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Sample records for vicarious learning experience

  1. Still to Learn from Vicarious Learning

    Science.gov (United States)

    Mayes, J. T.

    2015-01-01

    The term "vicarious learning" was introduced in the 1960s by Bandura, who demonstrated how learning can occur through observing the behaviour of others. Such social learning is effective without the need for the observer to experience feedback directly. More than twenty years later a series of studies on vicarious learning was undertaken…

  2. Vicarious learning: a review of the literature.

    Science.gov (United States)

    Roberts, Debbie

    2010-01-01

    Experiential learning theory stresses the primacy of personal experience and the literature suggests that direct clinical experience is required in order for learning to take place. However, raw or first hand experience may not be the only mechanisms by which students engage in experiential learning. There is a growing body of literature within higher education which suggests that students are able to use another's experience to learn: vicarious learning. This literature review aims to outline vicarious learning within a nursing context. Many of the studies regarding vicarious learning are situated within Higher Education in general, however, within the United States these relate more specifically to nursing students. The literature indicates the increasing global interest in this area. This paper reveals that whilst the literature offers a number of examples illustrating how vicarious learning takes place, opinion on the role of the lecturer is divided and requires further exploration and clarification. The implications for nurse education are discussed.

  3. Vicarious Acquisition Of Learned Helplessness

    Science.gov (United States)

    And Others; DeVellis, Robert F.

    1978-01-01

    Reports a study conducted to determine whether individuals who observed others experiencing noncontingency would develop learned helplessness vicariously. Subjects were 75 college female undergraduates. (MP)

  4. Computer Support for Vicarious Learning.

    Science.gov (United States)

    Monthienvichienchai, Rachada; Sasse, M. Angela

    This paper investigates how computer support for vicarious learning can be implemented by taking a principled approach to selecting and combining different media to capture educational dialogues. The main goal is to create vicarious learning materials of appropriate pedagogic content and production quality, and at the same time minimize the…

  5. Impact of Vicarious Learning Experiences and Goal Setting on Preservice Teachers' Self-Efficacy for Technology Integration: A Pilot Study.

    Science.gov (United States)

    Wang, Ling; Ertmer, Peggy A.

    This pilot study was designed to explore how vicarious learning experiences and goal setting influence preservice teachers' self-efficacy for integrating technology into the classroom. Twenty undergraduate students who were enrolled in an introductory educational technology course at a large midwestern university participated and were assigned…

  6. A comparison of positive vicarious learning and verbal information for reducing vicariously learned fear.

    Science.gov (United States)

    Reynolds, Gemma; Wasely, David; Dunne, Güler; Askew, Chris

    2017-10-19

    Research with children has demonstrated that both positive vicarious learning (modelling) and positive verbal information can reduce children's acquired fear responses for a particular stimulus. However, this fear reduction appears to be more effective when the intervention pathway matches the initial fear learning pathway. That is, positive verbal information is a more effective intervention than positive modelling when fear is originally acquired via negative verbal information. Research has yet to explore whether fear reduction pathways are also important for fears acquired via vicarious learning. To test this, an experiment compared the effectiveness of positive verbal information and positive vicarious learning interventions for reducing vicariously acquired fears in children (7-9 years). Both vicarious and informational fear reduction interventions were found to be equally effective at reducing vicariously acquired fears, suggesting that acquisition and intervention pathways do not need to match for successful fear reduction. This has significant implications for parents and those working with children because it suggests that providing children with positive information or positive vicarious learning immediately after a negative modelling event may prevent more serious fears developing.

  7. Vicarious learning through capturing taskdirected discussions

    Directory of Open Access Journals (Sweden)

    F. Dineen

    1999-12-01

    Full Text Available The research programme on vicarious learning, part of which we report in this paper, has been aimed at exploring the idea that learning can be facilitated by providing learners with access to the experiences of other learners. We use Bandura's term vicarious learning to describe this (Bandura, 1986, and we believe it to be a paradigm that offers particular promise when seen as an innovative way of exploiting recent technical advances in multimedia and distance learning technologies. It offers the prospect of a real alternative to the building of intelligent tutors (which directly address the problem of allowing learners access to dialogue, but which have proved largely intractable in practice or to the direct support of live dialogues (which do not offer a solution to the problem of providing 'live' tutors - unless they are between peer learners. In the research reported here our main objectives were to develop techniques to facilitate learners' access to, especially, dialogues and discussions which have arisen when other learners were faced with similar issues or problems in understanding the material. This required us to investigate means of indexing and retrieving appropriate dialogues and build on these to create an advanced prototype system for use in educational settings.

  8. Vicarious learning from human models in monkeys.

    Science.gov (United States)

    Falcone, Rossella; Brunamonti, Emiliano; Genovesio, Aldo

    2012-01-01

    We examined whether monkeys can learn by observing a human model, through vicarious learning. Two monkeys observed a human model demonstrating an object-reward association and consuming food found underneath an object. The monkeys observed human models as they solved more than 30 learning problems. For each problem, the human models made a choice between two objects, one of which concealed a piece of apple. In the test phase afterwards, the monkeys made a choice of their own. Learning was apparent from the first trial of the test phase, confirming the ability of monkeys to learn by vicarious observation of human models.

  9. Vicarious learning from human models in monkeys.

    Directory of Open Access Journals (Sweden)

    Rossella Falcone

    Full Text Available We examined whether monkeys can learn by observing a human model, through vicarious learning. Two monkeys observed a human model demonstrating an object-reward association and consuming food found underneath an object. The monkeys observed human models as they solved more than 30 learning problems. For each problem, the human models made a choice between two objects, one of which concealed a piece of apple. In the test phase afterwards, the monkeys made a choice of their own. Learning was apparent from the first trial of the test phase, confirming the ability of monkeys to learn by vicarious observation of human models.

  10. Vicarious audiovisual learning in perfusion education.

    Science.gov (United States)

    Rath, Thomas E; Holt, David W

    2010-12-01

    Perfusion technology is a mechanical and visual science traditionally taught with didactic instruction combined with clinical experience. It is difficult to provide perfusion students the opportunity to experience difficult clinical situations, set up complex perfusion equipment, or observe corrective measures taken during catastrophic events because of patient safety concerns. Although high fidelity simulators offer exciting opportunities for future perfusion training, we explore the use of a less costly low fidelity form of simulation instruction, vicarious audiovisual learning. Two low fidelity modes of instruction; description with text and a vicarious, first person audiovisual production depicting the same content were compared. Students (n = 37) sampled from five North American perfusion schools were prospectively randomized to one of two online learning modules, text or video.These modules described the setup and operation of the MAQUET ROTAFLOW stand-alone centrifugal console and pump. Using a 10 question multiple-choice test, students were assessed immediately after viewing the module (test #1) and then again 2 weeks later (test #2) to determine cognition and recall of the module content. In addition, students completed a questionnaire assessing the learning preferences of today's perfusion student. Mean test scores from test #1 for video learners (n = 18) were significantly higher (88.89%) than for text learners (n = 19) (74.74%), (p audiovisual learning modules may be an efficacious, low cost means of delivering perfusion training on subjects such as equipment setup and operation. Video learning appears to improve cognition and retention of learned content and may play an important role in how we teach perfusion in the future, as simulation technology becomes more prevalent.

  11. Vicarious Learning from Human Models in Monkeys

    OpenAIRE

    Falcone, Rossella; Brunamonti, Emiliano; Genovesio, Aldo

    2012-01-01

    We examined whether monkeys can learn by observing a human model, through vicarious learning. Two monkeys observed a human model demonstrating an object-reward association and consuming food found underneath an object. The monkeys observed human models as they solved more than 30 learning problems. For each problem, the human models made a choice between two objects, one of which concealed a piece of apple. In the test phase afterwards, the monkeys made a choice of their own. Learning was app...

  12. Types of vicarious learning experienced by pre-dialysis patients

    Directory of Open Access Journals (Sweden)

    Kate McCarthy

    2015-04-01

    Full Text Available Objective: Haemodialysis and peritoneal dialysis renal replacement treatment options are in clinical equipoise, although the cost of haemodialysis to the National Health Service is £16,411/patient/year greater than peritoneal dialysis. Treatment decision-making takes place during the pre-dialysis year when estimated glomerular filtration rate drops to between 15 and 30 mL/min/1.73 m2. Renal disease can be familial, and the majority of patients have considerable health service experience when they approach these treatment decisions. Factors affecting patient treatment decisions are currently unknown. The objective of this article is to explore data from a wider study in specific relation to the types of vicarious learning experiences reported by pre-dialysis patients. Methods: A qualitative study utilised unstructured interviews and grounded theory analysis during the participant’s pre-dialysis year. The interview cohort comprised 20 pre-dialysis participants between 24 and 80 years of age. Grounded theory design entailed thematic sampling and analysis, scrutinised by secondary coding and checked with participants. Participants were recruited from routine renal clinics at two local hospitals when their estimated glomerular filtration rate was between 15 and 30 mL/min/1.73 m2. Results: Vicarious learning that contributed to treatment decision-making fell into three main categories: planned vicarious leaning, unplanned vicarious learning and historical vicarious experiences. Conclusion: Exploration and acknowledgement of service users’ prior vicarious learning, by healthcare professionals, is important in understanding its potential influences on individuals’ treatment decision-making. This will enable healthcare professionals to challenge heuristic decisions based on limited information and to encourage analytic thought processes.

  13. Types of vicarious learning experienced by pre-dialysis patients.

    Science.gov (United States)

    McCarthy, Kate; Sturt, Jackie; Adams, Ann

    2015-01-01

    Haemodialysis and peritoneal dialysis renal replacement treatment options are in clinical equipoise, although the cost of haemodialysis to the National Health Service is £16,411/patient/year greater than peritoneal dialysis. Treatment decision-making takes place during the pre-dialysis year when estimated glomerular filtration rate drops to between 15 and 30 mL/min/1.73 m(2). Renal disease can be familial, and the majority of patients have considerable health service experience when they approach these treatment decisions. Factors affecting patient treatment decisions are currently unknown. The objective of this article is to explore data from a wider study in specific relation to the types of vicarious learning experiences reported by pre-dialysis patients. A qualitative study utilised unstructured interviews and grounded theory analysis during the participant's pre-dialysis year. The interview cohort comprised 20 pre-dialysis participants between 24 and 80 years of age. Grounded theory design entailed thematic sampling and analysis, scrutinised by secondary coding and checked with participants. Participants were recruited from routine renal clinics at two local hospitals when their estimated glomerular filtration rate was between 15 and 30 mL/min/1.73 m(2). Vicarious learning that contributed to treatment decision-making fell into three main categories: planned vicarious leaning, unplanned vicarious learning and historical vicarious experiences. Exploration and acknowledgement of service users' prior vicarious learning, by healthcare professionals, is important in understanding its potential influences on individuals' treatment decision-making. This will enable healthcare professionals to challenge heuristic decisions based on limited information and to encourage analytic thought processes.

  14. Promoting Vicarious Learning of Physics Using Deep Questions with Explanations

    Science.gov (United States)

    Craig, Scotty D.; Gholson, Barry; Brittingham, Joshua K.; Williams, Joah L.; Shubeck, Keith T.

    2012-01-01

    Two experiments explored the role of vicarious "self" explanations in facilitating student learning gains during computer-presented instruction. In Exp. 1, college students with low or high knowledge on Newton's laws were tested in four conditions: (a) monologue (M), (b) questions (Q), (c) explanation (E), and (d) question + explanation (Q + E).…

  15. FACTORS INFLUENCING VICARIOUS LEARNING MECHANISM EFFECTIVENESS WITHIN ORGANIZATIONS

    OpenAIRE

    JOHN R. VOIT; COLIN G. DRURY

    2013-01-01

    As organizations become larger it becomes increasingly difficult to share lessons-learned across their disconnected units allowing individuals to learn vicariously from each other's experiences. This lesson-learned information is often unsolicited by the recipient group or individual and required an individual or group to react to the information to yield benefits for the organization. Data was collected using 39 interviews and 582 survey responses that proved the effects of information usefu...

  16. Examining the Effect of Small Group Discussions and Question Prompts on Vicarious Learning Outcomes

    Science.gov (United States)

    Lee, Yekyung; Ertmer, Peggy A.

    2006-01-01

    This study investigated the effect of group discussions and question prompts on students' vicarious learning experiences. Vicarious experiences were delivered to 65 preservice teachers via VisionQuest, a Web site that provided examples of successful technology integration. A 2x2 factorial research design employed group discussions and question…

  17. Vicarious birth experiences and childbirth fear: does it matter how young canadian women learn about birth?

    Science.gov (United States)

    Stoll, Kathrin; Hall, Wendy

    2013-01-01

    In our secondary analysis of a cross-sectional survey, we explored predictors of childbirth fear for young women (n = 2,676). Young women whose attitudes toward pregnancy and birth were shaped by the media were 1.5 times more likely to report childbirth fear. Three factors that were associated with reduced fear of birth were women's confidence in reproductive knowledge, witnessing a birth, and learning about pregnancy and birth through friends. Offering age-appropriate birth education during primary and secondary education, as an alternative to mass-mediated information about birth, can be evaluated as an approach to reduce young women's childbirth fear.

  18. Vicarious learning and the development of fears in childhood.

    Science.gov (United States)

    Askew, Chris; Field, Andy P

    2007-11-01

    Vicarious learning has long been assumed to be an indirect pathway to fear; however, there is only retrospective evidence that children acquire fears in this way. In two experiments, children (aged 7-9 years) were exposed to pictures of novel animals paired with pictures of either scared, happy or no facial expressions to see the impact on their fear cognitions and avoidance behavior about the animals. In Experiment 1, directly (self-report) and indirectly measured (affective priming) fear attitudes towards the animals changed congruent with the facial expressions with which these were paired. The indirectly measured fear beliefs persisted up to 3 months. Experiment 2 showed that children took significantly longer to approach a box they believed to contain an animal they had previously seen paired with scared faces. These results support theories of fear acquisition that suppose that vicarious learning affects cognitive and behavioral fear emotion, and suggest possibilities for interventions to weaken fear acquired in this way.

  19. Other people as means to a safe end: vicarious extinction blocks the return of learned fear.

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    Golkar, Armita; Selbing, Ida; Flygare, Oskar; Ohman, Arne; Olsson, Andreas

    2013-11-01

    Information about what is dangerous and safe in the environment is often transferred from other individuals through social forms of learning, such as observation. Past research has focused on the observational, or vicarious, acquisition of fears, but little is known about how social information can promote safety learning. To address this issue, we studied the effects of vicarious-extinction learning on the recovery of conditioned fear. Compared with a standard extinction procedure, vicarious extinction promoted better extinction and effectively blocked the return of previously learned fear. We confirmed that these effects could not be attributed to the presence of a learning model per se but were specifically driven by the model's experience of safety. Our results confirm that vicarious and direct emotional learning share important characteristics but that social-safety information promotes superior down-regulation of learned fear. These findings have implications for emotional learning, social-affective processes, and clinical practice.

  20. Neural signals of vicarious extinction learning.

    Science.gov (United States)

    Golkar, Armita; Haaker, Jan; Selbing, Ida; Olsson, Andreas

    2016-10-01

    Social transmission of both threat and safety is ubiquitous, but little is known about the neural circuitry underlying vicarious safety learning. This is surprising given that these processes are critical to flexibly adapt to a changeable environment. To address how the expression of previously learned fears can be modified by the transmission of social information, two conditioned stimuli (CS + s) were paired with shock and the third was not. During extinction, we held constant the amount of direct, non-reinforced, exposure to the CSs (i.e. direct extinction), and critically varied whether another individual-acting as a demonstrator-experienced safety (CS + vic safety) or aversive reinforcement (CS + vic reinf). During extinction, ventromedial prefrontal cortex (vmPFC) responses to the CS + vic reinf increased but decreased to the CS + vic safety This pattern of vmPFC activity was reversed during a subsequent fear reinstatement test, suggesting a temporal shift in the involvement of the vmPFC. Moreover, only the CS + vic reinf association recovered. Our data suggest that vicarious extinction prevents the return of conditioned fear responses, and that this efficacy is reflected by diminished vmPFC involvement during extinction learning. The present findings may have important implications for understanding how social information influences the persistence of fear memories in individuals suffering from emotional disorders. © The Author (2016). Published by Oxford University Press. For Permissions, please email: journals.permissions@oup.com.

  1. Vicarious reinforcement learning signals when instructing others.

    Science.gov (United States)

    Apps, Matthew A J; Lesage, Elise; Ramnani, Narender

    2015-02-18

    Reinforcement learning (RL) theory posits that learning is driven by discrepancies between the predicted and actual outcomes of actions (prediction errors [PEs]). In social environments, learning is often guided by similar RL mechanisms. For example, teachers monitor the actions of students and provide feedback to them. This feedback evokes PEs in students that guide their learning. We report the first study that investigates the neural mechanisms that underpin RL signals in the brain of a teacher. Neurons in the anterior cingulate cortex (ACC) signal PEs when learning from the outcomes of one's own actions but also signal information when outcomes are received by others. Does a teacher's ACC signal PEs when monitoring a student's learning? Using fMRI, we studied brain activity in human subjects (teachers) as they taught a confederate (student) action-outcome associations by providing positive or negative feedback. We examined activity time-locked to the students' responses, when teachers infer student predictions and know actual outcomes. We fitted a RL-based computational model to the behavior of the student to characterize their learning, and examined whether a teacher's ACC signals when a student's predictions are wrong. In line with our hypothesis, activity in the teacher's ACC covaried with the PE values in the model. Additionally, activity in the teacher's insula and ventromedial prefrontal cortex covaried with the predicted value according to the student. Our findings highlight that the ACC signals PEs vicariously for others' erroneous predictions, when monitoring and instructing their learning. These results suggest that RL mechanisms, processed vicariously, may underpin and facilitate teaching behaviors. Copyright © 2015 Apps et al.

  2. A comparison of positive vicarious learning and verbal information for reducing vicariously learned fear

    OpenAIRE

    Reynolds, Gemma; Wasely, David; Dunne, Guler; Askew, Chris

    2017-01-01

    Research with children has demonstrated that both positive vicarious learning (modelling) and positive verbal information can reduce children’s acquired fear responses for a particular stimulus. However, this fear reduction appears to be more effective when the intervention pathway matches the initial fear learning pathway. That is, positive verbal information is a more effective intervention than positive modelling when fear is originally acquired via negative verbal information. Research ha...

  3. The Deep-Level-Reasoning-Question Effect: The Role of Dialogue and Deep-Level-Reasoning Questions during Vicarious Learning

    Science.gov (United States)

    Craig, Scotty D.; Sullins, Jeremiah; Witherspoon, Amy; Gholson, Barry

    2006-01-01

    We investigated the impact of dialogue and deep-level-reasoning questions on vicarious learning in 2 studies with undergraduates. In Experiment 1, participants learned material by interacting with AutoTutor or by viewing 1 of 4 vicarious learning conditions: a noninteractive recorded version of the AutoTutor dialogues, a dialogue with a…

  4. Vicarious resilience and vicarious traumatisation: Experiences of working with refugees and asylum seekers in South Australia.

    Science.gov (United States)

    Puvimanasinghe, Teresa; Denson, Linley A; Augoustinos, Martha; Somasundaram, Daya

    2015-12-01

    The negative psychological impacts of working with traumatised people are well documented and include vicarious traumatisation (VT): the cumulative effect of identifying with clients' trauma stories that negatively impacts on service providers' memory, emotions, thoughts, and worldviews. More recently, the concept of vicarious resilience (VR) has been also identified: the strength, growth, and empowerment experienced by trauma workers as a consequence of their work. VR includes service providers' awareness and appreciation of their clients' capacity to grow, maintaining hope for change, as well as learning from and reassessing personal problems in the light of clients' stories of perseverance, strength, and growth. This study aimed at exploring the experiences of mental health, physical healthcare, and settlement workers caring for refugees and asylum seekers in South Australia. Using a qualitative method (data-based thematic analysis) to collect and analyse 26 semi-structured face-to-face interviews, we identified four prominent and recurring themes emanating from the data: VT, VR, work satisfaction, and cultural flexibility. These findings-among the first to describe both VT and VR in Australians working with refugee people-have important implications for policy, service quality, service providers' wellbeing, and refugee clients' lives. © The Author(s) 2015.

  5. Inhibition of vicariously learned fear in children using positive modeling and prior exposure.

    Science.gov (United States)

    Askew, Chris; Reynolds, Gemma; Fielding-Smith, Sarah; Field, Andy P

    2016-02-01

    One of the challenges to conditioning models of fear acquisition is to explain how different individuals can experience similar learning events and only some of them subsequently develop fear. Understanding factors moderating the impact of learning events on fear acquisition is key to understanding the etiology and prevention of fear in childhood. This study investigates these moderators in the context of vicarious (observational) learning. Two experiments tested predictions that the acquisition or inhibition of fear via vicarious learning is driven by associative learning mechanisms similar to direct conditioning. In Experiment 1, 3 groups of children aged 7 to 9 years received 1 of 3 inhibitive information interventions-psychoeducation, factual information, or no information (control)-prior to taking part in a vicarious fear learning procedure. In Experiment 2, 3 groups of children aged 7 to 10 years received 1 of 3 observational learning interventions-positive modeling (immunization), observational familiarity (latent inhibition), or no prevention (control)-before vicarious fear learning. Results indicated that observationally delivered manipulations inhibited vicarious fear learning, while preventions presented via written information did not. These findings confirm that vicarious learning shares some of the characteristics of direct conditioning and can explain why not all individuals will develop fear following a vicarious learning event. They also suggest that the modality of inhibitive learning is important and should match the fear learning pathway for increased chances of inhibition. Finally, the results demonstrate that positive modeling is likely to be a particularly effective method for preventing fear-related observational learning in children. (c) 2016 APA, all rights reserved).

  6. Stimulus fear relevance and the speed, magnitude, and robustness of vicariously learned fear.

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    Dunne, Güler; Reynolds, Gemma; Askew, Chris

    2017-08-01

    Superior learning for fear-relevant stimuli is typically indicated in the laboratory by faster acquisition of fear responses, greater learned fear, and enhanced resistance to extinction. Three experiments investigated the speed, magnitude, and robustness of UK children's (6-10 years; N = 290; 122 boys, 168 girls) vicariously learned fear responses for three types of stimuli. In two experiments, children were presented with pictures of novel animals (Australian marsupials) and flowers (fear-irrelevant stimuli) alone (control) or together with faces expressing fear or happiness. To determine learning speed the number of stimulus-face pairings seen by children was varied (1, 10, or 30 trials). Robustness of learning was examined via repeated extinction procedures over 3 weeks. A third experiment compared the magnitude and robustness of vicarious fear learning for snakes and marsupials. Significant increases in fear responses were found for snakes, marsupials and flowers. There was no indication that vicarious learning for marsupials was faster than for flowers. Moreover, vicariously learned fear was neither greater nor more robust for snakes compared to marsupials, or for marsupials compared to flowers. These findings suggest that for this age group stimulus fear relevance may have little influence on vicarious fear learning. Copyright © 2017 Elsevier Ltd. All rights reserved.

  7. The vicarious learning pathway to fear 40 years on.

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    Askew, Chris; Field, Andy P

    2008-10-01

    Forty years on from the initial idea that fears could be learnt vicariously through observing other people's responses to a situation or stimulus, this review looks at the evidence for this theory as an explanatory model of clinical fear. First, we review early experimental evidence that fears can be learnt vicariously before turning to the evidence from both primate and human research that clinical fears can be acquired in this way. Finally, we review recent evidence from research on non-anxious children. Throughout the review we highlight problems and areas for future research. We conclude by exploring the likely underlying mechanisms in the vicarious learning of fear and the resulting clinical implications.

  8. Vicarious experience affects patients' treatment preferences for depression.

    Directory of Open Access Journals (Sweden)

    Seth A Berkowitz

    Full Text Available Depression is common in primary care but often under-treated. Personal experiences with depression can affect adherence to therapy, but the effect of vicarious experience is unstudied. We sought to evaluate the association between a patient's vicarious experiences with depression (those of friends or family and treatment preferences for depressive symptoms.We sampled 1054 English and/or Spanish speaking adult subjects from July through December 2008, randomly selected from the 2008 California Behavioral Risk Factor Survey System, regarding depressive symptoms and treatment preferences. We then constructed a unidimensional scale using item analysis that reflects attitudes about antidepressant pharmacotherapy. This became the dependent variable in linear regression analyses to examine the association between vicarious experiences and treatment preferences for depressive symptoms.Our sample was 68% female, 91% white, and 13% Hispanic. Age ranged from 18-94 years. Mean PHQ-9 score was 4.3; 14.5% of respondents had a PHQ-9 score >9.0, consistent with active depressive symptoms. Analyses controlling for current depression symptoms and socio-demographic factors found that in patients both with (coefficient 1.08, p = 0.03 and without (coefficient 0.77, p = 0.03 a personal history of depression, having a vicarious experience (family and friend, respectively with depression is associated with a more favorable attitude towards antidepressant medications.Patients with vicarious experiences of depression express more acceptance of pharmacotherapy. Conversely, patients lacking vicarious experiences of depression have more negative attitudes towards antidepressants. When discussing treatment with patients, clinicians should inquire about vicarious experiences of depression. This information may identify patients at greater risk for non-adherence and lead to more tailored patient-specific education about treatment.

  9. Comparing Learning from Productive Failure and Vicarious Failure

    Science.gov (United States)

    Kapur, Manu

    2014-01-01

    A total of 136 eighth-grade math students from 2 Singapore schools learned from either productive failure (PF) or vicarious failure (VF). PF students "generated" solutions to a complex problem targeting the concept of variance that they had not learned yet before receiving instruction on the targeted concept. VF students…

  10. Vicarious learning during simulations: is it more effective than hands-on training?

    Science.gov (United States)

    Stegmann, Karsten; Pilz, Florian; Siebeck, Matthias; Fischer, Frank

    2012-10-01

    Doctor-patient communication skills are often fostered by using simulations with standardised patients (SPs). The efficiency of such experiences is greater if student observers learn at least as much from the simulation as do students who actually interact with the patient. This study aimed to investigate whether the type of simulation-based learning (learning by doing versus vicarious learning) and the order in which these activities are carried out (learning by doing → vicarious learning versus vicarious learninglearning by doing) have any effect on the acquisition of knowledge on effective doctor-patient communication strategies. In addition, we wished to examine the extent to which an observation script and a feedback formulation script affect knowledge acquisition in this domain. The sample consisted of 200 undergraduate medical students (126 female, 74 male). They participated in two separate simulation sessions, each of which was 30 minutes long and was followed by a collaborative peer feedback phase. Half of the students first performed (learning by doing) and then observed (vicarious learning) the simulation, and the other half participated in the reverse order. Knowledge of doctor-patient communication was measured before, between and after the simulations. Vicarious learning led to greater knowledge of doctor-patient communication scores than learning by doing. The order in which vicarious learning was experienced had no influence. The inclusion of an observation script also enabled significantly greater learning in students to whom this script was given compared with students who were not supported in this way, but the presence of a feedback script had no effect. Students appear to learn at least as much, if not more, about doctor-patient communication by observing their peers interact with SPs as they do from interacting with SPs themselves. Instructional support for observing simulations in the form of observation scripts facilitates both

  11. Learning to fear a second-order stimulus following vicarious learning

    OpenAIRE

    Reynolds, G; Field, AP; Askew, C

    2015-01-01

    Vicarious fear learning refers to the acquisition of fear via observation of the fearful responses of others. The present study aims to extend current knowledge by exploring whether second-order vicarious fear learning can be demonstrated in children. That is, whether vicariously learnt fear responses for one stimulus can be elicited in a second stimulus associated with that initial stimulus. Results demonstrated that children’s (5–11 years) fear responses for marsupials and caterpillars incr...

  12. Vicarious extinction learning during reconsolidation neutralizes fear memory

    NARCIS (Netherlands)

    Golkar, A.; Tjaden, C.; Kindt, M.

    Background: Previous studies have suggested that fear memories can be updated when recalled, a process referred to as reconsolidation. Given the beneficial effects of model-based safety learning (i.e. vicarious extinction) in preventing the recovery of short-term fear memory, we examined whether

  13. Vicarious learning revisited: a contemporary behavior analytic interpretation.

    Science.gov (United States)

    Masia, C L; Chase, P N

    1997-03-01

    Beginning in the 1960s, social learning theorists argued that behavioral learning principles could not account for behavior acquired through observation. Such a viewpoint is still widely held today. This rejection of behavioral principles in explaining vicarious learning was based on three phenomena: (1) imitation that occurred without direct reinforcement of the observer's behavior; (2) imitation that occurred after a long delay following modeling; and (3) a greater probability of imitation of the model's reinforced behavior than of the model's nonreinforced or punished behavior. These observations convinced social learning theorists that cognitive variables were required to explain behavior. Such a viewpoint has progressed aggressively, as evidenced by the change in name from social learning theory to social cognitive theory, and has been accompanied by the inclusion of information-processing theory. Many criticisms of operant theory, however, have ignored the full range of behavioral concepts and principles that have been derived to account for complex behavior. This paper will discuss some problems with the social learning theory explanation of vicarious learning and provide an interpretation of vicarious learning from a contemporary behavior analytic viewpoint.

