuasive technologies. Particularly when persuasive initiatives strive to motivate sustainable behavior changes. Correspondingly, the notion of persuasive design may constitute a valuable...

Storytelling: a leadership and educational tool.

Science.gov (United States)

Kowalski, Karren

2015-06-01

A powerful tool that leaders and educators can use to engage the listeners-both staff and learners-is storytelling. Stories demonstrate important points, valuable lessons, and the behaviors that are preferred by the leader. Copyright 2015, SLACK Incorporated.

Professional Digital Compositing Essential Tools and Techniques

CERN Document Server

Lanier, Lee

2009-01-01

Learn professional secrets of digital compositing with this detailed guide. After filming is done, digital compositors move in to manipulate color, retouch, and perform other behind-the-scenes tricks that are necessary to improve or finalize movies, games, and commercials. Now you can learn their secrets with this one-of-a-kind guide to digital compositing. Professional animator and author Lee Lanier not only draws upon his own experience, he has also combed some of Hollywood's most active post-production houses in search of the best solutions. Learn valuable techniques, tricks, and more.: Cov

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

Science.gov (United States)

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

2018-04-01

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

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

Science.gov (United States)

Fincher, Derrel

2016-01-01

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

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

Science.gov (United States)

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

2016-01-01

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

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

Science.gov (United States)

Albertsson, Pontus; Sundström, Anna

2011-12-01

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

A framework to develop a clinical learning culture in health facilities: ideas from the literature.

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Henderson, A; Briggs, J; Schoonbeek, S; Paterson, K

2011-06-01

Internationally, there is an increase in demand to educate nurses within the clinical practice environment. Clinical practice settings that encourage teaching and learning during episodes of care delivery can be powerful in educating both the existing nursing workforce and nursing students. This paper presents a framework, informed by the literature, that identifies the key factors that are needed to encourage the interactions fundamental to learning in clinical practice. Learning occurs when nurses demonstrate good practice, share their knowledge through conversations and discussions, and also provide feedback to learners, such as students and novices. These types of interactions occur when positive leadership practices encourage trust and openness between staff; when the management team provides sessions for staff to learn how to interact with learners, and also when partnerships provide support and guidance around learning in the workplace. APPLICATION OF CONCEPTS: This framework presents how the concepts of leadership, management and partnership interact to create and sustain learning environments. The feedback from proposed measurement tools can provide valuable information about the positive and negative aspects of these concepts in the clinical learning environment. Analysis of the subscales can assist in identifying appropriate recommended strategies outlined in the framework to guide nurses in improving the recognized deficits in the relationship between the concepts. Leadership, management and partnerships are pivotal for the creation and maintenance of positive learning environments. Diagnostic measurement tools can provide specific information about weaknesses across these areas. This knowledge can guide future initiatives. © 2011 The Authors. International Nursing Review © 2011 International Council of Nurses.

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

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Anderson, Jon

2013-01-01

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

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

Science.gov (United States)

Davis, Doyle V.; Cherner, Y.

2006-12-01

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

International Exchanges as a Learning Tool

DEFF Research Database (Denmark)

Austring, Bennye Düranc; Schlüntz, Ditte Annette

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

A tool for monitoring lecturers’ interactions with Learning Management Systems

Directory of Open Access Journals (Sweden)

Magdalena Cantabella

2016-12-01

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

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

OpenAIRE

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

2005-01-01

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

Digital recording as a teaching and learning method in the skills laboratory.

Science.gov (United States)

Strand, Ingebjørg; Gulbrandsen, Lise; Slettebø, Åshild; Nåden, Dagfinn

2017-09-01

To obtain information on how nursing students react to, think about and learn from digital recording as a learning and teaching method over time. Based on the teaching and learning philosophy of the university college, we used digital recording as a tool in our daily sessions in skills laboratory. However, most of the studies referred to in the background review had a duration of from only a few hours to a number of days. We found it valuable to design a study with a duration of two academic semesters. A descriptive and interpretative design was used. First-year bachelor-level students at the department of nursing participated in the study. Data collection was carried out by employing an 'online questionnaire'. The students answered five written, open-ended questions after each of three practical skill sessions. Kvale and Brinkmann's three levels of understanding were employed in the analysis. The students reported that digital recording affected factors such as feeling safe, secure and confident and that video recording was essential in learning and training practical skills. The use of cameras proved to be useful, as an expressive tool for peer learning because video recording enhances self-assessment, reflection, sensing, psychomotor performance and discovery learning. Digital recording enhances the student's awareness when acquiring new knowledge because it activates cognitive and emotional learning. The connection between tutoring, feedback and technology was clear. The digital recorder gives students direct and immediate feedback on their performance from the various practical procedures, and may aid in the transition from theory to practice. Students experienced more self-confidence and a feeling of safety in their performances. © 2016 John Wiley & Sons Ltd.

Maximising policy learning in international committees

DEFF Research Database (Denmark)

Nedergaard, Peter

In spite of their long history and extensive activities, the international committees of the Nordic Council of Ministers have not hitherto been subject to scholarly examination. This paper demonstrates that valuable lessons can be learned about policy learning in practise and theoretically...