  14. Scanning and vicarious learning from adverse events in health care

    Directory of Open Access Journals (Sweden)

    2001-01-01

    Full Text Available Studies have shown that serious adverse clinical events occur in approximately 3%-10% of acute care hospital admissions, and one third of these adverse events result in permanent disability or death. These findings have led to calls for national medical error reporting systems and for greater organizational learning by hospitals. But do hospitals and hospital personnel pay enough attention to such risk information that they might learn from each other's failures or adverse events? This paper gives an overview of the importance of scanning and vicarious learning from adverse events. In it I propose that health care organizations' attention and information focus, organizational affinity, and absorptive capacity may each influence scanning and vicarious learning outcomes. Implications for future research are discussed.

  15. Differential influence of social versus isolate housing on vicarious fear learning in adolescent mice.

    Science.gov (United States)

    Panksepp, Jules B; Lahvis, Garet P

    2016-04-01

    Laboratory rodents can adopt the pain or fear of nearby conspecifics. This phenotype conceptually lies within the domain of empathy, a bio-psycho-social process through which individuals come to share each other's emotion. Using a model of cue-conditioned fear, we show here that the expression of vicarious fear varies with respect to whether mice are raised socially or in solitude during adolescence. The impact of the adolescent housing environment was selective: (a) vicarious fear was more influenced than directly acquired fear, (b) "long-term" (24-h postconditioning) vicarious fear memories were stronger than "short-term" (15-min postconditioning) memories in socially reared mice whereas the opposite was true for isolate mice, and (c) females were more fearful than males. Housing differences during adolescence did not alter the general mobility of mice or their vocal response to receiving the unconditioned stimulus. Previous work with this mouse model underscored a genetic influence on vicarious fear learning, and the present study complements these findings by elucidating an interaction between the adolescent social environment and vicarious experience. Collectively, these findings are relevant to developing models of empathy amenable to mechanistic exploitation in the laboratory. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  16. Vicarious Fear Learning Depends on Empathic Appraisals and Trait Empathy.

    Science.gov (United States)

    Olsson, Andreas; McMahon, Kibby; Papenberg, Goran; Zaki, Jamil; Bolger, Niall; Ochsner, Kevin N

    2016-01-01

    Empathy and vicarious learning of fear are increasingly understood as separate phenomena, but the interaction between the two remains poorly understood. We investigated how social (vicarious) fear learning is affected by empathic appraisals by asking participants to either enhance or decrease their empathic responses to another individual (the demonstrator), who received electric shocks paired with a predictive conditioned stimulus. A third group of participants received no appraisal instructions and responded naturally to the demonstrator. During a later test, participants who had enhanced their empathy evinced the strongest vicarious fear learning as measured by skin conductance responses to the conditioned stimulus in the absence of the demonstrator. Moreover, this effect was augmented in observers high in trait empathy. Our results suggest that a demonstrator's expression can serve as a "social" unconditioned stimulus (US), similar to a personally experienced US in Pavlovian fear conditioning, and that learning from a social US depends on both empathic appraisals and the observers' stable traits. © The Author(s) 2015.

  17. Vicarious extinction learning during reconsolidation neutralizes fear memory.

    Science.gov (United States)

    Golkar, Armita; Tjaden, Cathelijn; Kindt, Merel

    2017-05-01

    Previous studies have suggested that fear memories can be updated when recalled, a process referred to as reconsolidation. Given the beneficial effects of model-based safety learning (i.e. vicarious extinction) in preventing the recovery of short-term fear memory, we examined whether consolidated long-term fear memories could be updated with safety learning accomplished through vicarious extinction learning initiated within the reconsolidation time-window. We assessed this in a final sample of 19 participants that underwent a three-day within-subject fear-conditioning design, using fear-potentiated startle as our primary index of fear learning. On day 1, two fear-relevant stimuli (reinforced CSs) were paired with shock (US) and a third stimulus served as a control (CS). On day 2, one of the two previously reinforced stimuli (the reminded CS) was presented once in order to reactivate the fear memory 10 min before vicarious extinction training was initiated for all CSs. The recovery of the fear memory was tested 24 h later. Vicarious extinction training conducted within the reconsolidation time window specifically prevented the recovery of the reactivated fear memory (p = 0.03), while leaving fear-potentiated startle responses to the non-reactivated cue intact (p = 0.62). These findings are relevant to both basic and clinical research, suggesting that a safe, non-invasive model-based exposure technique has the potential to enhance the efficiency and durability of anxiolytic therapies. Copyright © 2017 Elsevier Ltd. All rights reserved.

  18. Stimulus fear-relevance and the vicarious learning pathway to childhood fears

    OpenAIRE

    Askew, C.; Dunne, G.; Ozdil, A.; Reynolds, G.; Field, A.P.

    2013-01-01

    Enhanced fear learning for fear-relevant stimuli has been demonstrated in procedures with adults in the laboratory. Three experiments investigated the effect of stimulus fear-relevance on vicarious fear learning in children (aged 6-11 years). Pictures of stimuli with different levels of fear-relevance (flowers, caterpillars, snakes, worms, and Australian marsupials) were presented alone or together with scared faces. In line with previous studies, children's fear beliefs and avoidance prefere...

  19. Effect of vicarious fear learning on children's heart rate responses and attentional bias for novel animals

    OpenAIRE

    Reynolds, G; Field, AP; Askew, C

    2014-01-01

    Research with children has shown that vicarious learning can result in changes to 2 of Lang's (1968) 3 anxiety response systems: subjective report and behavioral avoidance. The current study extended this research by exploring the effect of vicarious learning on physiological responses (Lang's final response system) and attentional bias. The study used Askew and Field's (2007) vicarious learning procedure and demonstrated fear-related increases in children's cognitive, behavioral, and physiol...

  20. Enabling the Development of Student Teacher Professional Identity through Vicarious Learning during an Educational Excursion

    Science.gov (United States)

    Steenekamp, Karen; van der Merwe, Martyn; Mehmedova, Aygul Salieva

    2018-01-01

    This paper explores the views of student teachers who were provided vicarious learning opportunities during an educational excursion, and how the learning enabled them to develop their teacher professional identity. This qualitative research study, using a social-constructivist lens highlights how vicarious learning influenced student teachers'…

  1. Vicariously learned helplessness: the role of perceived dominance and prestige of a model.

    Science.gov (United States)

    Chambers, Sheridan; Hammonds, Frank

    2014-01-01

    Prior research has examined the relationship between various model characteristics (e.g., age, competence, similarity) and the likelihood that the observers will experience vicariously learned helplessness. However, no research in this area has investigated dominance as a relevant model characteristic. This study explored whether the vicarious acquisition of learned helplessness could be mediated by the perceived dominance of a model. Participants observed a model attempting to solve anagrams. Across participant groups, the model displayed either dominant or nondominant characteristics and was either successful or unsuccessful at solving the anagrams. The characteristics displayed by the model significantly affected observers' ratings of his dominance and prestige. After viewing the model, participants attempted to solve 40 anagrams. When the dominant model was successful, observers solved significantly more anagrams than when he was unsuccessful. This effect was not found when the model was nondominant.

  2. Effect of vicarious fear learning on children's heart rate responses and attentional bias for novel animals.

    Science.gov (United States)

    Reynolds, Gemma; Field, Andy P; Askew, Chris

    2014-10-01

    Research with children has shown that vicarious learning can result in changes to 2 of Lang's (1968) 3 anxiety response systems: subjective report and behavioral avoidance. The current study extended this research by exploring the effect of vicarious learning on physiological responses (Lang's final response system) and attentional bias. The study used Askew and Field's (2007) vicarious learning procedure and demonstrated fear-related increases in children's cognitive, behavioral, and physiological responses. Cognitive and behavioral changes were retested 1 week and 1 month later, and remained elevated. In addition, a visual search task demonstrated that fear-related vicarious learning creates an attentional bias for novel animals, which is moderated by increases in fear beliefs during learning. The findings demonstrate that vicarious learning leads to lasting changes in all 3 of Lang's anxiety response systems and is sufficient to create attentional bias to threat in children. PsycINFO Database Record (c) 2014 APA, all rights reserved.

  3. Hybrid Fictionality and Vicarious Narrative Experience

    DEFF Research Database (Denmark)

    Hatavara, Mari Annukka; Mildorf, Jarmila

    2017-01-01

    This article discusses the recent trends in Fictionality Studies and argues for a point of view focusing more on the narrative dimension of fictionality than on the fictive story content. With the analysis of two case studies, where a non-fictional third person narrator represents the experience...... with other minds travel between fictional and nonfictional narratives, and between stories artistically designed and those occurring in conversational or documentary environments....

  4. Teaching Parents about Responsive Feeding through a Vicarious Learning Video: A Pilot Randomized Controlled Trial

    Science.gov (United States)

    Ledoux, Tracey; Robinson, Jessica; Baranowski, Tom; O'Connor, Daniel P.

    2018-01-01

    The American Academy of Pediatrics and World Health Organization recommend responsive feeding (RF) to promote healthy eating behaviors in early childhood. This project developed and tested a vicarious learning video to teach parents RF practices. A RF vicarious learning video was developed using community-based participatory research methods.…

  5. Teaching parents about responsive feeding through a vicarious learning video: A pilot randomized controlled trial

    Science.gov (United States)

    The American Academy of Pediatrics and World Health Organization recommend responsive feeding (RF) to promote healthy eating behaviors in early childhood. This project developed and tested a vicarious learning video to teach parents RF practices. A RF vicarious learning video was developed using com...

  6. Promoting Constructive Activities that Support Vicarious Learning during Computer-Based Instruction

    Science.gov (United States)

    Gholson, Barry; Craig, Scotty D.

    2006-01-01

    This article explores several ways computer-based instruction can be designed to support constructive activities and promote deep-level comprehension during vicarious learning. Vicarious learning, discussed in the first section, refers to knowledge acquisition under conditions in which the learner is not the addressee and does not physically…

  7. Effects of Competition on Students' Self-Efficacy in Vicarious Learning

    Science.gov (United States)

    Chan, Joanne C. Y.; Lam, Shui-fong

    2008-01-01

    Background: Vicarious learning is one of the fundamental sources of self-efficacy that is frequently employed in educational settings. However, little research has investigated the effects of competition on students' writing self-efficacy when they engage in vicarious learning. Aim: This study compared the effects of competitive and…

  8. Vicarious shame.

    Science.gov (United States)

    Welten, Stephanie C M; Zeelenberg, Marcel; Breugelmans, Seger M

    2012-01-01

    We examined an account of vicarious shame that explains how people can experience a self-conscious emotion for the behaviour of another person. Two divergent processes have been put forward to explain how another's behaviour links to the self. The group-based emotion account explains vicarious shame in terms of an in-group member threatening one's social identity by behaving shamefully. The empathy account explains vicarious shame in terms of empathic perspective taking; people imagine themselves in another's shameful behaviour. In three studies using autobiographical recall and experimental inductions, we revealed that both processes can explain why vicarious shame arises in different situations, what variation can be observed in the experience of vicarious shame, and how all vicarious shame can be related to a threat to the self. Results are integrated in a functional account of shame.

  9. Macaque monkeys can learn token values from human models through vicarious reward.

    Science.gov (United States)

    Bevacqua, Sara; Cerasti, Erika; Falcone, Rossella; Cervelloni, Milena; Brunamonti, Emiliano; Ferraina, Stefano; Genovesio, Aldo

    2013-01-01

    Monkeys can learn the symbolic meaning of tokens, and exchange them to get a reward. Monkeys can also learn the symbolic value of a token by observing conspecifics but it is not clear if they can learn passively by observing other actors, e.g., humans. To answer this question, we tested two monkeys in a token exchange paradigm in three experiments. Monkeys learned token values through observation of human models exchanging them. We used, after a phase of object familiarization, different sets of tokens. One token of each set was rewarded with a bit of apple. Other tokens had zero value (neutral tokens). Each token was presented only in one set. During the observation phase, monkeys watched the human model exchange tokens and watched them consume rewards (vicarious rewards). In the test phase, the monkeys were asked to exchange one of the tokens for food reward. Sets of three tokens were used in the first experiment and sets of two tokens were used in the second and third experiments. The valuable token was presented with different probabilities in the observation phase during the first and second experiments in which the monkeys exchanged the valuable token more frequently than any of the neutral tokens. The third experiments examined the effect of unequal probabilities. Our results support the view that monkeys can learn from non-conspecific actors through vicarious reward, even a symbolic task like the token-exchange task.

  10. Learning to fear a second-order stimulus following vicarious learning.

    Science.gov (United States)

    Reynolds, Gemma; Field, Andy P; Askew, Chris

    2017-04-01

    Vicarious fear learning refers to the acquisition of fear via observation of the fearful responses of others. The present study aims to extend current knowledge by exploring whether second-order vicarious fear learning can be demonstrated in children. That is, whether vicariously learnt fear responses for one stimulus can be elicited in a second stimulus associated with that initial stimulus. Results demonstrated that children's (5-11 years) fear responses for marsupials and caterpillars increased when they were seen with fearful faces compared to no faces. Additionally, the results indicated a second-order effect in which fear-related learning occurred for other animals seen together with the fear-paired animal, even though the animals were never observed with fearful faces themselves. Overall, the findings indicate that for children in this age group vicariously learnt fear-related responses for one stimulus can subsequently be observed for a second stimulus without it being experienced in a fear-related vicarious learning event. These findings may help to explain why some individuals do not recall involvement of a traumatic learning episode in the development of their fear of a specific stimulus.

  11. Stimulus fear-relevance and the vicarious learning pathway to childhood fears.

    Science.gov (United States)

    Askew, Chris; Dunne, Güler; Özdil, Zehra; Reynolds, Gemma; Field, Andy P

    2013-10-01

    Enhanced fear learning for fear-relevant stimuli has been demonstrated in procedures with adults in the laboratory. Three experiments investigated the effect of stimulus fear-relevance on vicarious fear learning in children (aged 6-11 years). Pictures of stimuli with different levels of fear-relevance (flowers, caterpillars, snakes, worms, and Australian marsupials) were presented alone or together with scared faces. In line with previous studies, children's fear beliefs and avoidance preferences increased for stimuli they had seen with scared faces. However, in contrast to evidence with adults, learning was mostly similar for all stimulus types irrespective of fear-relevance. The results support a proposal that stimulus preparedness is bypassed when children observationally learn threat-related information from adults.

  12. Vicarious pain experiences while observing another in pain: an experimental approach

    Directory of Open Access Journals (Sweden)

    Sophie eVandenbroucke

    2013-06-01

    Full Text Available Objective: This study aimed at developing an experimental paradigm to assess vicarious pain experiences. We further explored the putative moderating role of observer’s characteristics such as hypervigilance for pain and dispositional empathy. Methods: Two experiments are reported using a similar procedure. Undergraduate students were selected based upon whether they reported vicarious pain in daily life, and categorized into a pain responder group or a comparison group. Participants were presented a series of videos showing hands being pricked whilst receiving occasionally pricking (electrocutaneous stimuli themselves. In congruent trials, pricking and visual stimuli were applied to the same spatial location. In incongruent trials, pricking and visual stimuli were in the opposite spatial location. Participants were required to report on which location they felt a pricking sensation. Of primary interest was the effect of viewing another in pain upon vicarious pain errors, i.e., the number of trials in which an illusionary sensation was reported. Furthermore, we explored the effect of individual differences in hypervigilance to pain, dispositional empathy and the rubber hand illusion (RHI upon vicarious pain errors. Results: Results of both experiments indicated that the number of vicarious pain errors was overall low. In line with expectations, the number of vicarious pain errors was higher in the pain responder group than in the comparison group. Self-reported hypervigilance for pain lowered the probability of reporting vicarious pain errors in the pain responder group, but dispositional empathy and the RHI did not. Conclusion: Our paradigm allows measuring vicarious pain experiences in students. However, the prevalence of vicarious experiences of pain is low, and only a small percentage of participants display the phenomenon. It remains however unknown which variables affect its occurrence.

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

    Science.gov (United States)

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

    2016-01-01

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

  14. Effect of Vicarious Fear Learning on Children’s Heart Rate Responses and Attentional Bias for Novel Animals

    Science.gov (United States)

    2014-01-01

    Research with children has shown that vicarious learning can result in changes to 2 of Lang’s (1968) 3 anxiety response systems: subjective report and behavioral avoidance. The current study extended this research by exploring the effect of vicarious learning on physiological responses (Lang’s final response system) and attentional bias. The study used Askew and Field’s (2007) vicarious learning procedure and demonstrated fear-related increases in children’s cognitive, behavioral, and physiological responses. Cognitive and behavioral changes were retested 1 week and 1 month later, and remained elevated. In addition, a visual search task demonstrated that fear-related vicarious learning creates an attentional bias for novel animals, which is moderated by increases in fear beliefs during learning. The findings demonstrate that vicarious learning leads to lasting changes in all 3 of Lang’s anxiety response systems and is sufficient to create attentional bias to threat in children. PMID:25151521

  15. Vicarious Learning and Reduction of Fear in Children via Adult and Child Models.

    Science.gov (United States)

    Dunne, Güler; Askew, Chris

    2017-06-01

    Children can learn to fear stimuli vicariously, by observing adults' or peers' responses to them. Given that much of school-age children's time is typically spent with their peers, it is important to establish whether fear learning from peers is as effective or robust as learning from adults, and also whether peers can be successful positive models for reducing fear. During a vicarious fear learning procedure, children (6 to 10 years; N = 60) were shown images of novel animals together with images of adult or peer faces expressing fear. Later they saw their fear-paired animal again together with positive emotional adult or peer faces. Children's fear beliefs and avoidance for the animals increased following vicarious fear learning and decreased following positive vicarious counterconditioning. There was little evidence of differences in learning from adults and peers, demonstrating that for this age group peer models are effective models for both fear acquisition and reduction. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  16. Vicarious Learning in PBL Variants for Learning Electronics

    Science.gov (United States)

    Podges, Martin; Kommers, Piet

    2017-01-01

    Three different groups in a class of first-year tertiary engineering students had to solve a problem based on a project by applying the distinctive problem-based learning (PBL) approach. Each group's project (PBL project) was then studied by the other two groups after successful completion and demonstration. Each group then had to study the…

  17. Effects of Vicarious Experiences of Nature, Environmental Attitudes, and Outdoor Recreation Benefits on Support for Increased Funding Allocations

    Science.gov (United States)

    Kil, Namyun

    2016-01-01

    This study examined the effects of vicarious experiences of nature, environmental attitudes, and recreation benefits sought by participants on their support for funding of natural resources and alternative energy options. Using a national scenic trail user survey, results demonstrated that vicarious experiences of nature influenced environmental…

  18. Dissociable brain systems mediate vicarious learning of stimulus-response and action-outcome contingencies.

    Science.gov (United States)

    Liljeholm, Mimi; Molloy, Ciara J; O'Doherty, John P

    2012-07-18

    Two distinct strategies have been suggested to support action selection in humans and other animals on the basis of experiential learning: a goal-directed strategy that generates decisions based on the value and causal antecedents of action outcomes, and a habitual strategy that relies on the automatic elicitation of actions by environmental stimuli. In the present study, we investigated whether a similar dichotomy exists for actions that are acquired vicariously, through observation of other individuals rather than through direct experience, and assessed whether these strategies are mediated by distinct brain regions. We scanned participants with functional magnetic resonance imaging while they performed an observational learning task designed to encourage either goal-directed encoding of the consequences of observed actions, or a mapping of observed actions to conditional discriminative cues. Activity in different parts of the action observation network discriminated between the two conditions during observational learning and correlated with the degree of insensitivity to outcome devaluation in subsequent performance. Our findings suggest that, in striking parallel to experiential learning, neural systems mediating the observational acquisition of actions may be dissociated into distinct components: a goal-directed, outcome-sensitive component and a less flexible stimulus-response component.

  19. Vicarious Racism: A Qualitative Analysis of Experiences with Secondhand Racism in Graduate Education

    Science.gov (United States)

    Truong, Kimberly A.; Museus, Samuel D.; McGuire, Keon M.

    2016-01-01

    In this article, the authors examine the role of vicarious racism in the experiences of doctoral students of color. The researchers conducted semi-structured individual interviews with 26 doctoral students who self-reported experiencing racism and racial trauma during their doctoral studies. The analysis generated four themes that detail the…

  20. Vicarious learning of children's social-anxiety-related fear beliefs and emotional Stroop bias.

    Science.gov (United States)

    Askew, Chris; Hagel, Anna; Morgan, Julie

    2015-08-01

    Models of social anxiety suggest that negative social experiences contribute to the development of social anxiety, and this is supported by self-report research. However, there is relatively little experimental evidence for the effects of learning experiences on social cognitions. The current study examined the effect of observing a social performance situation with a negative outcome on children's (8 to 11 years old) fear-related beliefs and cognitive processing. Two groups of children were each shown 1 of 2 animated films of a person trying to score in basketball while being observed by others; in 1 film, the outcome was negative, and in the other, it was neutral. Children's fear-related beliefs about performing in front of others were measured before and after the film and children were asked to complete an emotional Stroop task. Results showed that social fear beliefs increased for children who saw the negative social performance film. In addition, these children showed an emotional Stroop bias for social-anxiety-related words compared to children who saw the neutral film. The findings have implications for our understanding of social anxiety disorder and suggest that vicarious learning experiences in childhood may contribute to the development of social anxiety. (c) 2015 APA, all rights reserved).

  1. Vicarious learning and unlearning of fear in childhood via mother and stranger models.

    Science.gov (United States)

    Dunne, Güler; Askew, Chris

    2013-10-01

    Evidence shows that anxiety runs in families. One reason may be that children are particularly susceptible to learning fear from their parents. The current study compared children's fear beliefs and avoidance preferences for animals following positive or fearful modeling by mothers and strangers in vicarious learning and unlearning procedures. Children aged 6 to 10 years (N = 60) were exposed to pictures of novel animals either alone (control) or together with pictures of their mother or a stranger expressing fear or happiness. During unlearning (counterconditioning), children saw each animal again with their mother or a stranger expressing the opposite facial expression. Following vicarious learning, children's fear beliefs increased for animals seen with scared faces and this effect was the same whether fear was modeled by mothers or strangers. Fear beliefs and avoidance preferences decreased following positive counterconditioning and increased following fear counterconditioning. Again, learning was the same whether the model was the child's mother or a stranger. These findings indicate that children in this age group can vicariously learn and unlearn fear-related cognitions from both strangers and mothers. This has implications for our understanding of fear acquisition and the development of early interventions to prevent and reverse childhood fears and phobias.

  2. Both Direct and Vicarious Experiences of Nature Affect Children's Willingness to Conserve Biodiversity.

    Science.gov (United States)

    Soga, Masashi; Gaston, Kevin J; Yamaura, Yuichi; Kurisu, Kiyo; Hanaki, Keisuke

    2016-05-25

    Children are becoming less likely to have direct contact with nature. This ongoing loss of human interactions with nature, the extinction of experience, is viewed as one of the most fundamental obstacles to addressing global environmental challenges. However, the consequences for biodiversity conservation have been examined very little. Here, we conducted a questionnaire survey of elementary schoolchildren and investigated effects of the frequency of direct (participating in nature-based activities) and vicarious experiences of nature (reading books or watching TV programs about nature and talking about nature with parents or friends) on their affective attitudes (individuals' emotional feelings) toward and willingness to conserve biodiversity. A total of 397 children participated in the surveys in Tokyo. Children's affective attitudes and willingness to conserve biodiversity were positively associated with the frequency of both direct and vicarious experiences of nature. Path analysis showed that effects of direct and vicarious experiences on children's willingness to conserve biodiversity were mediated by their affective attitudes. This study demonstrates that children who frequently experience nature are likely to develop greater emotional affinity to and support for protecting biodiversity. We suggest that children should be encouraged to experience nature and be provided with various types of these experiences.

  3. Both Direct and Vicarious Experiences of Nature Affect Children’s Willingness to Conserve Biodiversity

    Directory of Open Access Journals (Sweden)

    Masashi Soga

    2016-05-01

    Full Text Available Children are becoming less likely to have direct contact with nature. This ongoing loss of human interactions with nature, the extinction of experience, is viewed as one of the most fundamental obstacles to addressing global environmental challenges. However, the consequences for biodiversity conservation have been examined very little. Here, we conducted a questionnaire survey of elementary schoolchildren and investigated effects of the frequency of direct (participating in nature-based activities and vicarious experiences of nature (reading books or watching TV programs about nature and talking about nature with parents or friends on their affective attitudes (individuals’ emotional feelings toward and willingness to conserve biodiversity. A total of 397 children participated in the surveys in Tokyo. Children’s affective attitudes and willingness to conserve biodiversity were positively associated with the frequency of both direct and vicarious experiences of nature. Path analysis showed that effects of direct and vicarious experiences on children’s willingness to conserve biodiversity were mediated by their affective attitudes. This study demonstrates that children who frequently experience nature are likely to develop greater emotional affinity to and support for protecting biodiversity. We suggest that children should be encouraged to experience nature and be provided with various types of these experiences.

  4. Learning from the Pros: Influence of Web-Based Expert Commentary on Vicarious Learning about Financial Markets

    Science.gov (United States)

    Ford, Matthew W.; Kent, Daniel W.; Devoto, Steven

    2007-01-01

    Web-based financial commentary, in which experts routinely express market-related thought processes, is proposed as a means for college students to learn vicariously about financial markets. Undergraduate business school students from a regional university were exposed to expert market commentary from a single financial Web site for a 6-week…

  5. Career Coaches as a Source of Vicarious Learning for Racial and Ethnic Minority PhD Students in the Biomedical Sciences: A Qualitative Study.

    Science.gov (United States)

    Williams, Simon N; Thakore, Bhoomi K; McGee, Richard

    2016-01-01

    Many recent mentoring initiatives have sought to help improve the proportion of underrepresented racial and ethnic minorities (URMs) in academic positions across the biomedical sciences. However, the intractable nature of the problem of underrepresentation suggests that many young scientists may require supplemental career development beyond what many mentors are able to offer. As an adjunct to traditional scientific mentoring, we created a novel academic career "coaching" intervention for PhD students in the biomedical sciences. To determine whether and how academic career coaches can provide effective career-development-related learning experiences for URM PhD students in the biomedical sciences. We focus specifically on vicarious learning experiences, where individuals learn indirectly through the experiences of others. The intervention is being tested as part of a longitudinal randomized control trial (RCT). Here, we describe a nested qualitative study, using a framework approach to analyze data from a total of 48 semi-structured interviews from 24 URM PhD students (2 interviews per participant, 1 at baseline, 1 at 12-month follow-up) (16 female, 8 male; 11 Black, 12 Hispanic, 1 Native-American). We explored the role of the coach as a source of vicarious learning, in relation to the students' goal of being future biomedical science faculty. Coaches were resources through which most students in the study were able to learn vicariously about how to pursue, and succeed within, an academic career. Coaches were particularly useful in instances where students' research mentors are unable to provide such vicarious learning opportunities, for example because the mentor is too busy to have career-related discussions with a student, or because they have, or value, a different type of academic career to the type the student hopes to achieve. Coaching can be an important way to address the lack of structured career development that students receive in their home training

  6. Vicarious neural processing of outcomes during observational learning.

    Directory of Open Access Journals (Sweden)

    Elisabetta Monfardini

    Full Text Available Learning what behaviour is appropriate in a specific context by observing the actions of others and their outcomes is a key constituent of human cognition, because it saves time and energy and reduces exposure to potentially dangerous situations. Observational learning of associative rules relies on the ability to map the actions of others onto our own, process outcomes, and combine these sources of information. Here, we combined newly developed experimental tasks and functional magnetic resonance imaging (fMRI to investigate the neural mechanisms that govern such observational learning. Results show that the neural systems involved in individual trial-and-error learning and in action observation and execution both participate in observational learning. In addition, we identified brain areas that specifically activate for others' incorrect outcomes during learning in the posterior medial frontal cortex (pMFC, the anterior insula and the posterior superior temporal sulcus (pSTS.

  7. Vicarious neural processing of outcomes during observational learning.

    Science.gov (United States)

    Monfardini, Elisabetta; Gazzola, Valeria; Boussaoud, Driss; Brovelli, Andrea; Keysers, Christian; Wicker, Bruno

    2013-01-01

    Learning what behaviour is appropriate in a specific context by observing the actions of others and their outcomes is a key constituent of human cognition, because it saves time and energy and reduces exposure to potentially dangerous situations. Observational learning of associative rules relies on the ability to map the actions of others onto our own, process outcomes, and combine these sources of information. Here, we combined newly developed experimental tasks and functional magnetic resonance imaging (fMRI) to investigate the neural mechanisms that govern such observational learning. Results show that the neural systems involved in individual trial-and-error learning and in action observation and execution both participate in observational learning. In addition, we identified brain areas that specifically activate for others' incorrect outcomes during learning in the posterior medial frontal cortex (pMFC), the anterior insula and the posterior superior temporal sulcus (pSTS).

  8. Vicarious Neural Processing of Outcomes during Observational Learning

    NARCIS (Netherlands)

    Monfardini, Elisabetta; Gazzola, Valeria; Boussaoud, Driss; Brovelli, Andrea; Keysers, Christian; Wicker, Bruno

    2013-01-01

    Learning what behaviour is appropriate in a specific context by observing the actions of others and their outcomes is a key constituent of human cognition, because it saves time and energy and reduces exposure to potentially dangerous situations. Observational learning of associative rules relies on

  9. Vicarious Versus Traditional Learning in Biology: A Case of Sexually ...

    African Journals Online (AJOL)

    The purpose of this study was to compare between learning sexually transmitted infections in Biology by observation and traditional classroom lecture method ... The study found that observational method was more effective and preferred by students as compared to traditional lecture method ... AJOL African Journals Online.

  10. Types of vicarious learning experienced by pre-dialysis patients

    OpenAIRE

    McCarthy, Kate; Sturt, Jackie; Adams, Ann

    2015-01-01

    Objective: Haemodialysis and peritoneal dialysis renal replacement treatment options are in clinical equipoise, although the cost of haemodialysis to the National Health Service is £16,411/patient/year greater than peritoneal dialysis. Treatment decision-making takes place during the pre-dialysis year when estimated glomerular filtration rate drops to between 15 and 30 mL/min/1.73 m2. Renal disease can be familial, and the majority of patients have considerable health service experience when ...

  11. Spontaneous eye movements and trait empathy predict vicarious learning of fear.

    Science.gov (United States)

    Kleberg, Johan L; Selbing, Ida; Lundqvist, Daniel; Hofvander, Björn; Olsson, Andreas

    2015-12-01

    Learning to predict dangerous outcomes is important to survival. In humans, this kind of learning is often transmitted through the observation of others' emotional responses. We analyzed eye movements during an observational/vicarious fear learning procedure, in which healthy participants (N=33) watched another individual ('learning model') receiving aversive treatment (shocks) paired with a predictive conditioned stimulus (CS+), but not a control stimulus (CS-). Participants' gaze pattern towards the model differentiated as a function of whether the CS was predictive or not of a shock to the model. Consistent with our hypothesis that the face of a conspecific in distress can act as an unconditioned stimulus (US), we found that the total fixation time at a learning model's face increased when the CS+ was shown. Furthermore, we found that the total fixation time at the CS+ during learning predicted participants' conditioned responses (CRs) at a later test in the absence of the model. We also demonstrated that trait empathy was associated with stronger CRs, and that autistic traits were positively related to autonomic reactions to watching the model receiving the aversive treatment. Our results have implications for both healthy and dysfunctional socio-emotional learning. Copyright © 2015 Elsevier B.V. All rights reserved.

  12. Left Prefrontal Activity Reflects the Ability of Vicarious Fear Learning: A Functional Near-Infrared Spectroscopy Study

    Directory of Open Access Journals (Sweden)

    Qingguo Ma

    2013-01-01

    Full Text Available Fear could be acquired indirectly via social observation. However, it remains unclear which cortical substrate activities are involved in vicarious fear transmission. The present study was to examine empathy-related processes during fear learning by-proxy and to examine the activation of prefrontal cortex by using functional near-infrared spectroscopy. We simultaneously measured participants’ hemodynamic responses and skin conductance responses when they were exposed to a movie. In this movie, a demonstrator (i.e., another human being was receiving a classical fear conditioning. A neutral colored square paired with shocks (CSshock and another colored square paired with no shocks (CSno-shock were randomly presented in front of the demonstrator. Results showed that increased concentration of oxygenated hemoglobin in left prefrontal cortex was observed when participants watched a demonstrator seeing CSshock compared with that exposed to CSno-shock. In addition, enhanced skin conductance responses showing a demonstrator's aversive experience during learning object-fear association were observed. The present study suggests that left prefrontal cortex, which may reflect speculation of others’ mental state, is associated with social fear transmission.

  13. Left prefrontal activity reflects the ability of vicarious fear learning: a functional near-infrared spectroscopy study.

    Science.gov (United States)

    Ma, Qingguo; Huang, Yujing; Wang, Lei

    2013-01-01

    Fear could be acquired indirectly via social observation. However, it remains unclear which cortical substrate activities are involved in vicarious fear transmission. The present study was to examine empathy-related processes during fear learning by-proxy and to examine the activation of prefrontal cortex by using functional near-infrared spectroscopy. We simultaneously measured participants' hemodynamic responses and skin conductance responses when they were exposed to a movie. In this movie, a demonstrator (i.e., another human being) was receiving a classical fear conditioning. A neutral colored square paired with shocks (CS(shock)) and another colored square paired with no shocks (CS(no-shock)) were randomly presented in front of the demonstrator. Results showed that increased concentration of oxygenated hemoglobin in left prefrontal cortex was observed when participants watched a demonstrator seeing CS(shock) compared with that exposed to CS(no-shock). In addition, enhanced skin conductance responses showing a demonstrator's aversive experience during learning object-fear association were observed. The present study suggests that left prefrontal cortex, which may reflect speculation of others' mental state, is associated with social fear transmission.

  14. Effects of MK-801 on vicarious trial-and-error and reversal of olfactory discrimination learning in weanling rats.

    Science.gov (United States)

    Griesbach, G S; Hu, D; Amsel, A

    1998-12-01

    The effects of dizocilpine maleate (MK-801) on vicarious trial-and-error (VTE), and on simultaneous olfactory discrimination learning and its reversal, were observed in weanling rats. The term VTE was used by Tolman (The determiners of behavior at a choice point. Psychol. Rev. 1938;46:318-336), who described it as conflict-like behavior at a choice-point in simultaneous discrimination learning. It takes the form of head movements from one stimulus to the other, and has recently been proposed by Amsel (Hippocampal function in the rat: cognitive mapping or vicarious trial-and-error? Hippocampus, 1993;3:251-256) as related to hippocampal, nonspatial function during this learning. Weanling male rats received systemic MK-801 either 30 min before the onset of olfactory discrimination training and its reversal, or only before its reversal. The MK-801-treated animals needed significantly more sessions to acquire the discrimination and showed significantly fewer VTEs in the acquisition phase of learning. Impaired reversal learning was shown only when MK-801 was administered during the reversal-learning phase, itself, and not when it was administered throughout both phases.

  15. Vicarious trial-and-error behavior and hippocampal cytochrome oxidase activity during Y-maze discrimination learning in the rat.

    Science.gov (United States)

    Hu, Dan; Xu, Xiaojuan; Gonzalez-Lima, Francisco

    2006-03-01

    The present study investigated whether more vicarious trial-and-error (VTE) behavior, defined by head movement from one stimulus to another at a choice point during simultaneous discriminations, led to better visual discrimination learning in a Y-maze, and whether VTE behavior was a function of the hippocampus by measuring regional brain cytochrome oxidase (C.O.) activity, an index of neuronal metabolic activity. The results showed that the more VTEs a rat made, the better the rat learned the visual discrimination. Furthermore, both learning and VTE behavior during learning were correlated to C.O. activity in the hippocampus, suggesting that the hippocampus plays a role in VTE behavior during discrimination learning.

  16. Interpreters’ Experiences of Transferential Dynamics, Vicarious Traumatisation, and Their Need for Support and Supervision: A Systematic Literature Review

    Directory of Open Access Journals (Sweden)

    Emma Darroch

    2016-08-01

    Full Text Available Using thematic analysis, this systematic review aimed to explore sign language interpreters’ experiences of transferential dynamics and vicarious trauma. The notion of transferential dynamics, such as transference and countertransference, originate from psychodynamic therapy and refer to the mutual impact that client and therapist have on one another (Chessick, 1986. Psychodynamic models of therapy are predominantly concerned with unconscious processes and theorise that such processes have a powerful influence over an individuals’ thoughts, feelings and behaviours (Howard, 2011. In contrast to countertransference, which is a immediate response to a particular client, vicarious trauma is thought to develop as a result of continuous exposure to, and engagement across, many therapeutic interactions (Pearlman & Saakvitne, 1995a. A search of the available literature uncovered a striking lack of literature into the experiences of sign language interpreters, and in all, only two of the 11 identified empirical studies addressed sign language interpreters. The vast majority of the literature analysed reflected the experiences of spoken language interpreters. The results indicate that interpreters experience transferential dynamics as part of their work as well as suggesting the presence of vicarious trauma among interpreters. Additionally, a unique contribution to the fields of interpreting and psychology is offered, as it is consistently demonstrated that ‘service providers’ and ‘mental health workers’, which are umbrella terms for psychologists, immensely under-estimate the role of interpreters, as they fail to consider the emotional impact of their work and ignore the linguistic complexities of translation by failing to appreciate their need for information in order to ensure an effective translation.

  17. Information about the model's unconditioned stimulus and response in vicarious classical conditioning.

    Science.gov (United States)

    Hygge, S

    1976-06-01

    Four groups with 16 observers each participated in a differential, vicarious conditioning experiment with skin conductance responses as the dependent variable. The information available to the observer about the model's unconditioned stimulus and response was varied in a 2 X 2 factorial design. Results clearly showed that information about the model's unconditioned stimulus (a high or low dB level) was not necessary for vicarious instigation, but that information about the unconditioned response (a high or low emotional aversiveness) was necessary. Data for conditioning of responses showed almost identical patterns to those for vicarious instigation. To explain the results, a distinction between factors necessary for the development and elicitation of vicariously instigated responses was introduced, and the effectiveness of information about the model's response on the elicitation of vicariously instigated responses was considered in terms of an expansion of Bandura's social learning theory.

  18. Development of vicarious trial-and-error behavior in odor discrimination learning in the rat: relation to hippocampal function?

    Science.gov (United States)

    Hu, D; Griesbach, G; Amsel, A

    1997-06-01

    Previous work from our laboratory has suggested that hippocampal electrolytic lesions result in a deficit in simultaneous, black-white discrimination learning and reduce the frequency of vicarious trial-and-error (VTE) at a choice-point. VTE is a term Tolman used to describe the rat's conflict-like behavior, moving its head from one stimulus to the other at a choice point, and has been proposed as a major nonspatial feature of hippocampal function in both visual and olfactory discrimination learning. Simultaneous odor discrimination and VTE behavior were examined at three different ages. The results were that 16-day-old pups made fewer VTEs and learned much more slowly than 30- and 60-day-olds, a finding in accord with levels of hippocampal maturity in the rat.

  19. No experience required: Violent crime and anticipated, vicarious, and experienced racial discrimination.

    Science.gov (United States)

    Herda, Daniel; McCarthy, Bill

    2018-02-01

    There is a growing body of evidence linking racial discrimination and juvenile crime, and a number of theories explain this relationship. In this study, we draw on one popular approach, Agnew's general strain theory, and extend prior research by moving from a focus on experienced discrimination to consider two other forms, anticipated and vicarious discrimination. Using data on black, white, and Hispanic youth, from the Project on Human Development in Chicago Neighborhoods (PHDCN), we find that experienced, anticipated, and to a lesser extent, vicarious discrimination, significantly predict violent crime independent of a set of neighborhood, parental, and individual level controls, including prior violent offending. Additional analyses on the specific contexts of discrimination reveal that violence is associated with the anticipation of police discrimination. The effects tend to be larger for African American than Hispanic youth, but the differences are not statistically significant. These findings support the thesis that, like other strains, discrimination may not have to be experienced directly to influence offending. Copyright © 2017. Published by Elsevier Inc.

  20. Assessing the impact of vicarious experiences on preservice elementary science teacher efficacy and preservice elementary teacher efficacy

    Science.gov (United States)

    Wagler, Ronald Robert

    Scope and method of study. The purpose of this study was to investigate the impact of vicarious experiences (preservice teacher field experiences) on perceived preservice science teacher efficacy and perceived preservice teacher efficacy. The participants for the study were 46 preservice elementary education students who were enrolled in CIED 3430 (Early Lab and Clinical Experience in Elementary Education II) at a large Midwestern state university and 20 classroom inservice teachers. A pretest was administered early in the spring 2007 semester, before the preservice teachers did their field experience and consisted of demographic questions and the STEBI-B. A posttest was administered at the end of the spring 2007 semester, after the preservice teachers had completed their field experiences, and consisted of demographic questions, a rating of the teachers they observed during their educational field experience, the STEBI-B and the TES. The field experience classroom inservice teachers provided personal, professional, and classroom data in the middle of the spring 2007 semester. All data were analyzed using analysis of variance (ANOVA) and analysis of covariance (ANCOVA). Findings and conclusions. Factors of gender, ethnicity, socioeconomic status and preservice teacher program placement were found to be significant predictors of preservice teachers' efficacy scores. Even though, in some cases, these factors negatively impacted preservice teacher efficacy, preservice teachers should be placed in these environments when support is most available. The Teacher Efficacy Scale (Gibson & Dembo, 1984) is invalid. Even the construct of a general teacher efficacy is questionable.

  1. Explaining infant feeding: The role of previous personal and vicarious experience on attitudes, subjective norms, self-efficacy, and breastfeeding outcomes.

    Science.gov (United States)

    Bartle, Naomi C; Harvey, Kate

    2017-11-01

    Breastfeeding confers important health benefits to both infants and their mothers, but rates are low in the United Kingdom and other developed countries despite widespread promotion. This study examined the relationships between personal and vicarious experience of infant feeding, self-efficacy, the theory of planned behaviour variables of attitudes and subjective norm, and the likelihood of breastfeeding at 6-8 weeks post-natally. A prospective questionnaire study of both first-time mothers (n = 77) and experienced breastfeeders (n = 72) recruited at an antenatal clinic in South East England. Participants completed a questionnaire at 32 weeks pregnant assessing personal and vicarious experience of infant feeding (breastfeeding, formula-feeding, and maternal grandmother's experience of breastfeeding), perceived control, self-efficacy, intentions, attitudes (to breastfeeding and formula-feeding), and subjective norm. Infant feeding behaviour was recorded at 6-8 weeks post-natally. Multiple linear regression modelled the influence of vicarious experience on attitudes, subjective norm, and self-efficacy (but not perceived control) and modelled the influence of attitude, subjective norm, self-efficacy, and past experience on intentions to breastfeed. Logistic regression modelled the likelihood of breastfeeding at 6-8 weeks. Previous experience (particularly personal experience of breastfeeding) explained a significant amount of variance in attitudes, subjective norm, and self-efficacy. Intentions to breastfeed were predicted by subjective norm and attitude to formula-feeding and, in experienced mothers, self-efficacy. Breastfeeding at 6 weeks was predicted by intentions and vicarious experience of formula-feeding. Vicarious experience, particularly of formula-feeding, has been shown to influence the behaviour of first-time and experienced mothers both directly and indirectly via attitudes and subjective norm. Interventions that reduce exposure to formula

  2. Concern for Others Leads to Vicarious Optimism.

    Science.gov (United States)

    Kappes, Andreas; Faber, Nadira S; Kahane, Guy; Savulescu, Julian; Crockett, Molly J

    2018-03-01

    An optimistic learning bias leads people to update their beliefs in response to better-than-expected good news but neglect worse-than-expected bad news. Because evidence suggests that this bias arises from self-concern, we hypothesized that a similar bias may affect beliefs about other people's futures, to the extent that people care about others. Here, we demonstrated the phenomenon of vicarious optimism and showed that it arises from concern for others. Participants predicted the likelihood of unpleasant future events that could happen to either themselves or others. In addition to showing an optimistic learning bias for events affecting themselves, people showed vicarious optimism when learning about events affecting friends and strangers. Vicarious optimism for strangers correlated with generosity toward strangers, and experimentally increasing concern for strangers amplified vicarious optimism for them. These findings suggest that concern for others can bias beliefs about their future welfare and that optimism in learning is not restricted to oneself.

  3. The role of empathy in experiencing vicarious anxiety.

    Science.gov (United States)

    Shu, Jocelyn; Hassell, Samuel; Weber, Jochen; Ochsner, Kevin N; Mobbs, Dean

    2017-08-01

    With depictions of others facing threats common in the media, the experience of vicarious anxiety may be prevalent in the general population. However, the phenomenon of vicarious anxiety-the experience of anxiety in response to observing others expressing anxiety-and the interpersonal mechanisms underlying it have not been fully investigated in prior research. In 4 studies, we investigate the role of empathy in experiencing vicarious anxiety, using film clips depicting target victims facing threats. In Studies 1 and 2, trait emotional empathy was associated with greater self-reported anxiety when observing target victims, and with perceiving greater anxiety to be experienced by the targets. Study 3 extended these findings by demonstrating that trait empathic concern-the tendency to feel concern and compassion for others-was associated with experiencing vicarious anxiety, whereas trait personal distress-the tendency to experience distress in stressful situations-was not. Study 4 manipulated state empathy to establish a causal relationship between empathy and experience of vicarious anxiety. Participants who took an empathic perspective when observing target victims, as compared to those who took an objective perspective using reappraisal-based strategies, reported experiencing greater anxiety, risk-aversion, and sleep disruption the following night. These results highlight the impact of one's social environment on experiencing anxiety, particularly for those who are highly empathic. In addition, these findings have implications for extending basic models of anxiety to incorporate interpersonal processes, understanding the role of empathy in social learning, and potential applications for therapeutic contexts. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  4. Sex differences in vicarious trial-and-error behavior during radial arm maze learning.

    Science.gov (United States)

    Bimonte, H A; Denenberg, V H

    2000-02-01

    We investigated sex differences in VTE behavior in rats during radial arm maze learning. Females made more VTEs than males, although there were no sex differences in learning. Further, VTEs and errors were positively correlated during the latter testing sessions in females, but not in males. This sex difference may be a reflection of differences between the sexes in conflict behavior or cognitive strategy while solving the maze.

  5. Observing tutorial dialogues collaboratively: insights about human tutoring effectiveness from vicarious learning.

    Science.gov (United States)

    Chi, Michelene T H; Roy, Marguerite; Hausmann, Robert G M

    2008-03-01

    The goals of this study are to evaluate a relatively novel learning environment, as well as to seek greater understanding of why human tutoring is so effective. This alternative learning environment consists of pairs of students collaboratively observing a videotape of another student being tutored. Comparing this collaboratively observing environment to four other instructional methods-one-on-one human tutoring, observing tutoring individually, collaborating without observing, and studying alone-the results showed that students learned to solve physics problems just as effectively from observing tutoring collaboratively as the tutees who were being tutored individually. We explain the effectiveness of this learning environment by postulating that such a situation encourages learners to become active and constructive observers through interactions with a peer. In essence, collaboratively observing combines the benefit of tutoring with the benefit of collaborating. The learning outcomes of the tutees and the collaborative observers, along with the tutoring dialogues, were used to further evaluate three hypotheses explaining why human tutoring is an effective learning method. Detailed analyses of the protocols at several grain sizes suggest that tutoring is effective when tutees are independently or jointly constructing knowledge: with the tutor, but not when the tutor independently conveys knowledge. 2008 Cognitive Science Society, Inc.

  6. Learning Vicariously: Students' Reflections of the Leadership Lessons Portrayed in "The Office"

    Science.gov (United States)

    Wimmer, Gaea; Meyers, Courtney; Porter, Haley; Shaw, Martin

    2012-01-01

    Leadership educators are encouraged to identify and apply new ways to teach leadership. This paper provides the qualitative results of post-secondary students' reflections of learning leadership concepts after watching several episodes of the television show, "The Office." Students used reflective journaling to record their reactions and…

  7. Increasing Teacher Confidence in Teaching and Technology Use through Vicarious Experiences within an Environmental Education Context

    Science.gov (United States)

    Willis, Jana; Weiser, Brenda; Smith, Donna

    2016-01-01

    Providing teacher candidates opportunities to engage in experiences modeling effective technology integration could improve confidence/comfort in using technology and support skill development and transfer. A purposeful sample of 424 candidates in an educational technology course was administered the Technology and Teaching Efficacy Scale to…

  8. Behavioural and neurobiological foundations of vicarious processing

    OpenAIRE

    Lockwood, P. L.

    2015-01-01

    Empathy can be broadly defined as the ability to vicariously experience and to understand the affect of other people. This thesis will argue that such a capacity for vicarious processing is fundamental for successful social-cognitive ability and behaviour. To this end, four outstanding research questions regarding the behavioural and neural basis of empathy are addressed 1) can empathy be dissected into different components and do these components differentially explain individual differences...

  9. Learning Vicariously: Tourism, Orientalism and the Making of an Architectural Photography Collection of Egypt

    Directory of Open Access Journals (Sweden)

    Elvan Cobb

    2017-01-01

    Full Text Available Andrew Dickson White, the first president of Cornell University in the United States, referred to architecture as his 'pet extravagance.' Leveraging his influential position as president, White was instrumental in the establishment of the architecture department in 1871. One of his noteworthy contributions to this newly founded department was the initiation of an architectural photography collection that was a direct result of his travels around the world as a diplomat, a scholar and, eventually, as a tourist. This architectural photography collection formed the core of the architectural history education at the school well into the 20th century. At that time, photographs provided one of the only ways for students to learn about the architecture of distant places. White’s selection of architectural subjects, however, was shaped not through deep scholarly inquiry, but rather by the nascent tourist industry. This paper examines White's Egyptian collection, acquired during his voyage to Egypt in 1889. His trip to Egypt, in his own words “marked a new epoch in [his] thinking.” Encountering the 'east' for the first time, White's photography collection both bolstered and challenged the prescribed ways of viewing Egypt and Egyptian architecture, thus having a direct influence on how Cornell students perceived the historic built environment of the ‘east’.

  10. Vicarious resilience in sexual assault and domestic violence advocates.

    Science.gov (United States)

    Frey, Lisa L; Beesley, Denise; Abbott, Deah; Kendrick, Elizabeth

    2017-01-01

    There is little research related to sexual assault and domestic violence advocates' experiences, with the bulk of the literature focused on stressors and systemic barriers that negatively impact efforts to assist survivors. However, advocates participating in these studies have also emphasized the positive impact they experience consequent to their work. This study explores the positive impact. Vicarious resilience, personal trauma experiences, peer relational quality, and perceived organizational support in advocates (n = 222) are examined. Also, overlap among the conceptual components of vicarious resilience is explored. The first set of multiple regressions showed that personal trauma experiences and peer relational health predicted compassion satisfaction and vicarious posttraumatic growth, with organizational support predicting only compassion satisfaction. The second set of multiple regressions showed that (a) there was significant shared variance between vicarious posttraumatic growth and compassion satisfaction; (b) after accounting for vicarious posttraumatic growth, organizational support accounted for significant variance in compassion satisfaction; and (c) after accounting for compassion satisfaction, peer relational health accounted for significant variance in vicarious posttraumatic growth. Results suggest that it may be more meaningful to conceptualize advocates' personal growth related to their work through the lens of a multidimensional construct such as vicarious resilience. Organizational strategies promoting vicarious resilience (e.g., shared organizational power, training components) are offered, and the value to trauma-informed care of fostering advocates' vicarious resilience is discussed. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  11. Vicarious Reinforcement In Rhesus Macaques (Macaca mulatta

    Directory of Open Access Journals (Sweden)

    Steve W. C. Chang

    2011-03-01

    Full Text Available What happens to others profoundly influences our own behavior. Such other-regarding outcomes can drive observational learning, as well as motivate cooperation, charity, empathy, and even spite. Vicarious reinforcement may serve as one of the critical mechanisms mediating the influence of other-regarding outcomes on behavior and decision-making in groups. Here we show that rhesus macaques spontaneously derive vicarious reinforcement from observing rewards given to another monkey, and that this reinforcement can motivate them to subsequently deliver or withhold rewards from the other animal. We exploited Pavlovian and instrumental conditioning to associate rewards to self (M1 and/or rewards to another monkey (M2 with visual cues. M1s made more errors in the instrumental trials when cues predicted reward to M2 compared to when cues predicted reward to M1, but made even more errors when cues predicted reward to no one. In subsequent preference tests between pairs of conditioned cues, M1s preferred cues paired with reward to M2 over cues paired with reward to no one. By contrast, M1s preferred cues paired with reward to self over cues paired with reward to both monkeys simultaneously. Rates of attention to M2 strongly predicted the strength and valence of vicarious reinforcement. These patterns of behavior, which were absent in nonsocial control trials, are consistent with vicarious reinforcement based upon sensitivity to observed, or counterfactual, outcomes with respect to another individual. Vicarious reward may play a critical role in shaping cooperation and competition, as well as motivating observational learning and group coordination in rhesus macaques, much as it does in humans. We propose that vicarious reinforcement signals mediate these behaviors via homologous neural circuits involved in reinforcement learning and decision-making.

  12. Vicarious reinforcement in rhesus macaques (macaca mulatta).

    Science.gov (United States)

    Chang, Steve W C; Winecoff, Amy A; Platt, Michael L

    2011-01-01

    What happens to others profoundly influences our own behavior. Such other-regarding outcomes can drive observational learning, as well as motivate cooperation, charity, empathy, and even spite. Vicarious reinforcement may serve as one of the critical mechanisms mediating the influence of other-regarding outcomes on behavior and decision-making in groups. Here we show that rhesus macaques spontaneously derive vicarious reinforcement from observing rewards given to another monkey, and that this reinforcement can motivate them to subsequently deliver or withhold rewards from the other animal. We exploited Pavlovian and instrumental conditioning to associate rewards to self (M1) and/or rewards to another monkey (M2) with visual cues. M1s made more errors in the instrumental trials when cues predicted reward to M2 compared to when cues predicted reward to M1, but made even more errors when cues predicted reward to no one. In subsequent preference tests between pairs of conditioned cues, M1s preferred cues paired with reward to M2 over cues paired with reward to no one. By contrast, M1s preferred cues paired with reward to self over cues paired with reward to both monkeys simultaneously. Rates of attention to M2 strongly predicted the strength and valence of vicarious reinforcement. These patterns of behavior, which were absent in non-social control trials, are consistent with vicarious reinforcement based upon sensitivity to observed, or counterfactual, outcomes with respect to another individual. Vicarious reward may play a critical role in shaping cooperation and competition, as well as motivating observational learning and group coordination in rhesus macaques, much as it does in humans. We propose that vicarious reinforcement signals mediate these behaviors via homologous neural circuits involved in reinforcement learning and decision-making.

  13. Music evokes vicarious emotions in listeners.

    Science.gov (United States)

    Kawakami, Ai; Furukawa, Kiyoshi; Okanoya, Kazuo

    2014-01-01

    Why do we listen to sad music? We seek to answer this question using a psychological approach. It is possible to distinguish perceived emotions from those that are experienced. Therefore, we hypothesized that, although sad music is perceived as sad, listeners actually feel (experience) pleasant emotions concurrent with sadness. This hypothesis was supported, which led us to question whether sadness in the context of art is truly an unpleasant emotion. While experiencing sadness may be unpleasant, it may also be somewhat pleasant when experienced in the context of art, for example, when listening to sad music. We consider musically evoked emotion vicarious, as we are not threatened when we experience it, in the way that we can be during the course of experiencing emotion in daily life. When we listen to sad music, we experience vicarious sadness. In this review, we propose two sides to sadness by suggesting vicarious emotion.

  14. Concern for others leads to vicarious optimism

    OpenAIRE

    Kappes, A.; Faber, N. S.; Kahane, G.; Savulescu, J.; Crockett, M. J.

    2018-01-01

    An optimistic learning bias leads people to update their beliefs in response to better-than-expected good news but neglect worse-than-expected bad news. Because evidence suggests that this bias arises from self-concern, we hypothesized that a similar bias may affect beliefs about other people’s futures, to the extent that people care about others. Here, we demonstrated the phenomenon of vicarious optimism and showed that it arises from concern for others. Participants predicted the likelihood...

  15. Vicarious traumatization and coping in medical students: a pilot study.

    Science.gov (United States)

    Al-Mateen, Cheryl S; Linker, Julie A; Damle, Neha; Hupe, Jessica; Helfer, Tamara; Jessick, Veronica

    2015-02-01

    This study explored the impact of traumatic experiences on medical students during their clerkships. Medical students completed an anonymous online survey inquiring about traumatic experiences on required clerkships during their third year of medical school, including any symptoms they may have experienced as well as coping strategies they may have used. Twenty-six percent of students reported experiencing vicarious traumatization (VT) during their third year of medical school. The experience of VT in medical students is relevant to medical educators, given that the resulting symptoms may impact student performance and learning as well as ongoing well-being. Fifty percent of the students who experienced VT in this study did so on the psychiatry clerkship. It is important for psychiatrists to recognize that this is a potential risk for students in order to increase the likelihood that appropriate supports are provided.

  16. The Role of Addressee Backchannels and Conversational Grounding in Vicarious Word Learning in Four-Year-Olds

    Science.gov (United States)

    Tolins, Jackson; Namiranian, Neda; Akhtar, Nameera; Fox Tree, Jean E.

    2017-01-01

    Children successfully learn words through overhearing others engaged in verbal interactions. The current studies investigated the degree to which four-year-old overhearers are influenced by the response behaviors of addressees and by the interactional pattern of the speakers and addressees. It was found that while addressee responses on their own…

  17. Burnout, vicarious traumatization and its prevention.

    Science.gov (United States)

    Pross, Christian

    2006-01-01

    Previous studies on burnout and vicarious traumatization are reviewed and summarized with a list of signs and symptoms. From the author's own observations two histories of caregivers working with torture survivors are described which exemplify the risk,implications and consequences of secondary trauma. Contributing factors in the social and political framework in which caregivers operate are analyzed and possible means of prevention suggested, particularly focussing on the conflict of roles when providing evaluations on trauma victims for health and immigration authorities. Caregivers working with victims of violence carry a high risk of suffering from burnout and vicarious traumatization unless preventive factors are considered such as: self care, solid professional training in psychotherapy, therapeutic self-awareness, regular self-examination by collegial and external supervision, limiting caseload, continuing professional education and learning about new concepts in trauma, occasional research sabbaticals, keeping a balance between empathy and a proper professional distance to clients, protecting oneself against being mislead by clients with fictitious PTSD. An institutional setting should be provided in which the roles of therapists and evaluators are separated. Important factors for burnout and vicarious traumatization are the lack of social recognition for caregivers and the financial and legal outsider status of many centers. Therefore politicians and social insurance carriers should be urged to integrate facilities for traumatized refugees into the general health care system and centers should work on more alliances with the medical mainstream and academic medicine.