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

Science.gov (United States)

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

2017-12-01

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

Lesson Learning at JPL

Science.gov (United States)

Oberhettinger, David

2011-01-01

A lessons learned system is a hallmark of a mature engineering organization A formal lessons learned process can help assure that valuable lessons get written and published, that they are well-written, and that the essential information is "infused" into institutional practice. Requires high-level institutional commitment, and everyone's participation in gathering, disseminating, and using the lessons

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

Directory of Open Access Journals (Sweden)

Duncan Madeleine

2007-11-01

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

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

Science.gov (United States)

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

2014-01-01

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

Maximum entropy methods for extracting the learned features of deep neural networks.

Science.gov (United States)

Finnegan, Alex; Song, Jun S

2017-10-01

New architectures of multilayer artificial neural networks and new methods for training them are rapidly revolutionizing the application of machine learning in diverse fields, including business, social science, physical sciences, and biology. Interpreting deep neural networks, however, currently remains elusive, and a critical challenge lies in understanding which meaningful features a network is actually learning. We present a general method for interpreting deep neural networks and extracting network-learned features from input data. We describe our algorithm in the context of biological sequence analysis. Our approach, based on ideas from statistical physics, samples from the maximum entropy distribution over possible sequences, anchored at an input sequence and subject to constraints implied by the empirical function learned by a network. Using our framework, we demonstrate that local transcription factor binding motifs can be identified from a network trained on ChIP-seq data and that nucleosome positioning signals are indeed learned by a network trained on chemical cleavage nucleosome maps. Imposing a further constraint on the maximum entropy distribution also allows us to probe whether a network is learning global sequence features, such as the high GC content in nucleosome-rich regions. This work thus provides valuable mathematical tools for interpreting and extracting learned features from feed-forward neural networks.

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

International Nuclear Information System (INIS)

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

2016-01-01

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

The problem-based learning (PBL and health education.

Directory of Open Access Journals (Sweden)

Carine Moraes Vignochi

2009-05-01

Full Text Available The Problem-Based Learning (Problem-Based Learning - PBL has been recognized worldwide as an approach to promote the acquisition of knowledge by students at the same time that helps them develop skills and professional attitudes desirable. Unlike the conventional methods of teaching that use of application problems after the theory was presented, the PBL uses a problem to start, focus and motivate the learning of new concepts 13. In this approach, the student uses different mental processes, such as ability to raise hypotheses, compare, analyze, interpret, and evaluate and develop the ability to take responsibility for their education 11.12. The methodology of PBL has been a valuable tool in shaping the health care professional, with advantages over the traditional method of teaching. However, for its deployment there is a need for considerable institutional effort. Are necessary adjustments, including changes in the way of evaluation, for changes in mindset about the role of teachers in the process teaching / learning, investment in infrastructure, adaptations of the environment, improvement of libraries and other 19,20,21, 22. The process of change in education will bring many challenges, such as a break with traditional models of education and train health professionals with skills to recover the essential dimension of care: the relationship between humans.

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

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T.M.F. Günther et al.

2017-07-01

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

Are patient surveys valuable as a service-improvement tool in health services? An overview

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Patwardhan A

2012-05-01

Full Text Available Anjali Patwardhan,1 Charles H Spencer21Nationwide Children’s Hospital Columbus, 2Ohio State University, Columbus, OH, USAAbstract: Improving the quality of care in international health services was made a high priority in 1977. The World Health Assembly passed a resolution to greatly improve “Health for all” by the year 2000. Since 1977, the use of patient surveys for quality improvement has become a common practice in the health-care industry. The use of surveys reflects the concept that patient satisfaction is closely linked with that of organizational performance, which is in turn closely linked with organizational culture. This article is a review of the role of patient surveys as a quality-improvement tool in health care. The article explores the characteristics, types, merits, and pitfalls of various patient surveys, as well as the impact of their wide-ranging application in dissimilar scenarios to identify gaps in service provision. It is demonstrated that the conducting of patient surveys and using the results to improve the quality of care are two different processes. The value of patient surveys depends on the interplay between these two processes and several other factors that can influence the final outcome. The article also discusses the business aspect of the patient surveys in detail. Finally, the authors make future recommendations on how the patient survey tool can be best used to improve the quality of care in the health-care sector.Keywords: patient surveys, quality improvement, service gaps 

The Effect of the Immediate Feedback by the Collaborative Education Tool ViLLE on Learning for Business Mathematics in Higher Education

Science.gov (United States)

Kuikka, Matti; Laakso, Mikko-Jussi; Joshi, Marjo

2016-01-01

This article outlines the effect of the collaborative educational tool ViLLE when learning business mathematics in higher education. ViLLE validates students' answers during the assessment process and provides immediate feedback, enabling students to receive feedback and guidance about the correctness of their answers. The learning results in the…

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

Directory of Open Access Journals (Sweden)

Kevin Porteous

2011-02-01

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

Modules as Learning Tools in Linear Algebra