  18. The interprofessional learning experience

    DEFF Research Database (Denmark)

    Jakobsen, Flemming; Morcke, Anne Mette; Hansen, Torben Baek

    2017-01-01

    in a safe and challenging learning environment. The shift to the outpatient setting was strongly and practically supported by the management. This study indicates that student learning can be shifted to the outpatient clinic setting if there is supportive management and dedicated supervisors who establish...... a challenging yet safe interprofessional learning environment....... who worked in an interprofessional outpatient orthopaedic clinic from March 2015 to January 2016. The interviews were transcribed and analysed using systematic text condensation. The students’ self-reported learning experience in this outpatient clinic was characterised by direct patient contact...

  19. Learning and Experience

    DEFF Research Database (Denmark)

    Olesen, Henning Salling

    2017-01-01

    Abstract: This chapter introduces a psycho-societal approach to theorizing learning, combining a materialist theory of socialization with a hermeneutic interpretation methodology. The term "approach" indicates the intrinsic connection between theory, empirical research process and epistemic subject....... Learning is theorized as dynamic subjective experience of (socially situated) realities, counting on individual subjectivity as well as subjective aspects of social interaction. This psycho-societal theory of subjective experiences conceptualizes individual psychic development as interactional experience...... of societal relations, producing an inner psycho-dynamic as a conscious and unconscious individual resource in future life. The symbolization of immediate sensual experiences form an individual life experience of social integration, language use being the medium of collective, social experience (knowledge...

  20. Learning From Experience

    DEFF Research Database (Denmark)

    Visholm, Steen; Beck, Ulla Charlotte

    2014-01-01

    University and NAPSO2). Seen from the horizon of their experience some of the basic concepts in the theories about GRC need clarifying, revision, and development. The GRC is a part of the learning from experience movement and as a consequence it stresses the underlying basis: learning is personal so everyone...... presented and discussed and two later contributions are presented: Barry Palmer's theory (Palmer, 1979) and Junell Silver and Ruthellen Josselson's study (Silver & Josselson, 2010). The learning concepts of the GRCs are found to be too general and too far from organisational life. As an attempt to move......In this paper the learning concept of group relation's conferences are discussed. The authors have worked with group relations conferences (GRC) in different contexts for many years-mainly as a part of educational programmes for managers and consultants (OPU at IGA Copenhagen, MPO at Roskilde...

  1. Explaining Self and Vicarious Reactance: A Process Model Approach.

    Science.gov (United States)

    Sittenthaler, Sandra; Jonas, Eva; Traut-Mattausch, Eva

    2016-04-01

    Research shows that people experience a motivational state of agitation known as reactance when they perceive restrictions to their freedoms. However, research has yet to show whether people experience reactance if they merely observe the restriction of another person's freedom. In Study 1, we activated realistic vicarious reactance in the laboratory. In Study 2, we compared people's responses with their own and others' restrictions and found the same levels of experienced reactance and behavioral intentions as well as aggressive tendencies. We did, however, find differences in physiological arousal: Physiological arousal increased quickly after participants imagined their own freedom being restricted, but arousal in response to imagining a friend's freedom being threatened was weaker and delayed. In line with the physiological data, Study 3's results showed that self-restrictions aroused more emotional thoughts than vicarious restrictions, which induced more cognitive responses. Furthermore, in Study 4a, a cognitive task affected only the cognitive process behind vicarious reactance. In contrast, in Study 4b, an emotional task affected self-reactance but not vicarious reactance. We propose a process model explaining the emotional and cognitive processes of self- and vicarious reactance. © 2016 by the Society for Personality and Social Psychology, Inc.

  2. Thomas Vicary, barber-surgeon.

    Science.gov (United States)

    Thomas, Duncan P

    2006-05-01

    An Act of Parliament in 1540 uniting the barbers and surgeons to form the Barber-Surgeons' Company represented an important foundation stone towards better surgery in England. Thomas Vicary, who played a pivotal role in promoting this union, was a leading surgeon in London in the middle of the 16th century. While Vicary made no direct contribution to surgical knowledge, he should be remembered primarily as one who contributed much towards the early organization and teaching of surgery and to the consequent benefits that flowed from this improvement.

  3. Active, Passive, and Vicarious Desensitization

    Science.gov (United States)

    Denney, Douglas R.

    1974-01-01

    Two variations of desensitization therapy for reducing test anxiety were studied, active desensitization in which the client describes his visualizations of the scenes and vicarious desensitization in which the client merely observes the desensitization treatment of another test anxious client. The relaxation treatment which emphasized application…

  4. Reductions in Children's Vicariously Learnt Avoidance and Heart Rate Responses Using Positive Modeling.

    Science.gov (United States)

    Reynolds, Gemma; Field, Andy P; Askew, Chris

    2016-03-23

    Recent research has indicated that vicarious learning can lead to increases in children's fear beliefs and avoidance preferences for stimuli and that these fear responses can subsequently be reversed using positive modeling (counterconditioning). The current study investigated children's vicariously acquired avoidance behavior, physiological responses (heart rate), and attentional bias for stimuli and whether these could also be reduced via counterconditioning. Ninety-six (49 boys, 47 girls) 7- to 11-year-olds received vicarious fear learning for novel stimuli and were then randomly assigned to a counterconditioning, extinction, or control group. Fear beliefs and avoidance preferences were measured pre- and post-learning, whereas avoidance behavior, heart rate, and attentional bias were all measured post-learning. Control group children showed increases in fear beliefs and avoidance preferences for animals seen in vicarious fear learning trials. In addition, significantly greater avoidance behavior, heart rate responding, and attentional bias were observed for these animals compared to a control animal. In contrast, vicariously acquired avoidance preferences of children in the counterconditioning group were significantly reduced post-positive modeling, and these children also did not show the heightened heart rate responding to fear-paired animals. Children in the extinction group demonstrated comparable responses to the control group; thus the extinction procedure showed no effect on any fear measures. The findings suggest that counterconditioning with positive modelling can be used as an effective early intervention to reduce the behavioral and physiological effects of vicarious fear learning in childhood.

  5. 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…

  6. Experience Learning and Community Development

    Directory of Open Access Journals (Sweden)

    Nena Mijoč

    1996-12-01

    Full Text Available Research in the field of education, carried out in living and working environment, which has undergone so profound changes recently, is of extreme importance. In schools, courses and seminars, one cannot prepare him/herself for the changes as these are often so rapid that it is impossible to foresee them. Therefore, one can only learn by experience. In defining the term 'experience learning', the teoreticians vary greatly. In this paper, experience learning is understood as a process of learning taking part mainly outside the planned educational process and including an active and participative attitude towards environment and people. Original and direct experience can thus serve as a basis for gaining new comprehensions, for planning future activities as well as for a reinterpretation of the past experiences. Let us first mention the basic factors of successful experience learning, such as an individual's character features, possibilities for learning, learning atmosphere and positive stimulations. It has been estimated that local community can increase or decrease the possibilities for experience learning. However, the relation is active in other direction too: the more experience learning bas been asserted in a community, the greater its influence on social and cultural development of the community. On has to bear in mind that well-planned education for local community and stimulating sociocultural animation can facilitate the development of local community.

  7. Group Vicarious Desensitization of Test Anxiety.

    Science.gov (United States)

    Altmaier, Elizabeth Mitchell; Woodward, Margaret

    1981-01-01

    Studied test-anxious college students (N=43) who received either vicarious desensitization, study skills training, or both treatments; there was also a no-treatment control condition. Self-report measures indicated that vicarious desensitization resulted in lower test and trait anxiety than study skills training alone or no treatment. (Author)

  8. Supporting Seamless Learning Experiences

    NARCIS (Netherlands)

    Rusman, Ellen; Specht, Marcus; Klemke, Roland; Ternier, Stefaan; Tan, Esther; Firssova, Olga; Stracke, Christian M.; Suarez, Angel; Van Dijk, Guido

    2017-01-01

    Elevator pitch about Seamless learning for the Board of the Open University of the Netherlands. People increasingly learn in different (physical and social) settings with less effort than 50 years ago, as both technological as well as physical infrastructures allow them to do so. Learners easily

  9. "Experience and Learning"

    DEFF Research Database (Denmark)

    Olesen, Henning Salling

    2007-01-01

    to the understanding of knowledge, based on examples from the author's research into professional learning (general practitioners). The pivotal role of language use and language socialisation is explained in brief, developing a psychodynamic complement to a language game concept of language use.......Taking it's point of departure in some critical remarks to some of the most important recent theorizing of learning in the workplace, this chapter presents an alternative framework for theorizing learning as a subjective process in a social and societal context, based in life history research. Key...

  10. Common and distinct neural correlates of personal and vicarious reward: A quantitative meta-analysis

    Science.gov (United States)

    Morelli, Sylvia A.; Sacchet, Matthew D.; Zaki, Jamil

    2015-01-01

    Individuals experience reward not only when directly receiving positive outcomes (e.g., food or money), but also when observing others receive such outcomes. This latter phenomenon, known as vicarious reward, is a perennial topic of interest among psychologists and economists. More recently, neuroscientists have begun exploring the neuroanatomy underlying vicarious reward. Here we present a quantitative whole-brain meta-analysis of this emerging literature. We identified 25 functional neuroimaging studies that included contrasts between vicarious reward and a neutral control, and subjected these contrasts to an activation likelihood estimate (ALE) meta-analysis. This analysis revealed a consistent pattern of activation across studies, spanning structures typically associated with the computation of value (especially ventromedial prefrontal cortex) and mentalizing (including dorsomedial prefrontal cortex and superior temporal sulcus). We further quantitatively compared this activation pattern to activation foci from a previous meta-analysis of personal reward. Conjunction analyses yielded overlapping VMPFC activity in response to personal and vicarious reward. Contrast analyses identified preferential engagement of the nucleus accumbens in response to personal as compared to vicarious reward, and in mentalizing-related structures in response to vicarious as compared to personal reward. These data shed light on the common and unique components of the reward that individuals experience directly and through their social connections. PMID:25554428

  11. Observing the restriction of another person: Vicarious reactance and the role of self-construal and culture

    Directory of Open Access Journals (Sweden)

    Sandra eSittenthaler

    2015-08-01

    Full Text Available Psychological reactance occurs in response to threats posed to perceived behavioral freedoms. Research has shown that people can also experience vicarious reactance. They feel restricted in their own freedom even though they are not personally involved in the restriction but only witness the situation. The phenomenon of vicarious reactance is especially interesting when considered in a cross-cultural context because the cultural specific self-construal plays a crucial role in understanding people’s response to self- and vicariously experienced restrictions. Previous studies and our pilot study (N = 197 could show that people with a collectivistic cultural background show higher vicarious reactance compared to people with an individualistic cultural background. But does it matter whether people experience the vicarious restriction for an in-group or an out-group member? Differentiating vicarious-in-group and vicarious-out-group restrictions, Study 1 (N = 159 suggests that people with a more interdependent self-construal show stronger vicarious reactance only with regard to in-group restrictions but not with regard to out-group restrictions. In contrast, participants with a more independent self-construal experience stronger reactance when being self-restricted compared to vicariously-restricted. Study 2 (N = 180 replicates this pattern conceptually with regard to individualistic and collectivistic cultural background groups. Additionally, participants’ behavioral intentions show the same pattern of results. Moreover a mediation analysis demonstrates that cultural differences in behavioral intentions could be explained through people´s self-construal differences. Thus, the present studies provide new insights and show consistent evidence for vicarious reactance depending on participants’ culturally determined self-construal.

  12. Observing the restriction of another person: vicarious reactance and the role of self-construal and culture.

    Science.gov (United States)

    Sittenthaler, Sandra; Traut-Mattausch, Eva; Jonas, Eva

    2015-01-01

    Psychological reactance occurs in response to threats posed to perceived behavioral freedoms. Research has shown that people can also experience vicarious reactance. They feel restricted in their own freedom even though they are not personally involved in the restriction but only witness the situation. The phenomenon of vicarious reactance is especially interesting when considered in a cross-cultural context because the cultural specific self-construal plays a crucial role in understanding people's response to self- and vicariously experienced restrictions. Previous studies and our pilot study (N = 197) could show that people with a collectivistic cultural background show higher vicarious reactance compared to people with an individualistic cultural background. But does it matter whether people experience the vicarious restriction for an in-group or an out-group member? Differentiating vicarious-in-group and vicarious-out-group restrictions, Study 1 (N = 159) suggests that people with a more interdependent self-construal show stronger vicarious reactance only with regard to in-group restrictions but not with regard to out-group restrictions. In contrast, participants with a more independent self-construal experience stronger reactance when being self-restricted compared to vicariously-restricted. Study 2 (N = 180) replicates this pattern conceptually with regard to individualistic and collectivistic cultural background groups. Additionally, participants' behavioral intentions show the same pattern of results. Moreover a mediation analysis demonstrates that cultural differences in behavioral intentions could be explained through people's self-construal differences. Thus, the present studies provide new insights and show consistent evidence for vicarious reactance depending on participants' culturally determined self-construal.

  13. Vicarious Social Touch Biases Gazing at Faces and Facial Emotions.

    Science.gov (United States)

    Schirmer, Annett; Ng, Tabitha; Ebstein, Richard P

    2018-02-01

    Research has suggested that interpersonal touch promotes social processing and other-concern, and that women may respond to it more sensitively than men. In this study, we asked whether this phenomenon would extend to third-party observers who experience touch vicariously. In an eye-tracking experiment, participants (N = 64, 32 men and 32 women) viewed prime and target images with the intention of remembering them. Primes comprised line drawings of dyadic interactions with and without touch. Targets comprised two faces shown side-by-side, with one being neutral and the other being happy or sad. Analysis of prime fixations revealed that faces in touch interactions attracted longer gazing than faces in no-touch interactions. In addition, touch enhanced gazing at the area of touch in women but not men. Analysis of target fixations revealed that touch priming increased looking at both faces immediately after target onset, and subsequently, at the emotional face in the pair. Sex differences in target processing were nonsignificant. Together, the present results imply that vicarious touch biases visual attention to faces and promotes emotion sensitivity. In addition, they suggest that, compared with men, women are more aware of tactile exchanges in their environment. As such, vicarious touch appears to share important qualities with actual physical touch. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

  14. Games and (Preparation for Future) Learning

    Science.gov (United States)

    Hammer, Jessica; Black, John

    2009-01-01

    What makes games effective for learning? The authors argue that games provide vicarious experiences for players, which then amplify the effects of future, formal learning. However, not every game succeeds in doing so! Understanding why some games succeed and others fail at this task means investigating both a given game's design and the…

  15. Physical experience enhances science learning.

    Science.gov (United States)

    Kontra, Carly; Lyons, Daniel J; Fischer, Susan M; Beilock, Sian L

    2015-06-01

    Three laboratory experiments involving students' behavior and brain imaging and one randomized field experiment in a college physics class explored the importance of physical experience in science learning. We reasoned that students' understanding of science concepts such as torque and angular momentum is aided by activation of sensorimotor brain systems that add kinetic detail and meaning to students' thinking. We tested whether physical experience with angular momentum increases involvement of sensorimotor brain systems during students' subsequent reasoning and whether this involvement aids their understanding. The physical experience, a brief exposure to forces associated with angular momentum, significantly improved quiz scores. Moreover, improved performance was explained by activation of sensorimotor brain regions when students later reasoned about angular momentum. This finding specifies a mechanism underlying the value of physical experience in science education and leads the way for classroom practices in which experience with the physical world is an integral part of learning. © The Author(s) 2015.

  16. Learning Disability: Experience of Diagnosis

    Science.gov (United States)

    Kenyon, Elinor; Beail, Nigel; Jackson, Tom

    2014-01-01

    Studies have focused on the experience of diagnosis from the perspectives of parents of children with learning disabilities, but there has been limited methodologically rigorous investigation into the experience for the person themselves. Eight participants were recruited from a range of different backgrounds. Interviews were analysed using…

  17. Assessing student clinical learning experiences.

    Science.gov (United States)

    Nehyba, Katrine; Miller, Susan; Connaughton, Joanne; Singer, Barbara

    2017-08-01

    This article describes the use of an activity worksheet and questionnaire to investigate the learning experience of students on clinical placement. The worksheet measures the amount of time students spend in different learning activities, and the questionnaire explores student satisfaction and preferred learning activities. An activity worksheet and questionnaire … investigate[d] the learning experiences of students on clinical placement METHODS: The activity worksheet and questionnaire were used in a cohort pilot study of physiotherapy students on clinical placement. The activity worksheet provides details of the amount of time students engage in a range of clinical and non-clinical tasks while on placement, such as time spent treating patients, working individually, working with their peers and engaging in reflective practice. In combination with the questionnaire results, it allows clinicians to gain an understanding of the clinical learning environment experienced by their students. The data collected using these tools provide a description of the students' activities while undertaking the clinical placement. This information may guide the refinement of the clinical experience, and offers an opportunity to individualise learning activities to match students' needs and preferences. © 2016 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

  18. The influence of vicarious experience provided through mobile technology on self-efficacy when learning new tasks

    NARCIS (Netherlands)

    Achterkamp, Reinoud; Hermens, Hermanus J.; Vollenbroek-Hutten, Miriam Marie Rosé

    2016-01-01

    Background: A high level of self-efficacy is a major contributor to the effectiveness of physical activity interventions. However, it is insufficiently known whether techniques that are used to influence self-efficacy in face-to-face or printed text interventions can also be successfully

  19. Vicarious liability and criminal prosecutions for regulatory offences.

    Science.gov (United States)

    Freckelton, Ian

    2006-08-01

    The parameters of vicarious liability of corporations for the conduct of their employees, especially in the context of provisions that criminalise breaches of regulatory provisions, are complex. The decision of Bell J in ABC Developmental Learning Centres Pty Ltd v Wallace [2006] VSC 171 raises starkly the potential unfairness of an approach which converts criminal liability of corporations too readily into absolute liability, irrespective of the absence of any form of proven culpability. The author queries whether fault should not be brought back in some form to constitute a determinant of criminal liability for corporations.

  20. Exploring the Deep-Level Reasoning Questions Effect during Vicarious Learning among Eighth to Eleventh Graders in the Domains of Computer Literacy and Newtonian Physics

    Science.gov (United States)

    Gholson, Barry; Witherspoon, Amy; Morgan, Brent; Brittingham, Joshua K.; Coles, Robert; Graesser, Arthur C.; Sullins, Jeremiah; Craig, Scotty D.

    2009-01-01

    This paper tested the deep-level reasoning questions effect in the domains of computer literacy between eighth and tenth graders and Newtonian physics for ninth and eleventh graders. This effect claims that learning is facilitated when the materials are organized around questions that invite deep-reasoning. The literature indicates that vicarious…

  1. Learning Experience with Virtual Worlds

    Science.gov (United States)

    Wagner, Christian

    2008-01-01

    Virtual worlds create a new opportunity to enrich the educational experience through media-rich immersive learning. Virtual worlds have gained notoriety in games such as World of Warcraft (WoW), which has become the most successful online game ever, and in "general purpose" worlds, such as Second Life (SL), whose participation levels (more than 10…

  2. Learning More Effectively from Experience

    Directory of Open Access Journals (Sweden)

    Ioan Fazey

    2005-12-01

    Full Text Available Developing the capacity for individuals to learn effectively from their experiences is an important part of building the knowledge and skills in organizations to do good adaptive management. This paper reviews some of the research from cognitive psychology and phenomenography to present a way of thinking about learning to assist individuals to make better use of their personal experiences to develop understanding of environmental systems. We suggest that adaptive expertise (an individual's ability to deal flexibly with new situations is particularly relevant for environmental researchers and practitioners. To develop adaptive expertise, individuals need to: (1 vary and reflect on their experiences and become adept at seeking out and taking different perspectives; and (2 become proficient at making balanced judgements about how or if an experience will change their current perspective or working representation of a social, economic, and biophysical system by applying principles of "good thinking." Such principles include those that assist individuals to be open to the possibility of changing their current way of thinking (e.g., the disposition to be adventurous and those that reduce the likelihood of making erroneous interpretations (e.g., the disposition to be intellectually careful. An example of applying some of the principles to assist individuals develop their understanding of a dynamically complex wetland system (the Macquarie Marshes in Australia is provided. The broader implications of individual learning are also discussed in relation to organizational learning, the role of experiential knowledge for conservation, and for achieving greater awareness of the need for ecologically sustainable activity.

  3. Campaign for vicarious calibration of SumbandilaSat in Argentina

    CSIR Research Space (South Africa)

    Vhengani, LM

    2011-07-01

    Full Text Available assessment, they are also calibrated post-launch. Various post-launch techniques exist including cross-sensor, solar, lunar and vicarious calibration. Vicarious calibration relies on in-situ measurements of surface reflectance and atmospheric transmittance...

  4. Language experience changes subsequent learning

    Science.gov (United States)

    Onnis, Luca; Thiessen, Erik

    2013-01-01

    What are the effects of experience on subsequent learning? We explored the effects of language-specific word order knowledge on the acquisition of sequential conditional information. Korean and English adults were engaged in a sequence learning task involving three different sets of stimuli: auditory linguistic (nonsense syllables), visual non-linguistic (nonsense shapes), and auditory non-linguistic (pure tones). The forward and backward probabilities between adjacent elements generated two equally probable and orthogonal perceptual parses of the elements, such that any significant preference at test must be due to either general cognitive biases, or prior language-induced biases. We found that language modulated parsing preferences with the linguistic stimuli only. Intriguingly, these preferences are congruent with the dominant word order patterns of each language, as corroborated by corpus analyses, and are driven by probabilistic preferences. Furthermore, although the Korean individuals had received extensive formal explicit training in English and lived in an English-speaking environment, they exhibited statistical learning biases congruent with their native language. Our findings suggest that mechanisms of statistical sequential learning are implicated in language across the lifespan, and experience with language may affect cognitive processes and later learning. PMID:23200510

  5. Calibration Lessons Learned from Hyperion Experience

    Science.gov (United States)

    Casement, S.; Ho, K.; Sandor-Leahy, S.; Biggar, S.; Czapla-Myers, J.; McCorkel, J.; Thome, K.

    2009-12-01

    The use of hyperspectral imagers to provide climate-quality data sets, such as those expected from the solar reflective sensor on the Climate Absolute Radiance and Refractivity Observatory (CLARREO), requires stringent radiometric calibration requirements. These stringent requirements have been nearly met with broadband radiometers such as CERES, but high resolution spectrometers pose additional challenges. A review of the calibration processes for past space-based HSIs provide guidance on the calibration processes that will be needed for future sensors. In November 2000, the Earth Observer-1 (EO-1) platform was launched onboard a Boeing Delta II launch vehicle. The primary purpose of the EO-1 mission was to provide a technological testbed for spaceborne components. The platform has three sensors onboard, of which, the hyperspectral imager (HSI) Hyperion, is discussed here. The Hyperion sensor at the time had no comparable sensor in earth orbit, being the first grating-based, hyperspectral, civilian sensor in earth orbit. Ground and on-orbit calibration procedures including all cross-calibration activities have achieved an estimated instrument absolute radiometric error of 2.9% in the Visible channel (0.4 - 1.0 microns) and 3.4% in the shortwave infrared (SWIR, 0.9 - 2.5 microns) channel (EO-1/Hyperion Early Orbit Checkout Report Part II On-Orbit Performance Verification and Calibration). This paper describes the key components of the Hyperion calibration process that are applicable to future HSI missions. The pre-launch methods relied on then newly-developed, detector-based methods. Subsequent vicarious methods including cross-calibration with other sensors and the reflectance-based method showed significant differences from the prelaunch calibration. Such a difference demonstrated the importance of the vicarious methods as well as pointing to areas for improvement in the prelaunch methods. We also identify areas where lessons learned from Hyperion regarding

  6. Late Cretaceous vicariance in Gondwanan amphibians.

    Directory of Open Access Journals (Sweden)

    Ines Van Bocxlaer

    Full Text Available Overseas dispersals are often invoked when Southern Hemisphere terrestrial and freshwater organism phylogenies do not fit the sequence or timing of Gondwana fragmentation. We used dispersal-vicariance analyses and molecular timetrees to show that two species-rich frog groups, Microhylidae and Natatanura, display congruent patterns of spatial and temporal diversification among Gondwanan plates in the Late Cretaceous, long after the presumed major tectonic break-up events. Because amphibians are notoriously salt-intolerant, these analogies are best explained by simultaneous vicariance, rather than by oceanic dispersal. Hence our results imply Late Cretaceous connections between most adjacent Gondwanan landmasses, an essential concept for biogeographic and palaeomap reconstructions.

  7. Paired Peer Learning through Engineering Education Outreach

    Science.gov (United States)

    Fogg-Rogers, Laura; Lewis, Fay; Edmonds, Juliet

    2017-01-01

    Undergraduate education incorporating active learning and vicarious experience through education outreach presents a critical opportunity to influence future engineering teaching and practice capabilities. Engineering education outreach activities have been shown to have multiple benefits; increasing interest and engagement with science and…

  8. Vicarious traumatization in the work with survivors of childhood trauma.

    Science.gov (United States)

    Crothers, D

    1995-04-01

    1. Persons working with victims of childhood trauma may experience traumatic countertransference and vicarious traumatization. After hearing a patient's trauma story, which is a necessary part of childhood trauma therapy, staff may experience post-traumatic stress disorder, imagery associated with the patient's story and the same disruptions in relationships as the patient. 2. During the first 6 months of working with survivors of childhood trauma, common behaviors of staff members were identified, including a lack of attention, poor work performance, medication errors, sick calls, treatment errors, irreverence, hypervigilance, and somatic complaints. 3. Staff working with victims of childhood trauma can obtain the necessary staff support through team support, in traumatic events, and in a leadership role.

  9. Learning in innovation networks: Some simulation experiments

    Science.gov (United States)

    Gilbert, Nigel; Ahrweiler, Petra; Pyka, Andreas

    2007-05-01

    According to the organizational learning literature, the greatest competitive advantage a firm has is its ability to learn. In this paper, a framework for modeling learning competence in firms is presented to improve the understanding of managing innovation. Firms with different knowledge stocks attempt to improve their economic performance by engaging in radical or incremental innovation activities and through partnerships and networking with other firms. In trying to vary and/or to stabilize their knowledge stocks by organizational learning, they attempt to adapt to environmental requirements while the market strongly selects on the results. The simulation experiments show the impact of different learning activities, underlining the importance of innovation and learning.

  10. Meta-learning from an experiment database

    OpenAIRE

    Driessens, Kurt; Vanwinckelen, Gitte; Blockeel, Hendrik

    2012-01-01

    In this short paper, we present a student project run as part of the Machine Learning and Inductive Inference course at KU Leuven during the 2010-2011 academic year. The goal of the project was to analyze a Machine Learning Experiment database, using standard SQL queries and data mining tools with the goals of (1) giving the students some practice with applying the machine learning techniques on a real problem, (2) teaching them something about the properties of machine learning algorithms...

  11. Contagious Learning: Drama, Experience and "Perezhivanie"

    Science.gov (United States)

    Davis, Susan; Dolan, Kathryn

    2016-01-01

    The relationship between experience, emotions, cognition, and learning is of increasing interest to educators and researchers who recognise that efforts to promote student engagement and learning must take into account factors beyond the purely cognitive and instrumental. The significance of experience considered as a unity in regard to child…

  12. Students' Perceptions and Experiences of Mobile Learning

    Science.gov (United States)

    Kim, Daesang; Rueckert, Daniel; Kim, Dong-Joong; Seo, Daeryong

    2013-01-01

    This study focused on how students perceive the use of mobile devices to create a personalized learning experience outside the classroom. Fifty-three students in three graduate TESOL classes participated in this study. All participants completed five class projects designed to help them explore mobile learning experiences with their own mobile…

  13. First, Get Your Feet Wet: The Effects of Learning from Direct and Indirect Experience on Team Creativity

    Science.gov (United States)

    Gino, Francesca; Argote, Linda; Miron-Spektor, Ella; Todorova, Gergana

    2010-01-01

    How does prior experience influence team creativity? We address this question by examining the effects of task experience acquired directly and task experience acquired vicariously from others on team creativity in a product-development task. Across three laboratory studies, we find that direct task experience leads to higher levels of team…

  14. Accounting Experiences in Collaborative Learning

    Science.gov (United States)

    Edmond, Tracie; Tiggeman, Theresa

    2009-01-01

    This paper discusses incorporating collaborative learning into accounting classes as a response to the Accounting Education Change Commission's call to install a more active student learner in the classroom. Collaborative learning requires the students to interact with each other and with the material within the classroom setting. It is a…

  15. Information literacy experiencies inside virtual learning environments

    Directory of Open Access Journals (Sweden)

    Patricia Hernández Salazar

    2016-03-01

    Full Text Available Objective. Suggest the use of virtual learning environments as an Information Literacy (IL alternative. Method. Analysis of the main elements of web sites. To achieve this purpose the article includes the relationship between IL and the learning virtual environment (by defining both phrases; phases to create virtual IL programs; processes to elaborate didactic media; the applications that may support this plan; and the description of eleven examples of learning virtual environments IL experiences from four countries (Mexico, United States of America, Spain and United Kingdom these examples fulfill the conditions expressed. Results. We obtained four comparative tables examining five elements of each experience: objectives; target community; institution; country; and platform used. Conclusions. Any IL proposal should have a clear definition; IL experiences have to follow a didactic systematic process; described experiences are based on IL definition; the experiences analyzed are similar; virtual learning environments can be used as alternatives of IL.

  16. Extending the experiences of learning games

    DEFF Research Database (Denmark)

    Henriksen, Thomas Duus

    2008-01-01

    The article addresses the question on whether learning games should be thought as realistic, content-rich and fun, based on the disadvantages that these follows these understandings, as well as addressing the advantages of their alternatives. From a discourse analytical perspective......, the opportunities held by other appraoches to 'participatory incentives, understanding of the learning process, and finally the quality of the experience offered by the game-based learning setting....

  17. Learning Process and Vocational Experience Attainments.

    Science.gov (United States)

    Colardyn, Danielle; White, Kathleen M.

    From a search of (mostly French) literature, a hypothesis was formulated that students with both academic training and work experience would solve a practical learning problem more easily than students with academic learning only. A study was conducted at the Conservatoire National des Arts et Metiers in Paris to test this hypothesis. Two groups,…

  18. Teachers' Teaching Experience and Students' Learning Outcomes ...

    African Journals Online (AJOL)

    cce

    Items 1 - 6 ... Keywords: teaching experience, students' learning outcomes, teacher incentives ... revealed that experienced teachers' perception of their teaching objectives were ... African Journal of Educational Studies in Mathematics and Sciences Vol. .... Years. English language. Mathematics Physics. Chemistry. Biology. %.

  19. Connecting Formal and Informal Learning Experiences

    Science.gov (United States)

    O'Mahony, Timothy Kieran

    The learning study reports on part of a larger project being lead by the author. In this dissertation I explore one goal of this project---to understand effects on student learning outcomes as a function of using different methods for connecting out-of-school experiential learning with formal school-based instruction. There is a long history of assuming that "experience is the best teacher"(e.g. Aristotle, 360 BC; Dewey, 1934; Kolb, 1997; Pliny, AD 77). As a practical geographer I endorsed that assumption throughout my teaching career, paying attention to local topography, physical features, and natural resources in the geographic hinterland. I was particularly interested in understanding the impact of the physical landscape on humankind, and reciprocally, noting humankind's widespread impressions on the natural world. Until I began this research project, I assumed that everyone else paid a similar attention to immediate surroundings. The work that I describe in this dissertation emerges out of a conviction that there are many degrees of truth to the idea that experience is a great teacher. Its effectiveness seems to depend on how one's "experience" is mediated, and how "learning from it" is defined. This motivated me to think about design principles for linking people's experiences to learning. I began to explore, experimentally, how I might enhance people's abilities to notice, represent, and discuss their experiences in order to better learn from them. This study investigated how different ways of connecting outdoor learning experiences to formal schooling impacts students' performance. I studied high-school students in outdoor settings as they engaged in evocative issues of learning pertaining to consequential everyday life encounters. Different kinds of "expert mediation" were introduced and tested as the students engaged in investigative activities around the science of dam removal and habitat restoration. I measured outcomes with the aid of pre- and

  20. Docker Containers for Deep Learning Experiments

    OpenAIRE

    Gerke, Paul K.

    2017-01-01

    Deep learning is a powerful tool to solve problems in the area of image analysis. The dominant compute platform for deep learning is Nvidia’s proprietary CUDA, which can only be used together with Nvidia graphics cards. The nivida-docker project allows exposing Nvidia graphics cards to docker containers and thus makes it possible to run deep learning experiments in docker containers.In our department, we use deep learning to solve problems in the area of medical image analysis and use docker ...

  1. Flexible goal imitation: Vicarious feedback influences stimulus-response binding by observation.

    Science.gov (United States)

    Giesen, Carina; Scherdin, Kerstin; Rothermund, Klaus

    2017-06-01

    This study investigated whether vicarious feedback influences binding processes between stimuli and observed responses. Two participants worked together in a shared color categorization task, taking the roles of actor and observer in turns. During a prime trial, participants saw a word while observing the other person executing a specific response. Automatic binding of words and observed responses into stimulus-response (S-R) episodes was assessed via word repetition effects in a subsequent probe trial in which either the same (compatible) or a different (incompatible) response had to be executed by the participants in response to the same or a different word. Results showed that vicarious prime feedback (i.e., the feedback that the other participant received for her or his response in the prime) modulated S-R retrieval effects: After positive vicarious prime feedback, typical S-R retrieval effects emerged (i.e., performance benefits for stimulus repetition probes with compatible responses, but performance costs for stimulus repetition probes with incompatible responses emerged). Notably, however, S-R-retrieval effects were reversed after vicarious negative prime feedback (meaning that stimulus repetition in the probe resulted in performance costs if prime and probe responses were compatible, and in performance benefits for incompatible responses). Findings are consistent with a flexible goal imitation account, according to which imitation is based on an interpretative and therefore feedback-sensitive reconstruction of action goals from observed movements. In concert with earlier findings, this data support the conclusion that transient S-R binding and retrieval processes are involved in social learning phenomena.

  2. Social work in oncology-managing vicarious trauma-the positive impact of professional supervision.

    Science.gov (United States)

    Joubert, Lynette; Hocking, Alison; Hampson, Ralph

    2013-01-01

    This exploratory study focused on the experience and management of vicarious trauma in a team of social workers (N = 16) at a specialist cancer hospital in Melbourne. Respondents completed the Traumatic Stress Institute Belief Scale (TSIBS), the Professional Quality of Life Scale (ProQOL), and participated in four focus groups. The results from the TSIBS and the ProQol scales confirm that there is a stress associated with the social work role within a cancer service, as demonstrated by the high scores related to stress. However at the same time the results indicated a high level of satisfaction which acted as a mitigating factor. The study also highlighted the importance of supervision and management support. A model for clinical social work supervision is proposed to reduce the risks associated with vicarious trauma.

  3. Powerful Learning Experiences and Suzuki Music Teachers

    Science.gov (United States)

    Reuning-Hummel, Carrie; Meyer, Allison; Rowland, Gordon

    2016-01-01

    Powerful Learning Experiences (PLEs) of Suzuki music teachers were examined in this fifth study in a series. The definition of a PLE is: "Experiences that stand out in memory because of their high quality, their impact on one's thoughts and actions over time, and their transfer to a wide range of contexts and circumstances." Ten…

  4. Testosterone and estrogen impact social evaluations and vicarious emotions: A double-blind placebo-controlled study.

    Science.gov (United States)

    Olsson, Andreas; Kopsida, Eleni; Sorjonen, Kimmo; Savic, Ivanka

    2016-06-01

    The abilities to "read" other peoples' intentions and emotions, and to learn from their experiences, are critical to survival. Previous studies have highlighted the role of sex hormones, notably testosterone and estrogen, in these processes. Yet it is unclear how these hormones affect social cognition and emotion using acute hormonal administration. In the present double-blind placebo-controlled study, we administered an acute exogenous dose of testosterone or estrogen to healthy female and male volunteers, respectively, with the aim of investigating the effects of these steroids on social-cognitive and emotional processes. Following hormonal and placebo treatment, participants made (a) facial dominance judgments, (b) mental state inferences (Reading the Mind in the Eyes Test), and (c) learned aversive associations through watching others' emotional responses (observational fear learning [OFL]). Our results showed that testosterone administration to females enhanced ratings of facial dominance but diminished their accuracy in inferring mental states. In men, estrogen administration resulted in an increase in emotional (vicarious) reactivity when watching a distressed other during the OFL task. Taken together, these results suggest that sex hormones affect social-cognitive and emotional functions at several levels, linking our results to neuropsychiatric disorders in which these functions are impaired. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  5. Vicarious retribution: the role of collective blame in intergroup aggression.

    Science.gov (United States)

    Lickel, Brian; Miller, Norman; Stenstrom, Douglas M; Denson, Thomas F; Schmader, Toni

    2006-01-01

    We provide a new framework for understanding 1 aspect of aggressive conflict between groups, which we refer to as vicarious retribution. Vicarious retribution occurs when a member of a group commits an act of aggression toward the members of an outgroup for an assault or provocation that had no personal consequences for him or her but which did harm a fellow ingroup member. Furthermore, retribution is often directed at outgroup members who, themselves, were not the direct causal agents in the original attack against the person's ingroup. Thus, retribution is vicarious in that neither the agent of retaliation nor the target of retribution were directly involved in the original event that precipitated the intergroup conflict. We describe how ingroup identification, outgroup entitativity, and other variables, such as group power, influence vicarious retribution. We conclude by considering a variety of conflict reduction strategies in light of this new theoretical framework.

  6. Digital media Experiences for Visual Learning

    DEFF Research Database (Denmark)

    Buhl, Mie

    2013-01-01

    for new tools and new theoretical approaches with which to understand them. the article argues that the current phase of social practices and technological development makes it difficult to disitnguish between experience with digital media and mediated experiences, because of the use of renegotiation og......Visual learning is a topic for didactic studies in all levels of educaion, brought about by an increasing use of digital meida- digital media give rise to discussions of how learning expereienes come about from various media ressources that generate new learning situations. new situations call...... about by the nature of diverse digital artefacts, 3. the learning potentials in using mobils devices for integrating the body in visual perception processes....

  7. Investigation of learning and experience curves

    Energy Technology Data Exchange (ETDEWEB)

    Krawiec, F.; Thornton, J.; Edesess, M.

    1980-04-01

    The applicability of learning and experience curves for predicting future costs of solar technologies is assessed, and the major test case is the production economics of heliostats. Alternative methods for estimating cost reductions in systems manufacture are discussed, and procedures for using learning and experience curves to predict costs are outlined. Because adequate production data often do not exist, production histories of analogous products/processes are analyzed and learning and aggregated cost curves for these surrogates estimated. If the surrogate learning curves apply, they can be used to estimate solar technology costs. The steps involved in generating these cost estimates are given. Second-generation glass-steel and inflated-bubble heliostat design concepts, developed by MDAC and GE, respectively, are described; a costing scenario for 25,000 units/yr is detailed; surrogates for cost analysis are chosen; learning and aggregate cost curves are estimated; and aggregate cost curves for the GE and MDAC designs are estimated. However, an approach that combines a neoclassical production function with a learning-by-doing hypothesis is needed to yield a cost relation compatible with the historical learning curve and the traditional cost function of economic theory.

  8. Learning from Experiments in Optimization

    DEFF Research Database (Denmark)

    Winthereik, Brit Ross; Jensen, Casper Bruun

    2017-01-01

    This article examines attempts by professionals in the Danish branch of the environmental NGO NatureAid to optimize their practice by developing a local standard. Describing these efforts as an experiment in optimization, we outline a post-critical alternative to critiques that centre on the redu...... of management as ‘broken up;’ as a distributed, ambient activity, variably performed by different actors using different standards....

  9. Retrieval cues that trigger reconsolidation of associative fear memory are not necessarily an exact replica of the original learning experience.

    Science.gov (United States)

    Soeter, Marieke; Kindt, Merel

    2015-01-01

    Disrupting the process of memory reconsolidation may point to a novel therapeutic strategy for the permanent reduction of fear in patients suffering from anxiety disorders. However both in animal and human studies the retrieval cue typically involves a re-exposure to the original fear-conditioned stimulus (CS). A relevant question is whether abstract cues not directly associated with the threat event also trigger reconsolidation, given that anxiety disorders often result from vicarious or unobtrusive learning for which no explicit memory exists. Insofar as the fear memory involves a flexible representation of the original learning experience, we hypothesized that the process of memory reconsolidation may also be triggered by abstract cues. We addressed this hypothesis by using a differential human fear-conditioning procedure in two distinct fear-learning groups. We predicted that if fear learning involves discrimination on basis of perceptual cues within one semantic category (i.e., the perceptual-learning group, n = 15), the subsequent ambiguity of the abstract retrieval cue would not trigger memory reconsolidation. In contrast, if fear learning involves discriminating between two semantic categories (i.e., categorical-learning group, n = 15), an abstract retrieval cue would unequivocally reactivate the fear memory and might subsequently trigger memory reconsolidation. Here we show that memory reconsolidation may indeed be triggered by another cue than the one that was present during the original learning occasion, but this effect depends on the learning history. Evidence for fear memory reconsolidation was inferred from the fear-erasing effect of one pill of propranolol (40 mg) systemically administered upon exposure to the abstract retrieval cue. Our finding that reconsolidation of a specific fear association does not require exposure to the original retrieval cue supports the feasibility of reconsolidation-based interventions for emotional disorders.

  10. Retrieval cues that trigger reconsolidation of associative fear memory are not necessarily an exact replica of the original learning experience

    Directory of Open Access Journals (Sweden)

    Marieke eSoeter

    2015-05-01

    Full Text Available Disrupting the process of memory reconsolidation may point to a novel therapeutic strategy for the permanent reduction of fear in patients suffering from anxiety disorders. However both in animal and human studies the retrieval cue typically involves a re-exposure to the original fear-conditioned stimulus. A relevant question is whether abstract cues not directly associated with the threat event also trigger reconsolidation, given that anxiety disorders often result from vicarious or unobtrusive learning for which no explicit memory exists. Insofar as the fear memory involves a flexible representation of the original learning experience, we hypothesized that the process of memory reconsolidation may also be triggered by abstract cues. We addressed this hypothesis by using a differential human fear-conditioning procedure in two distinct fear-learning groups. We predicted that if fear learning involves discrimination on basis of perceptual cues within one semantic category (i.e., the perceptual-learning group, n = 15, the subsequent ambiguity of the abstract retrieval cue would not trigger memory reconsolidation. In contrast, if fear learning involves discriminating between two semantic categories (i.e., categorical-learning group, n = 15, an abstract retrieval cue would unequivocally reactivate the fear memory and might subsequently trigger memory reconsolidation. Here we show that memory reconsolidation may indeed be triggered by another cue than the one that was present during the original learning occasion, but this effect depends on the learning history. Evidence for fear memory reconsolidation was inferred from the fear-erasing effect of one pill of propranolol (40 mg systemically administered upon exposure to the abstract retrieval cue. Our finding that reconsolidation of a specific fear association does not require exposure to the original retrieval cue supports the feasibility of reconsolidation-based interventions for emotional disorders.

  11. Learning from nuclear accident experience

    International Nuclear Information System (INIS)

    Vaurio, J.K.

    1984-01-01

    Statistical procedures are developed to estimate accident occurrence rates from historical event records, to predict future rates and trends, and to estimate the accuracy of the rate estimates and predictions. Maximum likelihood estimation is applied to several learning models, and results are compared to earlier graphical and analytical estimates. The models are based on (1) the cumulative number of operating years, (2) the cumulative number of plants built, and (3) accidents (explicitly), with the accident rate distinctly different before and after an accident. The statistical accuracies of the parameters estimated are obtained in analytical form using the Fisher information matrix. Using data on core damage accidents in electricity producing plants, it is estimated that the probability for a plant to have a serious flaw has decreased from 0.1 to 0.01 during the developmental phase of the nuclear industry. At the same time the equivalent frequency of accidents has decreased from 0.04 per reactor year to 0.0004 per reactor year, partly due to the increasing population of plants. 10 references, 7 figures, 2 tables

  12. Lessons Learned from Decontamination Experiences

    Energy Technology Data Exchange (ETDEWEB)

    Sorensen, JH

    2000-11-16

    This interim report describes a DOE project currently underway to establish what is known about decontamination of buildings and people and the procedures and protocols used to determine when and how people or buildings are considered ''clean'' following decontamination. To fulfill this objective, the study systematically examined reported decontamination experiences to determine what procedures and protocols are currently employed for decontamination, the timeframe involved to initiate and complete the decontamination process, how the contaminants were identified, the problems encountered during the decontamination process, how response efforts of agencies were coordinated, and the perceived social psychological effects on people who were decontaminated or who participated in the decontamination process. Findings and recommendations from the study are intended to aid decision-making and to improve the basis for determining appropriate decontamination protocols for recovery planners and policy makers for responding to chemical and biological events.

  13. Vicarious Calibration of Beijing-1 Multispectral Imagers

    Directory of Open Access Journals (Sweden)

    Zhengchao Chen

    2014-02-01

    Full Text Available For on-orbit calibration of the Beijing-1 multispectral imagers (Beijing-1/MS, a field calibration campaign was performed at the Dunhuang calibration site during September and October of 2008. Based on the in situ data and images from Beijing-1 and Terra/Moderate Resolution Imaging Spectroradiometer (MODIS, three vicarious calibration methods (i.e., reflectance-based, irradiance-based, and cross-calibration were used to calculate the top-of-atmosphere (TOA radiance of Beijing-1. An analysis was then performed to determine or identify systematic and accidental errors, and the overall uncertainty was assessed for each individual method. The findings show that the reflectance-based method has an uncertainty of more than 10% if the aerosol optical depth (AOD exceeds 0.2. The cross-calibration method is able to reach an error level within 7% if the images are selected carefully. The final calibration coefficients were derived from the irradiance-based data for 6 September 2008, with an uncertainty estimated to be less than 5%.

  14. Autonomous reinforcement learning with experience replay.

    Science.gov (United States)

    Wawrzyński, Paweł; Tanwani, Ajay Kumar

    2013-05-01

    This paper considers the issues of efficiency and autonomy that are required to make reinforcement learning suitable for real-life control tasks. A real-time reinforcement learning algorithm is presented that repeatedly adjusts the control policy with the use of previously collected samples, and autonomously estimates the appropriate step-sizes for the learning updates. The algorithm is based on the actor-critic with experience replay whose step-sizes are determined on-line by an enhanced fixed point algorithm for on-line neural network training. An experimental study with simulated octopus arm and half-cheetah demonstrates the feasibility of the proposed algorithm to solve difficult learning control problems in an autonomous way within reasonably short time. Copyright © 2012 Elsevier Ltd. All rights reserved.

  15. Workplace Stress and the Student Learning Experience

    Science.gov (United States)

    Stevenson, Anne; Harper, Sarah

    2006-01-01

    Purpose: To investigate the possible effects of workplace stress in academics on the student learning experience. Design/methodology/approach: Questionnaires were designed and distributed to all academic staff at a Scottish Higher Education Institute. This measured perceived levels of stress amongst academic staff and the possible impact of this…

  16. Learning with the ATLAS Experiment at CERN

    Science.gov (United States)

    Barnett, R. M.; Johansson, K. E.; Kourkoumelis, C.; Long, L.; Pequenao, J.; Reimers, C.; Watkins, P.

    2012-01-01

    With the start of the LHC, the new particle collider at CERN, the ATLAS experiment is also providing high-energy particle collisions for educational purposes. Several education projects--education scenarios--have been developed and tested on students and teachers in several European countries within the Learning with ATLAS@CERN project. These…

  17. Didactic Experiments Suggest Enhanced Learning Outcomes

    DEFF Research Database (Denmark)

    Pals Svendsen, Lisbet

    2011-01-01

    and presenting material in the language studied, just as they were encouraged to systematically use evaluation processes to enhance learning outcomes. Eventually, increased grade point averages suggested that the experiment was successful. The article also mentions subsequent revisions to the original format...

  18. Educators' experiences of inclusive learning contexts: An ...

    African Journals Online (AJOL)

    Our purpose in the research was to explore the experiences of educators in ordinary schools regarding the challenges experienced in inclusive learning contexts and to identify the competencies they used to deal with some of these challenges. A qualitative research design was chosen, using a case study. The study was ...

  19. A Smart Material Interfaces Learning Experience

    NARCIS (Netherlands)

    Minuto, A.; Pittarello, Fabio; Nijholt, Antinus

    2015-01-01

    This paper describes a learning experience held with a class of primary school children who were introduced to a novel class of resources, named smart materials, and the interfaces built with them (Smart Material Interfaces). The pupils were guided along a multidisciplinary educational path in which

  20. Supporting learning experiences beyond the school context

    NARCIS (Netherlands)

    Rusman, Ellen

    2015-01-01

    In this workshop you’ll become familiar with two examples of how technology can support learning experiences that go beyond, but still connect to, the school context. The first example, called Elena, is for primary schools. The second example, called weSPOT, is for secondary schools. The Elena

  1. The Moderating Effects of Peer and Parental Support on the Relationship Between Vicarious Victimization and Substance Use.

    Science.gov (United States)

    Miller, Riane N; Fagan, Abigail A; Wright, Emily M

    2014-10-01

    General strain theory (GST) hypothesizes that youth are more likely to engage in delinquency when they experience vicarious victimization, defined as knowing about or witnessing violence perpetrated against others, but that this relationship may be attenuated for those who receive social support from significant others. Based on prospective data from youth aged 8 to 17 participating in the Project on Human Development in Chicago Neighborhoods (PHDCN), this article found mixed support for these hypotheses. Controlling for prior involvement in delinquency, as well as other risk and protective factors, adolescents who reported more vicarious victimization had an increased likelihood of alcohol use in the short term, but not the long term, and victimization was not related to tobacco or marijuana use. Peer support did not moderate the relationship between vicarious victimization and substance use, but family support did. In contrast to strain theory's predictions, the relationship between vicarious victimization and substance use was stronger for those who had higher compared with lower levels of family support. Implications of these findings for strain theory and future research are discussed.

  2. Experience Effect in E-Learning Research

    Science.gov (United States)

    Wu, Bing; Xu, WenXia; Ge, Jun

    This study is a productivity review on the literature gleaned from SSCI, SCIE databases concerning experience in E-Learning research. The result indicates that the number of literature productions on experience effect in ELearning research is still growing from 2005. The main research development country is Croatia, and from the analysis of the publication year, the number of papers is increasing to the peaking in 2010. And the main source title is British Journal of Educational Technology. In addition the subject area concentrated on Education & Educational Research. Moreover the research focuses on are mainly survey research and empirical research, in order to explore experience effect in E-Learning research. Also the limitations and future research of these research were discussed, so that the direction for further research work can be exploited

  3. Virtual experiences in business administration learning

    Directory of Open Access Journals (Sweden)

    Jesse Alves Amâncio

    2007-09-01

    Full Text Available In Business Administration, the question about contents’ specialization has arisen, which would difficult the construction of student’s global view and promote detachment between those contents and their application, compromising his professional performance. Considering Theory of Experiential Learning KOLB, 1984 which relates concrete experience and abstract conceptualization, the overcoming of those problems is searched by using a free simulation software that provides a virtual environment for those experiences – in this case, for business plan formulation including all organizational aspects. This paper reports one of those experiences and highlights as important innovations: the appreciation of contents’ integration; the student’s active and critical participation; and the teacher’s essential role as a facilitator of all the process. The incorporation of a new didactical/technological resource to enhance Business Administration Teaching and Learning Process stands out as a contribution of this work.

  4. Active learning machine learns to create new quantum experiments.

    Science.gov (United States)

    Melnikov, Alexey A; Poulsen Nautrup, Hendrik; Krenn, Mario; Dunjko, Vedran; Tiersch, Markus; Zeilinger, Anton; Briegel, Hans J

    2018-02-06

    How useful can machine learning be in a quantum laboratory? Here we raise the question of the potential of intelligent machines in the context of scientific research. A major motivation for the present work is the unknown reachability of various entanglement classes in quantum experiments. We investigate this question by using the projective simulation model, a physics-oriented approach to artificial intelligence. In our approach, the projective simulation system is challenged to design complex photonic quantum experiments that produce high-dimensional entangled multiphoton states, which are of high interest in modern quantum experiments. The artificial intelligence system learns to create a variety of entangled states and improves the efficiency of their realization. In the process, the system autonomously (re)discovers experimental techniques which are only now becoming standard in modern quantum optical experiments-a trait which was not explicitly demanded from the system but emerged through the process of learning. Such features highlight the possibility that machines could have a significantly more creative role in future research.

  5. First year clinical tutorials: students’ learning experience

    Directory of Open Access Journals (Sweden)

    Burgess A

    2014-11-01

    Full Text Available Annette Burgess,1 Kim Oates,2 Kerry Goulston,2 Craig Mellis1 1Central Clinical School, Sydney Medical School, The University of Sydney, Sydney, NSW, Australia; 2Sydney Medical School, The University of Sydney, Sydney, NSW, Australia Background: Bedside teaching lies at the heart of medical education. The learning environment afforded to students during clinical tutorials contributes substantially to their knowledge, thinking, and learning. Situated cognition theory posits that the depth and breadth of the students' learning experience is dependent upon the attitude of the clinical teacher, the structure of the tutorial, and the understanding of tutorial and learning objectives. This theory provides a useful framework to conceptualize how students' experience within their clinical tutorials impacts their knowledge, thinking, and learning. Methods: The study was conducted with one cohort (n=301 of students who had completed year 1 of the medical program at Sydney Medical School in 2013. All students were asked to complete a three-part questionnaire regarding their perceptions of their clinical tutor's attributes, the consistency of the tutor, and the best features of the tutorials and need for improvement. Both quantitative and qualitative data were collected and analyzed using descriptive statistics. Results: The response rate to the questionnaire was 88% (265/301. Students perceived that their tutors displayed good communication skills and enthusiasm, encouraged their learning, and were empathetic toward patients. Fifty-two percent of students reported having the same communications tutor for the entire year, and 28% reported having the same physical examination tutor for the entire year. Students would like increased patient contact, greater structure within their tutorials, and greater alignment of teaching with the curriculum. Conclusion: Situated cognition theory provides a valuable lens to view students' experience of learning within the

  6. Functions of personal and vicarious life stories: Identity and empathy

    DEFF Research Database (Denmark)

    Lind, Majse; Thomsen, Dorthe Kirkegaard

    2018-01-01

    The present study investigates functions of personal and vicarious life stories focusing on identity and empathy. Two-hundred-and-forty Danish high school students completed two life story questionnaires: One for their personal life story and one for a close other’s life story. In both...... questionnaires, they identified up to 10 chapters and self-rated the chapters on valence and valence of causal connections. In addition, they completed measures of identity disturbance and empathy. More positive personal life stories were related to lower identity disturbance and higher empathy. Vicarious life...... stories showed a similar pattern with respect to identity but surprisingly were unrelated to empathy. In addition, we found positive correlations between personal and vicarious life stories for number of chapters, chapter valence, and valence of causal connections. The study indicates that both personal...

  7. Discovering students mobile learning experiences in higher education in Nigeria

    OpenAIRE

    Oyelere, Solomon S.; Suhonen, Jarkko; Shonola, Shaibu A.; Joy, Mike

    2016-01-01

    M-learning plays a progressively significant role in the advancement of teaching and learning in higher education. However, the effective implementation of m-learning in higher education will be based on users’ experiences and motivation to use this technology. Though m-learning has become global, developing countries such as Nigeria are yet to enjoy the full potential offered by m-learning. This study is focused on ascertaining students’ experiences with m-learning, determining the influence...

  8. E-Learning Experiences of Hong Kong Students

    OpenAIRE

    J. Lam; R. Chan

    2013-01-01

    The adoption of e-learning in Hong Kong has been increasing rapidly in the past decade. To understand the e-learning experiences of the students, the School of Professional and Continuing Education of The University of Hong Kong conducted a survey. The survey aimed to collect students- experiences in using learning management system, their perceived e-learning advantages, barriers in e-learning and preferences in new e-learning development. A questionnaire with 84 questio...

  9. Sport students' perception of their learning experience: Amazing ...

    African Journals Online (AJOL)

    Learning environments and activities that focus on learners being active participants can enrich the students' learning experience and in this regard, outdoor adventure education programmes are utilised effectively to enhance the quality and scope of learning. This study investigated the perceived learning experience ...

  10. The potential of capstone learning experiences in addressing ...

    African Journals Online (AJOL)

    The potential of capstone learning experiences in addressing perceived shortcomings in LLB training in South Africa. ... A literature review on capstone courses and learning experiences (collectively referred to ... AJOL African Journals Online.

  11. Family experiences, the motivation for science learning and science ...

    African Journals Online (AJOL)

    Family experiences, the motivation for science learning and science achievement of ... active learning and achievement goals); boys perceived family experiences ... Recommendations were made as to how schools can support families in ...

  12. University of Limpopo student nurses' clinical learning experiences ...

    African Journals Online (AJOL)

    University of Limpopo student nurses' clinical learning experiences in a public hospital at ... was applied to explore and describe the experiences of student nurses' clinical learning ... The ethical principles relevant to the study were observed.

  13. Field Trips as Valuable Learning Experiences in Geography Courses

    Science.gov (United States)

    Krakowka, Amy Richmond

    2012-01-01

    Field trips have been acknowledged as valuable learning experiences in geography. This article uses Kolb's (1984) experiential learning model to discuss how students learn and how field trips can help enhance learning. Using Kolb's experiential learning theory as a guide in the design of field trips helps ensure that field trips contribute to…

  14. Virtual Learning Environments and Learning Forms -experiments in ICT-based learning

    DEFF Research Database (Denmark)

    Helbo, Jan; Knudsen, Morten

    2004-01-01

    This paper report the main results of a three year experiment in ICT-based distance learning. The results are based on a full scale experiment in the education, Master of Industrial Information Technology (MII) and is one of many projects deeply rooted in the project Virtual Learning Environments...... and Learning forms (ViLL). The experiment was to transfer a well functioning on-campus engineering program based on project organized collaborative learning to a technology supported distance education program. After three years the experiments indicate that adjustments are required in this transformation....... The main problem is that we do not find the same self regulatoring learning effect in the group work among the off-campus students as is the case for on-campus students. Based on feedback from evaluation questionnaires and discussions with the students didactic adjustments have been made. The revised...

  15. Experimenting `learn by doing' and `learn by failing'

    Science.gov (United States)

    Pozzi, Rossella; Noè, Carlo; Rossi, Tommaso

    2015-01-01

    According to the literature, in recent years, developing experiential learning has fulfilled the requirement of a deep understanding of lean philosophy by engineering students, demonstrating the advantages and disadvantages of some of the key principles of lean manufacturing. On the other hand, the literature evidences how some kinds of game-based experiential learning overlook daily difficulties, which play a central role in manufacturing systems. To fill the need of a game overcoming such lack of vision, an innovative game direct in-field, named Kart Factory, has been developed. Actual production shifts are simulated, while keeping all the elements peculiar to a real production set (i.e. complexity, effort, safety). The working environment is a real pedal car assembly department, the products to be assembled have relevant size and weight (i.e. up to 35 kg approximately), and the provided tools are real production equipment (e.g. keys, screwdrivers, trans-pallets, etc.). Due to the need to maximise the impact on students, a labour-intensive process characterises the production department. The whole training process is based on three educational principles: Experience Value Principle, Error Value Principle, and Team Value Principle. As the 'learn by doing' and 'learn by failing' are favoured, the theory follows the practice, while crating the willingness to 'do' instead of just designing or planning. The gathered data prove the Kart Factory's effectiveness in reaching a good knowledge of lean concepts, notwithstanding the students' initial knowledge level.

  16. Vicariously touching products through observing others' hand actions increases purchasing intention, and the effect of visual perspective in this process: An fMRI study.

    Science.gov (United States)

    Liu, Yi; Zang, Xuelian; Chen, Lihan; Assumpção, Leonardo; Li, Hong

    2018-01-01

    The growth of online shopping increases consumers' dependence on vicarious sensory experiences, such as observing others touching products in commercials. However, empirical evidence on whether observing others' sensory experiences increases purchasing intention is still scarce. In the present study, participants observed others interacting with products in the first- or third-person perspective in video clips, and their neural responses were measured with functional magnetic resonance imaging (fMRI). We investigated (1) whether and how vicariously touching certain products affected purchasing intention, and the neural correlates of this process; and (2) how visual perspective interacts with vicarious tactility. Vicarious tactile experiences were manipulated by hand actions touching or not touching the products, while the visual perspective was manipulated by showing the hand actions either in first- or third-person perspective. During the fMRI scanning, participants watched the video clips and rated their purchasing intention for each product. The results showed that, observing others touching (vs. not touching) the products increased purchasing intention, with vicarious neural responses found in mirror neuron systems (MNS) and lateral occipital complex (LOC). Moreover, the stronger neural activities in MNS was associated with higher purchasing intention. The effects of visual perspectives were found in left superior parietal lobule (SPL), while the interaction of tactility and visual perspective was shown in precuneus and precuneus-LOC connectivity. The present study provides the first evidence that vicariously touching a given product increased purchasing intention and the neural activities in bilateral MNS, LOC, left SPL and precuneus are involved in this process. Hum Brain Mapp 39:332-343, 2018. © 2017 Wiley Periodicals, Inc. © 2017 Wiley Periodicals, Inc.

  17. Virtual Learning Environments and Learning Forms -experiments in ICT-based learning

    DEFF Research Database (Denmark)

    Helbo, Jan; Knudsen, Morten

    2004-01-01

    This paper report the main results of a three year experiment in ICT-based distance learning. The results are based on a full scale experiment in the education, Master of Industrial Information Technology (MII) and is one of many projects deeply rooted in the project Virtual Learning Environments...... didactic model has until now been a positive experience........ The main problem is that we do not find the same self regulatoring learning effect in the group work among the off-campus students as is the case for on-campus students. Based on feedback from evaluation questionnaires and discussions with the students didactic adjustments have been made. The revised...

  18. Vicarious motor activation during action perception: beyond correlational evidence

    Directory of Open Access Journals (Sweden)

    Alessio eAvenanti

    2013-05-01

    Full Text Available Neurophysiological and imaging studies have shown that seeing the actions of other individuals brings about the vicarious activation of motor regions involved in performing the same actions. While this suggests a simulative mechanism mediating the perception of others’ actions, one cannot use such evidence to make inferences about the functional significance of vicarious activations. Indeed, a central aim in social neuroscience is to comprehend how vicarious activations allow the understanding of other people’s behavior, and this requires to use stimulation or lesion methods to establish causal links from brain activity to cognitive functions. In the present work we review studies investigating the effects of transient manipulations of brain activity or stable lesions in the motor system on individuals’ ability to perceive and understand the actions of others. We conclude there is now compelling evidence that neural activity in the motor system is critical for such cognitive ability. More research using causal methods, however, is needed in order to disclose the limits and the conditions under which vicarious activations are required to perceive and understand actions of others as well as their emotions and somatic feelings.

  19. Blogs: Enhancing the Learning Experience for Technology Students

    OpenAIRE

    Birney, Rosanne

    2006-01-01

    Weblogs can be used to enhance the learning experience for technology students, by providing them with several features that are often absent in Learning Management Systems (LMSs). This research aims to demonstrate that weblogs can improve the learning experience by allowing students to reflect on their learning, and by allowing them to easily collaborate with their tutors and with one another. The incorporation of weblogs into the existing learning environment can provide several enhancemen...

  20. The Moderating Effects of Peer and Parental Support on the Relationship Between Vicarious Victimization and Substance Use

    OpenAIRE

    Miller, Riane N.; Fagan, Abigail A.; Wright, Emily M.

    2014-01-01

    General strain theory (GST) hypothesizes that youth are more likely to engage in delinquency when they experience vicarious victimization, defined as knowing about or witnessing violence perpetrated against others, but that this relationship may be attenuated for those who receive social support from significant others. Based on prospective data from youth aged 8 to 17 participating in the Project on Human Development in Chicago Neighborhoods (PHDCN), this article found mixed support for thes...

  1. Seamless learning: Technology-enhanced learning from practical experiences across contexts

    NARCIS (Netherlands)

    Rusman, Ellen

    2018-01-01

    Rusman, E. (2018, 8th of June). Seamless learning: Technology-enhanced learning from practical experiences across contexts. Keynote presentation at the Seamless learning conference, Maastricht, The Netherlands. http://www.ou.nl/slc

  2. Making a Case for E - learning: Experiences in E-learning at ...

    African Journals Online (AJOL)

    Making a Case for E - learning: Experiences in E-learning at Langston University ... performances can surpass those of students in traditional learning settings. ... The research method was qualitative based mainly on participatory and ...

  3. Learning maternity: the experiences of rural nurses.

    Science.gov (United States)

    MacKinnon, Karen

    2010-03-01

    Two research studies explored rural nurses' experience with the provision of maternity care in rural British Columbia, Canada. Frontline nurses, managers, and health-care providers were interviewed and their practices observed. One of the main challenges identified by rural nurses was ensuring that a knowledgeable/skilled maternity or perinatal nurse was always available at the local hospital. Learning how to provide safe and supportive maternity care is difficult for nurses working in small rural hospitals today due to declining birth rates, increased workloads, and a decrease in opportunities for mentoring. Decisions about the allocation of time off and resources for rural nurses' continuing professional education (CPE) were structured by discourses of personal responsibility for "continuing competence." These institutional work processes increase the burden on rural nurses, negatively affecting their opportunities for CPE and their experiences of providing maternity care, with implications for both patient safety and nurse retention.

  4. Using modeling and vicarious reinforcement to produce more positive attitudes toward mental health treatment.

    Science.gov (United States)

    Buckley, Gary I; Malouff, John M

    2005-05-01

    In this study, the authors evaluated the effectiveness of a video, developed for this study and using principles of cognitive learning theory, to produce positive attitudinal change toward mental health treatment. The participants were 35 men and 45 women who were randomly assigned to watch either an experimental video, which included 3 positive 1st-person accounts of psychotherapy or a control video that focused on the psychological construct of self. Pre-intervention, post-intervention, and 2-week follow-up levels of attitude toward mental health treatment were measured using the Attitude Toward Seeking Professional Help Scale (E. H. Fischer & J. L. Turner, 1970). The experimental video group showed a significantly greater increase in positive attitude than did the control group. These results support the effectiveness of using the vicarious reinforcement elements of cognitive learning theory as a basis for changing attitudes toward mental health treatment.

  5. Alpbach Summer School - a unique learning experience

    Science.gov (United States)

    Kern, K.; Aulinas, J.; Clifford, D.; Krejci, D.; Topham, R.

    2011-12-01

    The Alpbach Summer School is a ten-day program that provides a unique opportunity for young european science and engineering students, both undergraduate and graduate, to learn how to approach the entire design process of a space mission. The theme of the 2010 Summer School was "New Space Missions to Understand Climate Change", a current, challenging, very broad and complex topic. The program was established more than 35 years ago and is organised in two interrelated parts: a series of lectures held by renowned experts in the field (in the case of this specific year, climate change and space engineering experts) that provides a technical and scientific background for the workshops that follow, the core of the Summer School. For the workshops the students are split into four international, interdisciplinary teams of about 15 students. In 2010 every team had to complete a number of tasks, four in total: (1) identify climate change research gaps and design a space mission that has not yet been flown or proposed, (2) define the science objectives and requirements of the mission, (3) design a spacecraft that meets the mission requirements, which includes spacecraft design and construction, payload definition, orbit calculations, but also the satellite launch, operation and mission costs and (4) write up a short mission proposal and present the results to an expert review panel. Achieving these tasks in only a few days in a multicultural, interdisciplinary team represents a major challenge for all participants and provides an excellent practical learning experience. Over the course of the program, students do not just learn facts about climate change and space engineering, but scientists also learn from engineers and engineers from scientists. The participants have to deepen their knowledge in an often unfamiliar field, develop organisational and team-work skills and work under pressure. Moreover, teams are supported by team and roving tutors and get the opportunity to

  6. Learning experience in endodontics: Brazilian students' perceptions.

    Science.gov (United States)

    Seijo, Marilia O S; Ferreira, Efigênia F; Ribeiro Sobrinho, Antônio P; Paiva, Saul M; Martins, Renata C

    2013-05-01

    Including students' perceptions in the educational process is considered a key component in monitoring the quality of academic programs. This study aimed to evaluate the concept of one's learning experience in endodontic teaching from the perspective of a group of Brazilian students. A total of 126 self-administered, structured questionnaires were distributed to undergraduate dental students enrolled in endodontics courses during the second semester of the 2009 academic year. The questionnaires were administered during final examinations and focused on students' opinions concerning learning during endodontic treatments, time spent during endodontic treatments, difficulties found during endodontic treatments, quality of endodontic treatments performed, characteristics of the technique employed, and suggestions to improve endodontic teaching. Ninety-one percent of the questionnaires were returned for evaluation. The obtained answers were discussed and analyzed, thereby generating quantitative and qualitative data showing students' perceptions of their experiences in endodontics courses. The main points that can affect the teaching of endodontics, according to the undergraduate students, included patients' absences and delays, selection of patients, preclinical and clinical training, difficulties found, type of technique employed, and teachers' orientation during endodontic treatment. The students' perceptions provided valuable information about the development of the course and the teacher-student relationship, together with the added intention of enhancing the teaching of endodontics as well as other courses.

  7. Practical Applications and Experiences in K-20 Blended Learning Environments

    Science.gov (United States)

    Kyei-Blankson, Lydia, Ed.; Ntuli, Esther, Ed.

    2014-01-01

    Learning environments continue to change considerably and is no longer confined to the face-to-face classroom setting. As learning options have evolved, educators must adopt a variety of pedagogical strategies and innovative technologies to enable learning. "Practical Applications and Experiences in K-20 Blended Learning Environments"…

  8. The ICCE Framework: Framing Learning Experiences Afforded by Games

    Science.gov (United States)

    Foster, Aroutis; Shah, Mamta

    2015-01-01

    There is a need for game-based learning frameworks that provide a lens for understanding learning experiences afforded in digital games. These frameworks should aim to facilitate game analyses, identification of learning opportunities, and support for learner experiences. This article uses the inquiry, communication, construction, and expression…

  9. Blending Student Technology Experiences in Formal and Informal Learning

    Science.gov (United States)

    Lai, K.-W.; Khaddage, F.; Knezek, Gerald

    2013-01-01

    In this article, we discuss the importance of recognizing students' technology-enhanced informal learning experiences and develop pedagogies to connect students' formal and informal learning experiences, in order to meet the demands of the knowledge society. The Mobile-Blended Collaborative Learning model is proposed as a framework to…

  10. Teaching and Learning Science for Transformative, Aesthetic Experience

    Science.gov (United States)

    Girod, Mark; Twyman, Todd; Wojcikiewicz, Steve

    2010-01-01

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

  11. Learning from Experience: From Case-Based Teaching to Experience-Based Learning

    Science.gov (United States)

    van der Steen, Martijn; Van Twist, Mark; Frissen, Paul

    2017-01-01

    Senior-level civil servants can learn a lot from methods such as theory-lectures and case-teaching, but there is another resource of knowledge and insight that can be utilized more for teaching public administration: the professional experience of participants in training programmes. This paper argues that it is possible to use the professional…

  12. Selection as a learning experience: an exploratory study.

    Science.gov (United States)

    de Visser, Marieke; Laan, Roland F; Engbers, Rik; Cohen-Schotanus, Janke; Fluit, Cornelia

    2018-01-01

    Research on selection for medical school does not explore selection as a learning experience, despite growing attention for the learning effects of assessment in general. Insight in the learning effects allows us to take advantage of selection as an inclusive part of medical students' learning process to become competent professionals. The aims of this study at Radboud University Medical Center, the Netherlands, were 1) to determine whether students have learning experiences in the selection process, and, if so, what experiences; and 2) to understand what students need in order to utilize the learning effects of the selection process at the start of the formal curriculum. We used focus groups to interview 30 students admitted in 2016 about their learning experiences in the selection process. Thematic analysis was used to explore the outcomes of the interviews and to define relevant themes. In the selection process, students learned about the curriculum, themselves, their relation to others, and the profession they had been selected to enter, although this was not explicitly perceived as learning. Students needed a connection between selection and the curriculum as well as feedback to be able to really use their learning experiences for their further development. Medical school selection qualifies as a learning experience, and students as well as medical schools can take advantage of this. We recommend a careful design of the selection procedure, integrating relevant selection learning experiences into the formal curriculum, providing feedback and explicitly approaching the selection and the formal curriculum as interconnected contributors to students' development.

  13. Feedback of safety - related operational experience: Lessons learned

    Energy Technology Data Exchange (ETDEWEB)

    Elias, D [Commonwealth Edison Co. (United States)

    1997-09-01

    The presentation considers the following aspects of feedback of safety-related operational experience: lessons learned program, objectives, personnel characteristics; three types of documents for transmitting lessons learned issues.

  14. Feedback of safety - related operational experience: Lessons learned

    International Nuclear Information System (INIS)

    Elias, D.

    1997-01-01

    The presentation considers the following aspects of feedback of safety-related operational experience: lessons learned program, objectives, personnel characteristics; three types of documents for transmitting lessons learned issues

  15. Professional development in sport psychology : relating learning experiences to learning outcomes

    NARCIS (Netherlands)

    Hutter, R. I. (Vana); Oldenhof-Veldman, Tanja; Pijpers, J. R. (Rob); Oudejans, Raôul R.D.

    2017-01-01

    To enhance the training of sport psychology consultants, it is important to know which learning experiences are useful for which components of professional development. We interviewed 15 novice consultants on their learning experiences related to 13 different topics. Traditional learning experiences

  16. Everyday life; Lived Experiences and Designed Learning

    DEFF Research Database (Denmark)

    Vestbo, Michelle; Helms, Niels Henrik; Dræbel, Tania Aase

    of participating in study life. Inspired by sociological phenomenological approach, the study uses participant observations, interviews and a workshop to explore the life-worlds of daily living of students who train to become professionals of social education or nutrition and health education. The study......Everyday life; Lived Experiences and Designed Learning: Students knowledge cultures and epistemic trajectories in a range of professional bachelor educations Helms, N.H., Vestbo, M., Steenfeldt, V.O., Dræbel, T.A., Hansen, T.A.E., Storm, H., and Schmidt, L.S.K. (University College Zealand......) In this panel the use of different methodological approaches to answer questions about students’ knowledge cultures and epistemic trajectories is discussed. The context is qualitative empirical educational studies in a range of professional bachelor educations; Nursing, Social Education and Nutrition and Health...

  17. Concept formation knowledge and experience in unsupervised learning

    CERN Document Server

    Fisher, Douglas H; Langley, Pat

    1991-01-01

    Concept Formation: Knowledge and Experience in Unsupervised Learning presents the interdisciplinary interaction between machine learning and cognitive psychology on unsupervised incremental methods. This book focuses on measures of similarity, strategies for robust incremental learning, and the psychological consistency of various approaches.Organized into three parts encompassing 15 chapters, this book begins with an overview of inductive concept learning in machine learning and psychology, with emphasis on issues that distinguish concept formation from more prevalent supervised methods and f

  18. Game of Objects: vicarious causation and multi-modal media

    Directory of Open Access Journals (Sweden)

    Aaron Pedinotti

    2013-09-01

    Full Text Available This paper applies philosopher Graham Harman's object-oriented theory of "vicarious causation" to an analysis of the multi-modal media phenomenon known as "Game of Thrones." Examining the manner in which George R.R. Martin's best-selling series of fantasy novels has been adapted into a board game, a video game, and a hit HBO television series, it uses the changes entailed by these processes to trace the contours of vicariously generative relations. In the course of the resulting analysis, it provides new suggestions concerning the eidetic dimensions of Harman's causal model, particularly with regard to causation in linear networks and in differing types of game systems.

  19. Social identity shapes social valuation: evidence from prosocial behavior and vicarious reward.

    Science.gov (United States)

    Hackel, Leor M; Zaki, Jamil; Van Bavel, Jay J

    2017-08-01

    People frequently engage in more prosocial behavior toward members of their own groups, as compared to other groups. Such group-based prosociality may reflect either strategic considerations concerning one's own future outcomes or intrinsic value placed on the outcomes of in-group members. In a functional magnetic resonance imaging experiment, we examined vicarious reward responses to witnessing the monetary gains of in-group and out-group members, as well as prosocial behavior towards both types of individuals. We found that individuals' investment in their group-a motivational component of social identification-tracked the intensity of their responses in ventral striatum to in-group (vs out-group) members' rewards, as well as their tendency towards group-based prosociality. Individuals with strong motivational investment in their group preferred rewards for an in-group member, whereas individuals with low investment preferred rewards for an out-group member. These findings suggest that the motivational importance of social identity-beyond mere similarity to group members-influences vicarious reward and prosocial behavior. More broadly, these findings support a theoretical framework in which salient social identities can influence neural representations of subjective value, and suggest that social preferences can best be understood by examining the identity contexts in which they unfold. © The Author (2017). Published by Oxford University Press.

  20. Virtual bystanders in a language lesson: examining the effect of social evaluation, vicarious experience, cognitive consistency and praising on students' beliefs, self-efficacy and anxiety in a virtual reality environment.

    Science.gov (United States)

    Qu, Chao; Ling, Yun; Heynderickx, Ingrid; Brinkman, Willem-Paul

    2015-01-01

    Bystanders in a real world's social setting have the ability to influence people's beliefs and behavior. This study examines whether this effect can be recreated in a virtual environment, by exposing people to virtual bystanders in a classroom setting. Participants (n = 26) first witnessed virtual students answering questions from an English teacher, after which they were also asked to answer questions from the teacher as part of a simulated training for spoken English. During the experiment the attitudes of the other virtual students in the classroom was manipulated; they could whisper either positive or negative remarks to each other when a virtual student was talking or when a participant was talking. The results show that the expressed attitude of virtual bystanders towards the participants affected their self-efficacy, and their avoidance behavior. Furthermore, the experience of witnessing bystanders commenting negatively on the performance of other students raised the participants' heart rate when it was their turn to speak. Two-way interaction effects were also found on self-reported anxiety and self-efficacy. After witnessing bystanders' positive attitude towards peer students, participants' self-efficacy when answering questions received a boost when bystanders were also positive towards them, and a blow when bystanders reversed their attitude by being negative towards them. Still, inconsistency, instead of consistency, between the bystanders' attitudes towards virtual peers and the participants was not found to result in a larger change in the participants' beliefs. Finally the results also reveal that virtual flattering or destructive criticizing affected the participants' beliefs not only about the virtual bystanders, but also about the neutral teacher. Together these findings show that virtual bystanders in a classroom can affect people's beliefs, anxiety and behavior.

  1. Virtual bystanders in a language lesson: examining the effect of social evaluation, vicarious experience, cognitive consistency and praising on students' beliefs, self-efficacy and anxiety in a virtual reality environment.

    Directory of Open Access Journals (Sweden)

    Chao Qu

    Full Text Available Bystanders in a real world's social setting have the ability to influence people's beliefs and behavior. This study examines whether this effect can be recreated in a virtual environment, by exposing people to virtual bystanders in a classroom setting. Participants (n = 26 first witnessed virtual students answering questions from an English teacher, after which they were also asked to answer questions from the teacher as part of a simulated training for spoken English. During the experiment the attitudes of the other virtual students in the classroom was manipulated; they could whisper either positive or negative remarks to each other when a virtual student was talking or when a participant was talking. The results show that the expressed attitude of virtual bystanders towards the participants affected their self-efficacy, and their avoidance behavior. Furthermore, the experience of witnessing bystanders commenting negatively on the performance of other students raised the participants' heart rate when it was their turn to speak. Two-way interaction effects were also found on self-reported anxiety and self-efficacy. After witnessing bystanders' positive attitude towards peer students, participants' self-efficacy when answering questions received a boost when bystanders were also positive towards them, and a blow when bystanders reversed their attitude by being negative towards them. Still, inconsistency, instead of consistency, between the bystanders' attitudes towards virtual peers and the participants was not found to result in a larger change in the participants' beliefs. Finally the results also reveal that virtual flattering or destructive criticizing affected the participants' beliefs not only about the virtual bystanders, but also about the neutral teacher. Together these findings show that virtual bystanders in a classroom can affect people's beliefs, anxiety and behavior.

  2. Virtual Bystanders in a Language Lesson: Examining the Effect of Social Evaluation, Vicarious Experience, Cognitive Consistency and Praising on Students' Beliefs, Self-Efficacy and Anxiety in a Virtual Reality Environment

    Science.gov (United States)

    Qu, Chao; Ling, Yun; Heynderickx, Ingrid; Brinkman, Willem-Paul

    2015-01-01

    Bystanders in a real world's social setting have the ability to influence people’s beliefs and behavior. This study examines whether this effect can be recreated in a virtual environment, by exposing people to virtual bystanders in a classroom setting. Participants (n = 26) first witnessed virtual students answering questions from an English teacher, after which they were also asked to answer questions from the teacher as part of a simulated training for spoken English. During the experiment the attitudes of the other virtual students in the classroom was manipulated; they could whisper either positive or negative remarks to each other when a virtual student was talking or when a participant was talking. The results show that the expressed attitude of virtual bystanders towards the participants affected their self-efficacy, and their avoidance behavior. Furthermore, the experience of witnessing bystanders commenting negatively on the performance of other students raised the participants’ heart rate when it was their turn to speak. Two-way interaction effects were also found on self-reported anxiety and self-efficacy. After witnessing bystanders’ positive attitude towards peer students, participants’ self-efficacy when answering questions received a boost when bystanders were also positive towards them, and a blow when bystanders reversed their attitude by being negative towards them. Still, inconsistency, instead of consistency, between the bystanders’ attitudes towards virtual peers and the participants was not found to result in a larger change in the participants’ beliefs. Finally the results also reveal that virtual flattering or destructive criticizing affected the participants’ beliefs not only about the virtual bystanders, but also about the neutral teacher. Together these findings show that virtual bystanders in a classroom can affect people’s beliefs, anxiety and behavior. PMID:25884211

  3. Motivating students through positive learning experiences

    DEFF Research Database (Denmark)

    Lykke, Marianne; Coto Chotto, Mayela; Jantzen, Christian

    2015-01-01

    Based on the assumption that wellbeing, positive emotions and engagement influence motivation for learning, the aim of this paper is to provide insight into students’ emotional responses to and engagement in different learning designs. By comparing students’ reports on the experiential qualities...... of three different learning designs, their respective influence on students’ motivation for learning is discussed with the purpose of exploring the relationship between positive emotions, engagement and intrinsic motivation for learning. Our study thus aims at evaluating the motivational elements...

  4. The shifting roles of dispersal and vicariance in biogeography.

    OpenAIRE

    Zink, R M; Blackwell-Rago, R C; Ronquist, F

    2000-01-01

    Dispersal and vicariance are often contrasted as competing processes primarily responsible for spatial and temporal patterns of biotic diversity. Recent methods of biogeographical reconstruction recognize the potential of both processes, and the emerging question is about discovering their relative frequencies. Relatively few empirical studies, especially those employing molecular phylogenies that allow a temporal perspective, have attempted to estimate the relative roles of dispersal and vic...

  5. Family experiences, the motivation for science learning and science ...

    African Journals Online (AJOL)

    Schulze, Salome

    Student Motivation for Science Learning questionnaire combined with items investigating family experiences. ... science achievement: inadequate school resources and weak household ..... informal interviews with the science teachers of the.

  6. Teaching and Learning Science for Transformative, Aesthetic Experience

    Science.gov (United States)

    Girod, Mark; Twyman, Todd; Wojcikiewicz, Steve

    2010-11-01

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

  7. Chain Experiment competition inspires learning of physics

    Science.gov (United States)

    Dziob, Daniel; Górska, Urszula; Kołodziej, Tomasz

    2017-05-01

    The Chain Experiment is an annual competition which originated in Slovenia in 2005 and later expanded to Poland in 2013. For the purpose of the event, each participating team designs and builds a contraption that transports a small steel ball from one end to the other. At the same time the constructed machine needs to use a number of interesting phenomena and physics laws. In the competition’s finale, all contraptions are connected to each other to form a long chain transporting steel balls. In brief, they are all evaluated for qualities such as: creativity and advance in theoretical background, as well as the reliability of the constructed machine to work without human help. In this article, we present the contraptions developed by students taking part in the competition in order to demonstrate the advance in theoretical basis together with creativity in design and outstanding engineering skills of its participants. Furthermore, we situate the Chain Experiment in the context of other group competitions, at the same time demonstrating that—besides activating numerous group work skills—it also improves the ability to think critically and present one’s knowledge to a broader audience. We discussed it in the context of problem based learning, gamification and collaborative testing.

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

    OpenAIRE

    Harriet Wambui Njui

    2018-01-01

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

  9. A Feedback Model for Data-Rich Learning Experiences

    Science.gov (United States)

    Pardo, Abelardo

    2018-01-01

    Feedback has been identified as one of the factors with the largest potential for a positive impact in a learning experience. There is a significant body of knowledge studying feedback and providing guidelines for its implementation in learning environments. In parallel, the areas of learning analytics or educational data mining have emerged to…

  10. Participation in Informal Science Learning Experiences: The Rich Get Richer?

    Science.gov (United States)

    DeWitt, Jennifer; Archer, Louise

    2017-01-01

    Informal science learning (ISL) experiences have been found to provide valuable opportunities to engage with and learn about science and, as such, form a key part of the STEM learning ecosystem. However, concerns remain around issues of equity and access. The Enterprising Science study builds upon previous research in this area and uses the…

  11. Students' Evaluation of Their English Language Learning Experience

    Science.gov (United States)

    Maizatulliza, M.; Kiely, R.

    2017-01-01

    In the field of English language teaching and learning, there is a long history of investigating students' performance while they are undergoing specific learning programmes. This research study, however, focused on students' evaluation of their English language learning experience after they have completed their programme. The data were gathered…

  12. Early clinical experience: do students learn what we expect?

    NARCIS (Netherlands)

    Helmich, E.; Bolhuis, S.; Laan, R.F.J.M.; Koopmans, R.T.C.M.

    2011-01-01

    CONTEXT: Early clinical experience is thought to contribute to the professional development of medical students, but little is known about the kind of learning processes that actually take place. Learning in practice is highly informal and may be difficult to direct by predefined learning outcomes.

  13. Early clinical experience : do students learn what we expect?

    NARCIS (Netherlands)

    Helmich, Esther; Bolhuis, Sanneke; Laan, Roland; Koopmans, Raymond

    CONTEXT Early clinical experience is thought to contribute to the professional development of medical students, but little is known about the kind of learning processes that actually take place. Learning in practice is highly informal and may be difficult to direct by predefined learning outcomes.

  14. Improving Learning Experiences through Gamification: A Case Study

    Science.gov (United States)

    Geelan, Benjamin; de Salas, Kristy; Lewis, Ian; King, Carolyn; Edwards, Dale; O'Mara, Aidan

    2015-01-01

    Gamified learning systems are becoming increasingly common within educational institutions, however there is a lack of understanding on the elements of gamification that influence, either positively or negatively, the learning experiences of students using these systems. This study examines an existing gamified learning tool implemented within an…

  15. Learning Experiences Reuse Based on an Ontology Modeling to Improve Adaptation in E-Learning Systems

    Science.gov (United States)

    Hadj M'tir, Riadh; Rumpler, Béatrice; Jeribi, Lobna; Ben Ghezala, Henda

    2014-01-01

    Current trends in e-Learning focus mainly on personalizing and adapting the learning environment and learning process. Although their increasingly number, theses researches often ignore the concepts of capitalization and reuse of learner experiences which can be exploited later by other learners. Thus, the major challenge of distance learning is…

  16. e-Learning Continuance Intention: Moderating Effects of User e-Learning Experience

    Science.gov (United States)

    Lin, Kan-Min

    2011-01-01

    This study explores the determinants of the e-learning continuance intention of users with different levels of e-learning experience and examines the moderating effects of e-learning experience on the relationships among the determinants. The research hypotheses are empirically validated using the responses received from a survey of 256 users. The…

  17. Personalization and Contextualization of Learning Experiences based on Semantics

    Directory of Open Access Journals (Sweden)

    Nicola Capuano

    2014-04-01

    Full Text Available Context-aware e-learning is an educational model that foresees the selection of learning resources to make the e-learning content more relevant and suitable for the learner in his/her situation. The purpose of this paper is to demonstrate that an ontological approach can be used to define leaning contexts and to allow contextualizing learning experiences finding out relevant topics for each context. To do that, we defined a context model able to formally describe a learning context, an ontology-based model enabling the representation of a teaching domain (including context information and a methodology to generate personalized and context-aware learning experiences starting from them. Based on these theoretical components we improved an existing system for personalized e-learning with contextualisation features and experimented it with real users in two University courses. The results obtained from this experimentation have been compared with those achieved by similar systems.

  18. Identifying Student Types in a Gamified Learning Experience

    Science.gov (United States)

    Barata, Gabriel; Gama, Sandra; Jorge, Joaquim; Gonçalves, Daniel

    2014-01-01

    Gamification of education is a recent trend, and early experiments showed promising results. Students seem not only to perform better, but also to participate more and to feel more engaged with gamified learning. However, little is known regarding how different students are affected by gamification and how their learning experience may vary. In…

  19. Learning from Change: Issues and Experiences in Participatory ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    Learning from Change: Issues and Experiences in Participatory Monitoring and Evaluation. Book cover Learning from Change: Issues and Experiences in Participatory Monitoring and Evaluation. Directeur(s) : Marisol Estrella, Jutta Blauert, Dindo Campilan, John Gaventa, Julian Gonsalves, Irene Guijt, Deb Johnson, and ...

  20. Augmented Reality Learning Experiences: Survey of Prototype Design and Evaluation

    Science.gov (United States)

    Santos, Marc Ericson C.; Chen, Angie; Taketomi, Takafumi; Yamamoto, Goshiro; Miyazaki, Jun; Kato, Hirokazu

    2014-01-01

    Augmented reality (AR) technology is mature for creating learning experiences for K-12 (pre-school, grade school, and high school) educational settings. We reviewed the applications intended to complement traditional curriculum materials for K-12. We found 87 research articles on augmented reality learning experiences (ARLEs) in the IEEE Xplore…

  1. Professional Learning Experiences and Administrator Practice: Is There a Connection?

    Science.gov (United States)

    Bickmore, Dana L.

    2012-01-01

    This study identified the formal and informal professional learning experiences in which school administrators engaged and the relationship between these professional learning experiences and administrator practice. The researcher developed an instrument that solicited school administrators' engagement and perceived value of formal and informal…

  2. Dyslexia and Learning a Foreign Language: A Personal Experience.

    Science.gov (United States)

    Simon, Charlann S.

    2000-01-01

    This participant observer report reviews research on how dyslexia complicates learning a second language, a description of how dyslexia has affected educational experiences, personal experiences learning a foreign language, and recommendations to individuals with dyslexia who are faced with fulfilling a foreign language requirement and their…

  3. The Experience of Deep Learning by Accounting Students

    Science.gov (United States)

    Turner, Martin; Baskerville, Rachel

    2013-01-01

    This study examines how to support accounting students to experience deep learning. A sample of 81 students in a third-year undergraduate accounting course was studied employing a phenomenographic research approach, using ten assessed learning tasks for each student (as well as a focus group and student surveys) to measure their experience of how…

  4. Learning through Teaching: A Microbiology Service-Learning Experience

    Directory of Open Access Journals (Sweden)

    Ginny Webb

    2015-11-01

    Full Text Available Service learning is defined as a strategy in which students apply what they have learned in the classroom to a community service project. Many educators would agree that students often learn best through teaching others. This premise was the motivation for a new service-learning project in which undergraduate microbiology students developed and taught hands-on microbiology lessons to local elementary school children. The lessons included teaching basic information about microbes, disease transmission, antibiotics, vaccines, and methods of disease prevention. This service-learning project benefitted the college students by enforcing their knowledge of microbiology and provided them an opportunity to reach out to children within their community. This project also benefitted the local schools by teaching the younger students about microbes, infections, and handwashing. In this paper, I discuss the development and implementation of this new microbiology service-learning project, as well as the observed impact it had on everyone involved.

  5. Not My Problem: Vicarious Conflict Adaptation with Human and Virtual Co-Actors

    Directory of Open Access Journals (Sweden)

    Michiel M. Spapé

    2016-04-01

    Full Text Available The Simon effect refers to an incompatibility between stimulus and response locations resulting in a conflict situation and, consequently, slower responses. Like other conflict effects, it is commonly reduced after repetitions, suggesting an executive control ability, which flexibly rewires cognitive processing and adapts to conflict. Interestingly, conflict is not necessarily individually defined: the Social Simon effect refers to a scenario where two people who share a task show a conflict effect where a single person does not. Recent studies showed these observations might converge into what could be called vicarious conflict adaptation, with evidence indicating that observing someone else’s conflict may subsequently reduce one’s own. While plausible, there is reason for doubt: both the social aspect of the Simon Effect, and the degree to which executive control accounts for the conflict adaptation effect, have become foci of debate in recent studies. Here, we present two experiments that were designed to test the social dimension of the effect by varying the social relationship between the actor and the co-actor. In Experiment 1, participants performed a conflict task with a virtual co-actor, while the actor-observer relationship was manipulated as a function of the similarity between response modalities. In Experiment 2, the same task was performed both with a virtual and with a human co-actor, while heart-rate measurements were taken to measure the impact of observed conflict on autonomous activity. While both experiments replicated the interpersonal conflict adaptation effects, neither showed evidence of the critical social dimension. We consider the findings as demonstrating that vicarious conflict adaptation does not rely on the social relationship between the actor and co-actor.

  6. An Experiment on How Adult Students Can Learn by Designing Engaging Learning Games

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke

    2014-01-01

    worth investigating as a motivational learning strategy. As meaning can be constructed through the manipulation of materials, which facilitates reflection and new ways of thinking, the use of learning games in education is taken one step further into the building of learning games in collaborative...... enables the students to be the designers of their own learning, by allowing them to create their own digital learning games, while implementing learning goals from cross-disciplinary subject matters (Figure 1). Another focus has been to create a learning design that scaffolds the students’ own learning-game......This article presents and discusses the first iteration of a design-based research experiment focusing on how to create a motivating gamified learning design, one that facilitates a deep learning process for adult students making their own learning games. Using games for learning has attracted...

  7. Students experiences with collaborative learning in asynchronous computer-supported collaborative learning environments.

    NARCIS (Netherlands)

    Dewiyanti, Silvia; Brand-Gruwel, Saskia; Jochems, Wim; Broers, Nick

    2008-01-01

    Dewiyanti, S., Brand-Gruwel, S., Jochems, W., & Broers, N. (2007). Students experiences with collaborative learning in asynchronous computer-supported collaborative learning environments. Computers in Human Behavior, 23, 496-514.

  8. Learning design thinking online : studying students' learning experience in shared virtual reality

    OpenAIRE

    Lau, Kung Wong

    2010-01-01

    Learning Design Thinking Online: Studying Students' Learning Experience in Shared Virtual Reality My study attempts to deepen understanding about the learning experiences of design students in undertaking design-thinking exercises in a shared virtual reality. This study has identified the areas of an appropriate pedagogy for E-Learning and the use of a shared virtual environment for students in tertiary design education. Specific questions arising ji"Om this research are: (1...

  9. A robotic approach to understanding the role and the mechanism of vicarious trial-and-error in a T-maze task.

    Science.gov (United States)

    Matsuda, Eiko; Hubert, Julien; Ikegami, Takashi

    2014-01-01

    Vicarious trial-and-error (VTE) is a behavior observed in rat experiments that seems to suggest self-conflict. This behavior is seen mainly when the rats are uncertain about making a decision. The presence of VTE is regarded as an indicator of a deliberative decision-making process, that is, searching, predicting, and evaluating outcomes. This process is slower than automated decision-making processes, such as reflex or habituation, but it allows for flexible and ongoing control of behavior. In this study, we propose for the first time a robotic model of VTE to see if VTE can emerge just from a body-environment interaction and to show the underlying mechanism responsible for the observation of VTE and the advantages provided by it. We tried several robots with different parameters, and we have found that they showed three different types of VTE: high numbers of VTE at the beginning of learning, decreasing numbers afterward (similar VTE pattern to experiments with rats), low during the whole learning period, and high numbers all the time. Therefore, we were able to reproduce the phenomenon of VTE in a model robot using only a simple dynamical neural network with Hebbian learning, which suggests that VTE is an emergent property of a plastic and embodied neural network. From a comparison of the three types of VTE, we demonstrated that 1) VTE is associated with chaotic activity of neurons in our model and 2) VTE-showing robots were robust to environmental perturbations. We suggest that the instability of neuronal activity found in VTE allows ongoing learning to rebuild its strategy continuously, which creates robust behavior. Based on these results, we suggest that VTE is caused by a similar mechanism in biology and leads to robust decision making in an analogous way.

  10. A robotic approach to understanding the role and the mechanism of vicarious trial-and-error in a T-maze task.

    Directory of Open Access Journals (Sweden)

    Eiko Matsuda

    Full Text Available Vicarious trial-and-error (VTE is a behavior observed in rat experiments that seems to suggest self-conflict. This behavior is seen mainly when the rats are uncertain about making a decision. The presence of VTE is regarded as an indicator of a deliberative decision-making process, that is, searching, predicting, and evaluating outcomes. This process is slower than automated decision-making processes, such as reflex or habituation, but it allows for flexible and ongoing control of behavior. In this study, we propose for the first time a robotic model of VTE to see if VTE can emerge just from a body-environment interaction and to show the underlying mechanism responsible for the observation of VTE and the advantages provided by it. We tried several robots with different parameters, and we have found that they showed three different types of VTE: high numbers of VTE at the beginning of learning, decreasing numbers afterward (similar VTE pattern to experiments with rats, low during the whole learning period, and high numbers all the time. Therefore, we were able to reproduce the phenomenon of VTE in a model robot using only a simple dynamical neural network with Hebbian learning, which suggests that VTE is an emergent property of a plastic and embodied neural network. From a comparison of the three types of VTE, we demonstrated that 1 VTE is associated with chaotic activity of neurons in our model and 2 VTE-showing robots were robust to environmental perturbations. We suggest that the instability of neuronal activity found in VTE allows ongoing learning to rebuild its strategy continuously, which creates robust behavior. Based on these results, we suggest that VTE is caused by a similar mechanism in biology and leads to robust decision making in an analogous way.

  11. Teachers' experiences of teaching in a blended learning environment.

    Science.gov (United States)

    Jokinen, Pirkko; Mikkonen, Irma

    2013-11-01

    This paper considers teachers' experiences of teaching undergraduate nursing students in a blended learning environment. The basic idea of the study programme was to support students to reflect on theory and practice, and provide with access to expert and professional knowledge in real-life problem-solving and decision making. Learning was organised to support learning in and about work: students worked full-time and this provided excellent opportunities for learning both in practice, online and face-to-face sessions. The aim of the study was to describe teachers' experiences of planning and implementing teaching and learning in a blended-learning-based adult nursing programme. The research method was qualitative, and the data were collected by three focus group interviews, each with four to six participants. The data were analysed using qualitative content analysis. The results show that the blended learning environment constructed by the combination of face-to-face learning and learning in practice with technology-mediated learning creates challenges that must be taken into consideration when planning and implementing blended teaching and learning. However, it provides good opportunities to enhance students' learning in and about work. This is because such programmes support student motivation through the presence of "real-life" and their relevance to the students' own places of work. Nevertheless, teachers require knowledge of different pedagogical approaches; they need professional development support in redesigning teaching and learning. Copyright © 2013 Elsevier Ltd. All rights reserved.

  12. Experiences with E-learning in Ophthalmology

    OpenAIRE

    Seema Dutt Bandhu; Swati Raje

    2014-01-01

    Introduction: E-learning is the use of internet for the purpose of education. E-learning in medical education is at a nascent stage in our country. The present study was carried out with the purpose of introducing e-learning to third year medical students in the subject of Ophthalmology and taking feedback on their attitude towards the new methodology of teaching and evaluating. Materials and Methods: E-learning was introduced to the seventh semester students of MBBS in the subject of Ophthal...

  13. Unlearning to Learn: Investigating the Lived Experience of Learning English

    Science.gov (United States)

    Hickey, Pamela J.

    2012-01-01

    What is the journey of acquiring language? What is the journey of sharing it? These are the questions that compelled the hermeneutic phenomenological investigation (Gadamer, 1960/2004; van Manen, 1997) that led to this paper. Guided by the voice of Heidegger (1954/2008), I discovered the necessity of "un-learning to learn" in order to hear the…

  14. Learning in Early Childhood: Experiences, Relationships and "Learning to Be"

    Science.gov (United States)

    Tayler, Collette

    2015-01-01

    Learning in the earliest stage of life--the infancy, toddlerhood and preschool period--is relational and rapid. Child-initiated and adult-mediated conversations, playful interactions and learning through active involvement are integral to young children making sense of their environments and to their development over time. The child's experience…

  15. Early clinical experience: do students learn what we expect?

    Science.gov (United States)

    Helmich, Esther; Bolhuis, Sanneke; Laan, Roland; Koopmans, Raymond

    2011-07-01

    Early clinical experience is thought to contribute to the professional development of medical students, but little is known about the kind of learning processes that actually take place. Learning in practice is highly informal and may be difficult to direct by predefined learning outcomes. Learning in medical practice includes a socialisation process in which some learning outcomes may be valued, but others neglected or discouraged. This study describes students' learning goals (prior to a Year 1 nursing attachment) and learning outcomes (after the attachment) in relation to institutional educational goals, and evaluates associations between learning outcomes, student characteristics and place of attachment. A questionnaire containing open-ended questions about learning goals and learning outcomes was administered to all Year 1 medical students (n = 347) before and directly after a 4-week nursing attachment in either a hospital or a nursing home. Two confirmatory focus group interviews were conducted and data were analysed using qualitative and quantitative content analyses. Students' learning goals corresponded with educational goals with a main emphasis on communication and empathy. Other learning goals included gaining insight into the organisation of health care and learning to deal with emotions. Self-reported learning outcomes were the same, but students additionally mentioned reflection on professional behaviour and their own future development. Women and younger students mentioned communication and empathy more often than men and older students. Individual learning goals, with the exception of communicating and empathising with patients, did not predict learning outcomes. Students' learning goals closely match educational goals, which are adequately met in early nursing attachments in both hospitals and nursing homes. Learning to deal with emotions was under-represented as a learning goal and learning outcome, which may indicate that emotional aspects

  16. Experiences with E-learning in Ophthalmology

    Directory of Open Access Journals (Sweden)

    Seema Dutt Bandhu

    2014-01-01

    Full Text Available Introduction: E-learning is the use of internet for the purpose of education. E-learning in medical education is at a nascent stage in our country. The present study was carried out with the purpose of introducing e-learning to third year medical students in the subject of Ophthalmology and taking feedback on their attitude towards the new methodology of teaching and evaluating. Materials and Methods: E-learning was introduced to the seventh semester students of MBBS in the subject of Ophthalmology. The topics were converted to web friendly format and used for teaching and evaluating. Feedback was taken from the students on completion of the term on their attitudes towards e-learning and their views on the scope of e-learning in medical education. Results: All the students agreed on the usefulness of e-learning in medical education. Eleven students (27.5% found the medium of e-learning to be interesting, 15 (37.5% considered it to be easy and accessible, 10 (25% found it to be fast and easy, 4 (10% considered it to be a medium which can give updated information. Twenty-three (57.5% students considered that e-learning should be a medium of instruction in all the subjects, 15 (37.5% students considered its usefulness in clinical subjects only. Twenty-eight students (70% desired that e-learning should be used to provide important notes, questions, MCQs on all topics. Conclusions: E-learning is well accepted as a medium of instruction by medical students.

  17. The Effectiveness of the Gesture-Based Learning System (GBLS and Its Impact on Learning Experience

    Directory of Open Access Journals (Sweden)

    Moamer Ali Shakroum

    2016-06-01

    Full Text Available Several studies and experiments have been conducted in recent years to examine the value and the advantage of using the Gesture-Based Learning System (GBLS.The investigation of the influence of the GBLS mode on the learning outcomes is still scarce. Most previous studies did not address more than one category of learning outcomes (cognitive, affective outcomes, etc. at the same time when used to understand the impact of GBLS. Moreover, none of these studies considered the difference in students’ characteristics such as learning styles and spatial abilities. Therefore, a comprehensive empirical research on the impact of the GBLS mode on learning outcomes is needed. The purpose of this paper is to fill in the gap and to investigate the effectiveness of the GBLS mode on learning using Technology Mediated Learning (TML models. This study revealed that the GBLS mode has greater positive impact on students’ learning outcomes (cognitive and affective outcomes when compared with other two learning modes that are classified as Computer Simulation Software Learning (CSSL mode and conventional learning mode. In addition, this study also found that the GBLS mode is capable of serving all students with different learning styles and spatial ability levels. The results of this study revealed that the GBLS mode outperformed the existing learning methods by providing a unique learning experience that considers the differences between students. The results have also shown that the Kinect user interface can create an interactive and an enjoyable learning experience.

  18. Creating Significant Learning Experiences across Disciplines

    Science.gov (United States)

    Levine, Laura E.; Fallahi, Carolyn R.; Nicoll-Senft, Joan M.; Tessier, Jack T.; Watson, Cheryl L.; Wood, Rebecca M.

    2008-01-01

    The purpose of this study was to use Fink's (2003) taxonomy of significant learning to redesign courses and assess student learning. Significant improvements were found across the semester for students in the six courses, but there were differences in which taxa showed improvement in each course. The meta-analysis showed significant, positive…

  19. The Guided Autobiography Method: A Learning Experience

    Science.gov (United States)

    Thornton, James E.

    2008-01-01

    This article discusses the proposition that learning is an unexplored feature of the guided autobiography method and its developmental exchange. Learning, conceptualized and explored as the embedded and embodied processes, is essential in narrative activities of the guided autobiography method leading to psychosocial development and growth in…

  20. Students' perceptions of a blended learning experience in dental education.

    Science.gov (United States)

    Varthis, S; Anderson, O R

    2018-02-01

    "Flipped" instructional sequencing is a new instructional method where online instruction precedes the group meeting, allowing for more sophisticated learning through discussion and critical thinking during the in-person class session; a novel approach studied in this research. The purpose of this study was to document dental students' perceptions of flipped-based blended learning and to apply a new method of displaying their perceptions based on Likert-scale data analysis using a network diagramming method known as an item correlation network diagram (ICND). In addition, this article aimed to encourage institutions or course directors to consider self-regulated learning and social constructivism as a theoretical framework when blended learning is incorporated in dental curricula. Twenty (second year) dental students at a Northeastern Regional Dental School in the United States participated in this study. A Likert scale was administered before and after the learning experience to obtain evidence of their perceptions of its quality and educational merits. Item correlation network diagrams, based on the intercorrelations amongst the responses to the Likert-scale items, were constructed to display students' changes in perceptions before and after the learning experience. Students reported positive perceptions of the blended learning, and the ICND analysis of their responses before and after the learning experience provided insights into their social (group-based) cognition about the learning experience. The ICNDs are considered evidence of social or group-based cognition, because they are constructed from evidence obtained using intercorrelations of the total group responses to the Likert-scale items. The students positively received blended learning in dental education, and the ICND analyses demonstrated marked changes in their social cognition of the learning experience based on the pre- and post-Likert survey data. Self-regulated learning and social constructivism

  1. Experimenting on how to create a sustainable gamified learning design that supports adult students when learning through designing learning games

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke

    2014-01-01

    digital learning games (small games) in cross‐disciplinary subject matters. The experiment has focused on creating a game‐based learning design that enables the students to implement the learning goals into their games, and on making the game design process motivating and engaging. Another focus......This paper presents and discusses the first iteration of a design‐based research experiment focusing on how to create an overall gamified learning design (big Game) facilitating the learning process for adult students by letting them be their own learning designers through designing their own...... of the study has been to create a sustainable learning design that supports the learning game design process and gives teachers the ability to evaluate whether the students have been successful in learning their subject matter through this learning game design process. The findings are that this initial...

  2. Beyond Vicary's fantasies: The impact of subliminal priming and brand choice

    NARCIS (Netherlands)

    Karremans, J.C.T.M.; Stroebe, W.; Claus, J.

    2006-01-01

    With his claim to have increased sales of Coca Cola and popcorn in a movie theatre through subliminal messages flashed on the screen, James Vicary raised the possibility of subliminal advertising. Nobody has ever replicated Vicary's findings and his study was a hoax. This article reports two

  3. Vicarious Trauma: Predictors of Clinicians' Disrupted Cognitions about Self-Esteem and Self-Intimacy

    Science.gov (United States)

    Way, Ineke; VanDeusen, Karen; Cottrell, Tom

    2007-01-01

    This study examined vicarious trauma in clinicians who provide sexual abuse treatment (N = 383). A random sample of clinical members from the Association for the Treatment of Sexual Abusers and American Professional Society on the Abuse of Children were surveyed. Vicarious trauma was measured using the Trauma Stress Institute Belief Scale…

  4. The patient as experience broker in clinical learning.

    Science.gov (United States)

    Stockhausen, Lynette J

    2009-05-01

    A review of the literature reveals deficit information on patient's involvement in student's learning. The study presented in this paper investigates how the educationally unprepared patient engages with students and experienced clinicians to become involved in learning and teaching encounters. As a qualitative study 14 adult patients were interviewed to determine how they perceived experienced clinicians and students engage in learning and teaching moments and how the patient contributes to students learning to care. Revealed is a new and exciting dimension in learning and teaching in the clinical environment. Patients as experience brokers are positioned in a unique learning triad as they mediate and observe teaching and learning to care between students and experienced clinicians whilst also becoming participants in teaching to care. Further investigation is warranted to determine the multi-dimensional aspects of patients' involvement in student learning in various clinical environments. Future studies have the potential to represent a new educational perspective (andragogy).

  5. Learners' experiences of learning support in selected Western Cape schools

    Directory of Open Access Journals (Sweden)

    Olaniyi Bojuwoye

    2014-01-01

    Full Text Available The study explored Western Cape primary and secondary school learners' experiences regarding the provision and utilization of support services for improving learning. A qualitative interpretive approach was adopted and data gathered through focus group interviews involving 90 learners. Results revealed that learners received and utilized various forms of learning support from their schools, teachers, and peers. The learning support assisted in meeting learners' academic, social and emotional needs by addressing barriers to learning, creating conducive learning environments, enhancing learners' self-esteem and improving learners' academic performance.

  6. My partner's stories: relationships between personal and vicarious life stories within romantic couples.

    Science.gov (United States)

    Panattoni, Katherine; Thomsen, Dorthe Kirkegaard

    2018-06-12

    In this paper, we examined relationships and differences between personal and vicarious life stories, i.e., the life stories one knows of others. Personal and vicarious life stories of both members of 51 young couples (102 participants), based on McAdams' Life Story Interview (2008), were collected. We found significant positive relationships between participants' personal and vicarious life stories on agency and communion themes and redemption sequences. We also found significant positive relationships between participants' vicarious life stories about their partners and those partners' personal life stories on agency and communion, but not redemption. Furthermore, these relationships were not explained by similarity between couples' two personal life stories, as no associations were found between couples' personal stories on agency, communion and redemption. These results suggest that the way we construct the vicarious life stories of close others may reflect how we construct our personal life stories.

  7. Risk of vicarious trauma in nursing research: a focused mapping review and synthesis.

    Science.gov (United States)

    Taylor, Julie; Bradbury-Jones, Caroline; Breckenridge, Jenna P; Jones, Christine; Herber, Oliver Rudolf

    2016-10-01

    To provide a snapshot of how vicarious trauma is considered within the published nursing research literature. Vicarious trauma (secondary traumatic stress) has been the focus of attention in nursing practice for many years. The most pertinent areas to invoke vicarious trauma in research have been suggested as abuse/violence and death/dying. What is not known is how researchers account for the risks of vicarious trauma in research. Focused mapping review and synthesis. Empirical studies meeting criteria for abuse/violence or death/dying in relevant Scopus ranked top nursing journals (n = 6) January 2009 to December 2014. Relevant papers were scrutinised for the extent to which researchers discussed the risk of vicarious trauma. Aspects of the studies were mapped systematically to a pre-defined template, allowing patterns and gaps in authors' reporting to be determined. These were synthesised into a coherent profile of current reporting practices and from this, a new conceptualisation seeking to anticipate and address the risk of vicarious trauma was developed. Two thousand five hundred and three papers were published during the review period, of which 104 met the inclusion criteria. Studies were distributed evenly by method (52 qualitative; 51 quantitative; one mixed methods) and by focus (54 abuse/violence; 50 death/dying). The majority of studies (98) were carried out in adult populations. Only two papers reported on vicarious trauma. The conceptualisation of vicarious trauma takes account of both sensitivity of the substantive data collected, and closeness of those involved with the research. This might assist researchers in designing ethical and protective research and foreground the importance of managing risks of vicarious trauma. Vicarious trauma is not well considered in research into clinically important topics. Our proposed framework allows for consideration of these so that precautionary measures can be put in place to minimise harm to staff. © 2016

  8. Are positive learning experiences levers for lifelong learning among low educated workers?van kennistekorten?

    NARCIS (Netherlands)

    Sanders, J.M.A.F.; Damen, M.A.W.; Dam, K. van

    2015-01-01

    Purpose Based on the theory of planned behaviour and social learning theory, the purpose of this paper is to investigate the effect of training participation and learning experience on the beliefs of low-educated employees about their self-efficacy for learning. Design/methodology/approach

  9. Learning during Tourism: The Experience of Learning from the Tourist's Perspective

    Science.gov (United States)

    Van Winkle, Christine M.; Lagay, Katya

    2012-01-01

    The purpose of the research described in the paper was to explore the learning experience that occurs during leisure tourism from the tourist's perspective. Learning throughout the lifespan occurs in diverse contexts and travel presents a unique learning environment enabling both unplanned and planned opportunities. The Husserlian phenomenology…

  10. Peer Mentorship and Transformational Learning: PhD Student Experiences

    Science.gov (United States)

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

    2014-01-01

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

  11. Study Abroad: Enhanced Learning Experience in Cultural Diversity

    Science.gov (United States)

    Jaoko, Japheth

    2010-01-01

    This paper examines how a study abroad experiential learning course in diversity provided a cultural immersion experience for a group of social work students from a small private university in central Kentucky. The students participated in a three-week international education experience in Kenya and reported this experience helped them become more…

  12. Enhancing the blended learning experience of Calculus I students

    Directory of Open Access Journals (Sweden)

    A. Al-Ghassani

    2015-08-01

    Full Text Available Blended Learning showed in the last two decades to be one of the effective ways in education and training. We illustrate our initiative experience with blended learning in the course Calculus I. The main goals we want to achieve are improving students understanding of the course concepts, increasing the level of uniformity in this multi-sections course and enhancing students blended learning experience online and offline. Consequently, this affects positively students' academic performance. We describe and discuss the results that we achieved and the challenges we encountered in view of the initiative aims and goals. The blended learning delivery methods were through Learning Management System (LMS as the online medium and through new offline activities inside and outside the classroom. The LMS we used is Moodle. We designed the resources and activities to cater for the learners different needs. The offline activities were chosen and designed to strengthen the weakness in students study skills based in our experience.

  13. Evoked prior learning experience and approach to learning as predictors of academic achievement.

    Science.gov (United States)

    Trigwell, Keith; Ashwin, Paul; Millan, Elena S

    2013-09-01

    In separate studies and research from different perspectives, five factors are found to be among those related to higher quality outcomes of student learning (academic achievement). Those factors are higher self-efficacy, deeper approaches to learning, higher quality teaching, students' perceptions that their workload is appropriate, and greater learning motivation. University learning improvement strategies have been built on these research results. To investigate how students' evoked prior experience, perceptions of their learning environment, and their approaches to learning collectively contribute to academic achievement. This is the first study to investigate motivation and self-efficacy in the same educational context as conceptions of learning, approaches to learning and perceptions of the learning environment. Undergraduate students (773) from the full range of disciplines were part of a group of over 2,300 students who volunteered to complete a survey of their learning experience. On completing their degrees 6 and 18 months later, their academic achievement was matched with their learning experience survey data. A 77-item questionnaire was used to gather students' self-report of their evoked prior experience (self-efficacy, learning motivation, and conceptions of learning), perceptions of learning context (teaching quality and appropriate workload), and approaches to learning (deep and surface). Academic achievement was measured using the English honours degree classification system. Analyses were conducted using correlational and multi-variable (structural equation modelling) methods. The results from the correlation methods confirmed those found in numerous earlier studies. The results from the multi-variable analyses indicated that surface approach to learning was the strongest predictor of academic achievement, with self-efficacy and motivation also found to be directly related. In contrast to the correlation results, a deep approach to learning was

  14. Exploring nursing students’ experience of peer learning in clinical practice

    Science.gov (United States)

    Ravanipour, Maryam; Bahreini, Masoud; Ravanipour, Masoumeh

    2015-01-01

    Background: Peer learning is an educational process wherein someone of the same age or level of experience level interacts with other students interested in the same topic. There is limited evidence specifically focusing on the practical use of peer learning in Iran. The aim of this study was to explore nursing students’ experiences of peer learning in clinical practice. Materials and Methods: A qualitative content analysis was conducted. Focus groups were used to find the students’ experiences about peerlearning. Twenty-eight baccalaureate nursing students at Bushehr University of Medical Sciences were selected purposively, and were arranged in four groups of seven students each. The focus group interviews were conducted using a semi-structured interview schedule. All interviews were tape-recorded, transcribed verbatim, and analyzed using conventional content analysis method. Results: The analysis identified four themes: Paradoxical dualism, peer exploitation, first learning efficacy, and socialization practice. Gained advantages and perceived disadvantages created paradoxical dualism, and peer exploitation resulted from peer selection and peer training. Conclusion: Nursing students reported general satisfaction concerning peer learning due to much more in-depth learning with little stress than conventional learning methods. Peer learning is a useful method for nursing students for practicing educational leadership and learning the clinical skills before they get a job. PMID:26097860

  15. Experiences of Chinese international students learning English at ...

    African Journals Online (AJOL)

    This article aims to provide insight into the experiences of Chinese international students in some South African tertiary institutions. The study investigates their successes and failures in endeavouring to learn English and the culture shock and 'learning shock' they endure when registering to study in an African country with ...

  16. Optimising the Blended Learning Environment: The Arab Open University Experience

    Science.gov (United States)

    Hamdi, Tahrir; Abu Qudais, Mohammed

    2018-01-01

    This paper will offer some insights into possible ways to optimise the blended learning environment based on experience with this modality of teaching at Arab Open University/Jordan branch and also by reflecting upon the results of several meta-analytical studies, which have shown blended learning environments to be more effective than their face…

  17. The "Tutorless" Design Studio: A Radical Experiment in Blended Learning

    Science.gov (United States)

    Hill, Glen Andrew

    2017-01-01

    This paper describes a pedagogical experiment in which a suite of novel blended learning strategies was used to replace the traditional role of design tutors in a first year architectural design studio. The pedagogical objectives, blended learning strategies and outcomes of the course are detailed. While the quality of the student design work…

  18. Student teachers' experiences of a learning programme based on ...

    African Journals Online (AJOL)

    The aim of this article is to explore student teachers' experiences of the content dimension of the essential features of technology and Technology Education in an OBE related learning programme. To achieve this, a learning programme was developed using criteria derived from these essential features. In gauging ...

  19. Leading and Learning as a Transcultural Experience: A Visual Account

    Science.gov (United States)

    Schratz, Michael

    2009-01-01

    Leaving one's own territory in research by taking part in an international project is like learning a new language: it's not just learning a new vocabulary and grammar, but is a total human experience which is best learnt in everyday activity. Social scientists like Jean Lave argued that "knowledge-in-practice, constituted in the settings of…

  20. Enhancing Children's Outdoor Learning Experiences with a Mobile Application

    Science.gov (United States)

    Rikala, Jenni

    2015-01-01

    This paper examines how a mobile learning application can enhance children's outdoor learning experiences. The study draws upon empirical evidence gathered in one case study conducted in a Finnish primary school setting in the fall of 2012. The data were collected with student and teacher surveys. The case study indicated that the mobile…

  1. Information Literacy (IL) learning experiences: A literature review ...

    African Journals Online (AJOL)

    This paper is a review of extant literature on information literacy. The study reports literature on IL learning experiences in institutions across the globe. It also discusses the spectrum of literacy to give information literacy a context. Furthermore, the paper presents an overview of IL learning initiatives in academic ...

  2. Learning English: Experiences and Needs of Saudi Engineering Students

    Science.gov (United States)

    Unruh, Susan; Obeidat, Fayiz

    2015-01-01

    In this qualitative study, Saudi engineering students talk openly of their experiences learning English in the Kingdom of Saudi Arabia (KSA) and as university students in the United States (US). These students reported that they learned only the basics of vocabulary and grammar in KSA. Consequently, they came to the US with few English skills. In…

  3. Informal Learning: A Lived Experience in a University Musicianship Class

    Science.gov (United States)

    Mok, Annie O.

    2017-01-01

    This study investigates how a class of university music students who engaged in a "lived" experience of informal learning adopted methods and strategies to complete a self-learning "aural copying" performance assignment in a musicianship class in Hong Kong. Data were collected from observations of the performances and the…

  4. Experiences of Practice-Based Learning in Phenomenographic Perspective

    Science.gov (United States)

    Rovio-Johansson, Airi

    2018-01-01

    Purpose: The paper aims to examine, within the context of professional practice and learning, how designers collaboratively working in international teams experience practice-based learning and how such occasions contribute to professional development. Design/methodology/approach: The paper introduces the cooperation project between Tibro Training…

  5. Higher Education Learning Experiences among Vietnamese Immigrant Women in Taiwan

    Science.gov (United States)

    Wu, Ya-Ling; Wu, Hsing-Chen

    2015-01-01

    Based on a sociocultural approach to adult learning and poststructural feminist theories, this study draws on interviews with 11 married Vietnamese women to explore the higher education learning experiences of Vietnamese immigrant women in Taiwan. On the basis of their husbands' permission and support, Vietnamese immigrant women embraced the…

  6. Subtitles and language learning principles, strategies and practical experiences

    CERN Document Server

    Mariotti, Cristina; Caimi, Annamaria

    2014-01-01

    The articles collected in this publication combine diachronic and synchronic research with the description of updated teaching experiences showing the educational role of subtitled audiovisuals in various foreign language learning settings.

  7. The Design, Experience and Practice of Networked Learning

    DEFF Research Database (Denmark)

    . The Design, Experience and Practice of Networked Learning will prove indispensable reading for researchers, teachers, consultants, and instructional designers in higher and continuing education; for those involved in staff and educational development, and for those studying post graduate qualifications...

  8. An exploration of students' experiences of Blended Learning in a ...

    African Journals Online (AJOL)

    ... experiences of Blended Learning through their interaction with the adaptive ... to university resources such as computers and Wi-Fi had a greater chance of ... were discordant - students scored better on online tests than in written tests.

  9. Family experiences, the motivation for science learning and science ...

    African Journals Online (AJOL)

    Schulze, Salome

    Student Motivation for Science Learning questionnaire combined with items investigating family experiences. The findings .... decisions and formulate behavioural goals for their ..... science achievement, making interpretation diffi- cult and ...

  10. Experimenting "Learn by Doing" and "Learn by Failing"

    Science.gov (United States)

    Pozzi, Rossella; Noè, Carlo; Rossi, Tommaso

    2015-01-01

    According to the literature, in recent years, developing experiential learning has fulfilled the requirement of a deep understanding of lean philosophy by engineering students, demonstrating the advantages and disadvantages of some of the key principles of lean manufacturing. On the other hand, the literature evidences how some kinds of game-based…

  11. Grounded Learning Experience: Helping Students Learn Physics through Visuo-Haptic Priming and Instruction

    Science.gov (United States)

    Huang, Shih-Chieh Douglas

    2013-01-01

    In this dissertation, I investigate the effects of a grounded learning experience on college students' mental models of physics systems. The grounded learning experience consisted of a priming stage and an instruction stage, and within each stage, one of two different types of visuo-haptic representation was applied: visuo-gestural simulation…

  12. What Students Really Learn: Contrasting Medical and Nursing Students' Experiences of the Clinical Learning Environment

    Science.gov (United States)

    Liljedahl, Matilda; Boman, Lena Engqvist; Fält, Charlotte Porthén; Bolander Laksov, Klara

    2015-01-01

    This paper explores and contrasts undergraduate medical and nursing students' experiences of the clinical learning environment. Using a sociocultural perspective of learning and an interpretative approach, 15 in-depth interviews with medical and nursing students were analysed with content analysis. Students' experiences are described using a…

  13. Relationship between student preparedness, learning experiences ...

    African Journals Online (AJOL)

    Background. One of the more discernible needs that challenges universities is addressing the level of preparedness of students entering the higher education environment. Students expect to participate in active learning, while at the same time adopting a certain level of agency to successfully pass through higher ...

  14. Learning experiences of physiotherapy students during primary ...

    African Journals Online (AJOL)

    Background. Primary healthcare (PHC) is necessary to address the health needs of communities. It creates the opportunity for the attainment of curricular outcomes through community-based education. Appropriate learning opportunities are needed to enable students to develop the necessary skills to attain these outcomes ...

  15. Teacher Learning from Girls' Informal Science Experiences

    Science.gov (United States)

    Birmingham, Daniel J.

    2013-01-01

    School science continues to fail to engage youth from non-dominant communities (Carlone, Huan-Frank & Webb, 2011). However, recent research demonstrates that informal science learning settings support both knowledge gains and increased participation in science among youth from non-dominant communities (Dierking, 2007; Falk et al., 2007; HFRP,…

  16. University Academics' Experiences of Learning through Mentoring

    Science.gov (United States)

    Ambler, Trudy; Harvey, Marina; Cahir, Jayde

    2016-01-01

    The use of mentoring for staff development is well established within schools and the business sector, yet it has received limited consideration in the higher education literature as an approach to supporting learning for academics. In this study located at one metropolitan university in Australia, an online questionnaire and one-on-one…

  17. The learning experience with electronic museum guides

    NARCIS (Netherlands)

    Bartneck, C.; Masuoka, A.; Takahashi, T.; Fukaya, T.

    2006-01-01

    Within the contextual model of learning framework, the authors conducted a study with electronic handheld guides at the Van Abbemuseum (Eindhoven, the Netherlands). This study investigated the influence that limiting users' freedom of choice and control by facilitated mediation of others has on

  18. Myanmar: The Community Learning Centre Experience.

    Science.gov (United States)

    Middelborg, Jorn; Duvieusart, Baudouin, Ed.

    A community learning centre (CLC) is a local educational institution outside the formal education system, usually set up and managed by local people. CLCs were first introduced in Myanmar in 1994, and by 2001 there were 71 CLCs in 11 townships. The townships are characterized by remoteness, landlessness, unemployment, dependency on one cash crop,…

  19. Second Language Experience Facilitates Statistical Learning of Novel Linguistic Materials.

    Science.gov (United States)

    Potter, Christine E; Wang, Tianlin; Saffran, Jenny R

    2017-04-01

    Recent research has begun to explore individual differences in statistical learning, and how those differences may be related to other cognitive abilities, particularly their effects on language learning. In this research, we explored a different type of relationship between language learning and statistical learning: the possibility that learning a new language may also influence statistical learning by changing the regularities to which learners are sensitive. We tested two groups of participants, Mandarin Learners and Naïve Controls, at two time points, 6 months apart. At each time point, participants performed two different statistical learning tasks: an artificial tonal language statistical learning task and a visual statistical learning task. Only the Mandarin-learning group showed significant improvement on the linguistic task, whereas both groups improved equally on the visual task. These results support the view that there are multiple influences on statistical learning. Domain-relevant experiences may affect the regularities that learners can discover when presented with novel stimuli. Copyright © 2016 Cognitive Science Society, Inc.

  20. How to explore learning as an occupational experience

    DEFF Research Database (Denmark)

    Lunn, Tine Bieber Kirkegaard; Sørensen, Marie-Louise; Østergaard, Amanda

    occupation as a theoretical concept, and learning and mastering occupation as a competence. We learn from doing, sharing the doing and developing skills through doing (1). How do we design the curriculum so that the students can embody the power and meaning of occupation? By rethinking curriculum we designed...... “Exploratorium of occupation”. A learning space to explore and do occupation. Students reflect and work on challenges, feelings, motivation, adaptation and adjustments to seek the potential of their chosen occupation. Experience is shared and participants will participate in exploring learning about occupation....

  1. Nursing student voices: reflections on an international service learning experience.

    Science.gov (United States)

    Main, E Eve; Garrett-Wright, Dawn; Kerby, Molly

    2013-01-01

    For the past decade participation in service and experiential learning in higher education has increased. The purpose of this study was to explore the lived experience of BSN and MSN students participating in a multidisciplinary service-learning course in a rural, underserved village in Belize. Researchers analyzed student journals utilizing qualitative data analysis techniques. There were eight consistent themes found in the student journals. The findings indicate that international service learning opportunities increase students' awareness of their place in a global society and the potential contribution they can make in society. For the past decade, service and experiential learning in higher education, including nursing education, has become increasingly important. Simply put, service and experiential learning combine community service activities with a student's academic study for the sole purpose of enriching the academic experience. As faculty, we feel the goal of baccalaureate and graduate nursing education is to produce an educated professional who will become a responsible citizen.

  2. Designing learning experiences together with children

    OpenAIRE

    Leinonen, Jonna; Venninen, Tuulikki

    2012-01-01

    Children’s participation in early childhood education context has attracted considerable attention in recent years. Participation means involving and enabling children to take part in decision-making processes about their everyday life. Educators are supporters and enablers of participatory practices. The process of planning activities is an important part of educator’s profession in early childhood education and it can be viewed as a designing learning process. But not only as adults designi...

  3. Lecture capturing assisted teaching and learning experience

    Science.gov (United States)

    Chen, Li

    2015-03-01

    When it comes to learning, a deep understanding of the material and a broadband of knowledge are equally important. However, provided limited amount of semester time, instructors often find themselves struggling to reach both aspects at the same time and are often forced to make a choice between the two. On one hand, we would like to spend much time to train our students, with demonstrations, step by step guidance and practice, to develop strong critical thinking skills and problem-solving skills. On the other hand, we also would like to cover a wide range of content topics to broaden our students' understanding. In this presentation, we propose a working scheme that may assist to achieve these two goals at the same time without sacrificing either one. With the help of recorded and pre-recorded lectures and other class materials, it allows instructors to spend more class time to focus on developing critical thinking skills and problem-solving skills, and to apply and connect principle knowledge with real life phenomena. It also allows our students to digest the material at a pace they are comfortable with by watching the recorded lectures over and over. Students now have something as a backup to refer to when they have random mistakes and/or missing spots on their notes, and hence take more ownership of their learning. Advanced technology have offered flexibility of how/when the content can be delivered, and have been assisting towards better teaching and learning strategies.

  4. These lives will not be lost in vain: organizational learning from disaster in US coal mining

    Energy Technology Data Exchange (ETDEWEB)

    Madsen, P.M. [Brigham Young University, Provo, UT (United States). Marriott School Management

    2009-09-15

    The stated purpose of the investigations that invariably follow industrial, transportation, and mining disasters is to learn from those tragedies to prevent future tragedies. But does prior experience with disaster make organizations more capable of preventing future disasters? Do organizations learn from disasters experienced by other organizations? Do organizations learn differently from rare disasters than they do from common minor accidents? In its present state, the organizational safety literature is poorly equipped to answer these questions. The present work begins to address this gap by empirically examining how prior organizational experience with disaster affects the likelihood that organizations will experience future disasters. It approaches the issue in the context of fatal U.S. coal mining accidents from 1983 to 2006. The analysis demonstrates that organizations do learn to prevent future disasters through both direct and vicarious experience with disaster. It also indicates that the mechanisms through which organizations learn from disasters differ from those through which they learn from minor accidents.

  5. Lifelong learning: Established concepts and evolving values.

    Science.gov (United States)

    Talati, Jamsheer Jehangir

    2014-03-01

    To summarise the concepts critical for understanding the content and value of lifelong learning (LL). Ideas generated by personal experience were combined with those of philosophers, social scientists, educational institutions, governments and UNESCO, to facilitate an understanding of the importance of the basic concepts of LL. Autopoietic, continuous, self-determined, informal, vicarious, biographical, lifelong reflexive learning, from and for society, when supported by self-chosen formal courses, can build capacities and portable skills that allow useful responses to challenges and society's new structures of governance. The need for LL is driven by challenges. LL flows continuously in pursuit of one agenda, which could either be citizenship, as is conventional, or as this article proposes, health. LL cannot be wholly centred on vocation. Continuous medical education and continuous professional development, important in their own right, cannot supply all that is needed. LL aids society with its learning, and it requires an awareness of the environment and structures of society. It is heavily vicarious, draws on formal learning and relies for effectiveness on reflection, self-assessment and personal shaping of views of the world from different perspectives. Health is critical to rational thought and peace, and determines society's capacity to govern itself, and improve its health. LL should be reshaped to focus on health not citizenship. Therefore, embedding learning in society and environment is critical. Each urologist must develop an understanding of the numerous concepts in LL, of which 'biographicisation' is the seed that will promote innovative strategies.

  6. Noradrenergic signaling in the medial prefrontal cortex and amygdala differentially regulates vicarious trial-and-error in a spatial decision-making task.

    Science.gov (United States)

    Amemiya, Seiichiro; Kubota, Natsuko; Umeyama, Nao; Nishijima, Takeshi; Kita, Ichiro

    2016-01-15

    In uncertain choice situations, we deliberately search and evaluate possible options before taking an action. Once we form a preference regarding the current situation, we take an action more automatically and with less deliberation. In rats, the deliberation process can be seen in vicarious trial-and-error behavior (VTE), which is a head-orienting behavior toward options at a choice point. Recent neurophysiological findings suggest that VTE reflects the rat's thinking about future options as deliberation, expectation, and planning when rats feel conflict. VTE occurs depending on the demand: an increase occurs during initial learning, and a decrease occurs with progression in learning. However, the brain circuit underlying the regulation of VTE has not been thoroughly examined. In situations in which VTE often appears, the medial prefrontal cortex (mPFC) and the amygdala (AMY) are crucial for learning and decision making. Our previous study reported that noradrenaline regulates VTE. Here, to investigate whether the mPFC and AMY are involved in regulation of VTE, we examined the effects of local injection of clonidine, an alpha2 adrenergic autoreceptor agonist, into either region in rats during VTE and choice behavior during a T-maze choice task. Injection of clonidine into either region impaired selection of the advantageous choice in the task. Furthermore, clonidine injection into the mPFC suppressed occurrence of VTE in the early phase of the task, whereas injection into the AMY inhibited the decrease in VTE in the later phase and thus maintained a high level of VTE throughout the task. These results suggest that the mPFC and AMY play a role in the increase and decrease in VTE, respectively, and that noradrenergic mechanisms mediate the dynamic regulation of VTE over experiences. Copyright © 2015 Elsevier B.V. All rights reserved.

  7. Conflict between place and response navigation strategies: effects on vicarious trial and error (VTE) behaviors.

    Science.gov (United States)

    Schmidt, Brandy; Papale, Andrew; Redish, A David; Markus, Etan J

    2013-02-15

    Navigation can be accomplished through multiple decision-making strategies, using different information-processing computations. A well-studied dichotomy in these decision-making strategies compares hippocampal-dependent "place" and dorsal-lateral striatal-dependent "response" strategies. A place strategy depends on the ability to flexibly respond to environmental cues, while a response strategy depends on the ability to quickly recognize and react to situations with well-learned action-outcome relationships. When rats reach decision points, they sometimes pause and orient toward the potential routes of travel, a process termed vicarious trial and error (VTE). VTE co-occurs with neurophysiological information processing, including sweeps of representation ahead of the animal in the hippocampus and transient representations of reward in the ventral striatum and orbitofrontal cortex. To examine the relationship between VTE and the place/response strategy dichotomy, we analyzed data in which rats were cued to switch between place and response strategies on a plus maze. The configuration of the maze allowed for place and response strategies to work competitively or cooperatively. Animals showed increased VTE on trials entailing competition between navigational systems, linking VTE with deliberative decision-making. Even in a well-learned task, VTE was preferentially exhibited when a spatial selection was required, further linking VTE behavior with decision-making associated with hippocampal processing.

  8. Experiments as Liminal Learning Spaces in Leadership Development

    DEFF Research Database (Denmark)

    Kjærgaard, Annemette; Meier, Frank; Tangkjær, Christian

    In this paper we address the question of what professional practitioner students learn from experiments in leadership development programs. Drawing from our own design and teaching in a leadership programme, we explore how certain models and frameworks become threshold concepts for students’ lear...... practical implications for using threshold concepts in designing experiments in leadership development education for professional practitioners....

  9. Learner's Learning Experiences & Difficulties towards (ESL) among UKM Undergraduates

    Science.gov (United States)

    Maarof, Nooreiny; Munusamy, Indira Malani A/P

    2015-01-01

    This paper aims to investigate the learners learning experiences and difficulties of ESL among the UKM undergraduates. This study will be focusing on identifying the factors behind Malaysian undergraduate's experiences and also their difficulties in the English as Second Language (ESL) classroom. This paper discusses some of the issues of English…

  10. Lessening Sensitivity: Student Experiences of Teaching and Learning Sensitive Issues

    Science.gov (United States)

    Lowe, Pam

    2015-01-01

    Despite growing interest in learning and teaching as emotional activities, there is still very little research on experiences of sensitive issues. Using qualitative data from students from a range of social science disciplines, this study investigates student's experiences. The paper highlights how, although they found it difficult and distressing…

  11. Vicarious revenge and the death of Osama bin Laden.

    Science.gov (United States)

    Gollwitzer, Mario; Skitka, Linda J; Wisneski, Daniel; Sjöström, Arne; Liberman, Peter; Nazir, Syed Javed; Bushman, Brad J

    2014-05-01

    Three hypotheses were derived from research on vicarious revenge and tested in the context of the assassination of Osama bin Laden in 2011. In line with the notion that revenge aims at delivering a message (the "message hypothesis"), Study 1 shows that Americans' vengeful desires in the aftermath of 9/11 predicted a sense of justice achieved after bin Laden's death, and that this effect was mediated by perceptions that his assassination sent a message to the perpetrators to not "mess" with the United States. In line with the "blood lust hypothesis," his assassination also sparked a desire to take further revenge and to continue the "war on terror." Finally, in line with the "intent hypothesis," Study 2 shows that Americans (but not Pakistanis or Germans) considered the fact that bin Laden was killed intentionally more satisfactory than the possibility of bin Laden being killed accidentally (e.g., in an airplane crash).

  12. Psychotic Experiences and Overhasty Inferences Are Related to Maladaptive Learning.

    Directory of Open Access Journals (Sweden)

    Heiner Stuke

    2017-01-01

    Full Text Available Theoretical accounts suggest that an alteration in the brain's learning mechanisms might lead to overhasty inferences, resulting in psychotic symptoms. Here, we sought to elucidate the suggested link between maladaptive learning and psychosis. Ninety-eight healthy individuals with varying degrees of delusional ideation and hallucinatory experiences performed a probabilistic reasoning task that allowed us to quantify overhasty inferences. Replicating previous results, we found a relationship between psychotic experiences and overhasty inferences during probabilistic reasoning. Computational modelling revealed that the behavioral data was best explained by a novel computational learning model that formalizes the adaptiveness of learning by a non-linear distortion of prediction error processing, where an increased non-linearity implies a growing resilience against learning from surprising and thus unreliable information (large prediction errors. Most importantly, a decreased adaptiveness of learning predicted delusional ideation and hallucinatory experiences. Our current findings provide a formal description of the computational mechanisms underlying overhasty inferences, thereby empirically substantiating theories that link psychosis to maladaptive learning.

  13. Effects over time of self-reported direct and vicarious racial discrimination on depressive symptoms and loneliness among Australian school students.

    Science.gov (United States)

    Priest, Naomi; Perry, Ryan; Ferdinand, Angeline; Kelaher, Margaret; Paradies, Yin

    2017-02-03

    Racism and racial discrimination are increasingly acknowledged as a critical determinant of health and health inequalities. However, patterns and impacts of racial discrimination among children and adolescents remain under-investigated, including how different experiences of racial discrimination co-occur and influence health and development over time. This study examines associations between self-reported direct and vicarious racial discrimination experiences and loneliness and depressive symptoms over time among Australian school students. Across seven schools, 142 students (54.2% female), age at T1 from 8 to 15 years old (M = 11.14, SD = 2.2), and from diverse racial/ethnic and migration backgrounds (37.3% born in English-speaking countries as were one or both parents) self-reported racial discrimination experiences (direct and vicarious) and mental health (depressive symptoms and loneliness) at baseline and 9 months later at follow up. A full cross-lagged panel design was modelled using MPLUS v.7 with all variables included at both time points. A cross-lagged effect of perceived direct racial discrimination on later depressive symptoms and on later loneliness was found. As expected, the effect of direct discrimination on both health outcomes was unidirectional as mental health did not reciprocally influence reported racism. There was no evidence that vicarious racial discrimination influenced either depressive symptoms or loneliness beyond the effect of direct racial discrimination. Findings suggest direct racial discrimination has a persistent effect on depressive symptoms and loneliness among school students over time. Future work to explore associations between direct and vicarious discrimination is required.

  14. Hippocampus, delay discounting, and vicarious trial-and-error.

    Science.gov (United States)

    Bett, David; Murdoch, Lauren H; Wood, Emma R; Dudchenko, Paul A

    2015-05-01

    In decision-making, an immediate reward is usually preferred to a delayed reward, even if the latter is larger. We tested whether the hippocampus is necessary for this form of temporal discounting, and for vicarious trial-and-error at the decision point. Rats were trained on a recently developed, adjustable delay-discounting task (Papale et al. (2012) Cogn Affect Behav Neurosci 12:513-526), which featured a choice between a small, nearly immediate reward, and a larger, delayed reward. Rats then received either hippocampus or sham lesions. Animals with hippocampus lesions adjusted the delay for the larger reward to a level similar to that of sham-lesioned animals, suggesting a similar valuation capacity. However, the hippocampus lesion group spent significantly longer investigating the small and large rewards in the first part of the sessions, and were less sensitive to changes in the amount of reward in the large reward maze arm. Both sham- and hippocampus-lesioned rats showed a greater amount of vicarious trial-and-error on trials in which the delay was adjusted. In a nonadjusting version of the delay discounting task, animals with hippocampus lesions showed more variability in their preference for a larger reward that was delayed by 10 s compared with sham-lesioned animals. To verify the lesion behaviorally, rat were subsequently trained on a water maze task, and rats with hippocampus lesions were significantly impaired compared with sham-lesioned animals. The findings on the delay discounting tasks suggest that damage to the hippocampus may impair the detection of reward magnitude. © 2014 Wiley Periodicals, Inc.

  15. Exploring Students' Perceptions of Service-Learning Experiences in an Undergraduate Web Design Course

    Science.gov (United States)

    Lee, Sang Joon; Wilder, Charlie; Yu, Chien

    2018-01-01

    Service-learning is an experiential learning experience where students learn and develop through active participation in community service to meet the needs of a community. This study explored student learning experiences in a service-learning group project and their perceptions of service-learning in an undergraduate web design course. The data…

  16. Architecting Learning Continuities for Families Across Informal Science Experiences

    Science.gov (United States)

    Perin, Suzanne Marie

    By first recognizing the valuable social and scientific practices taking place within families as they learn science together across multiple, everyday settings, this dissertation addresses questions of how to design and scaffold activities that build and expand on those practices to foster a deep understanding of science, and how the aesthetic experience of learning science builds connections across educational settings. Families were invited to visit a natural history museum, an aquarium, and a place or activity of the family's choice that they associated with science learning. Some families were asked to use a set of activities during their study visits based on the practices of science (National Research Council, 2012), which were delivered via smartphone app or on paper cards. I use design-based research, video data analysis and interaction analysis to examine how families build connections between informal science learning settings. Chapter 2 outlines the research-based design process of creating activities for families that fostered connections across multiple learning settings, regardless of the topical content of those settings. Implications of this study point to means for linking everyday family social practices such as questioning, observing, and disagreeing to the practices of science through activities that are not site-specific. The next paper delves into aesthetic experience of science learning, and I use video interaction analysis and linguistic analysis to show how notions of beauty and pleasure (and their opposites) are perfused throughout learning activity. Designing for aesthetic experience overtly -- building on the sensations of enjoyment and pleasure in the learning experience -- can motivate those who might feel alienated by the common conception of science as merely a dispassionate assembly of facts, discrete procedures or inaccessible theory. The third paper, a case study of a family who learns about salmon in each of the sites they visit

  17. Norwegian Nurses’ Experiences with Blended Learning: An Evaluation Study

    Directory of Open Access Journals (Sweden)

    Edda Johansen

    2012-11-01

    Full Text Available An increasing number of nurses undertake continuing education via information and communication technologies. Development of best practice, based on students’ own experiences, is vital in order to create the most effective learning environment. This paper describes the challenges to and facilitators of learning for a group of Norwegian nurses enrolled in a postgraduate course in wound management delivered by blended learning, which combines face-to-face and online components. Data was gathered through a focus group interview and inductive content analysis was used to identify themes emerging from the data. A number of both personal and academic facilitators, and challenges impacted on these adult learners. Technical and academic problems combined with a lack of time created a steep learning curve for these adult students. Valuable feedback, IT support at home and an increased competence eventually gave them a foundation for lifelong learning. Blended learning is an important way to offer postgraduate courses to give adults access to continuing educational programmes independent of geographical location. Both academic and personal challenges and facilitators should be taken into account when educators design blended learning courses in order to facilitate an effective learning environment for adults through the best blend of face-to-face and online learning.

  18. "Earthquake!"--A Cooperative Learning Experience.

    Science.gov (United States)

    Hodder, A. Peter W.

    2001-01-01

    Presents an exercise designed as a team building experience for managers that can be used to demonstrate to science students the potential benefit of group decision-making. Involves the ranking of options for surviving a large earthquake. Yields quantitative measures of individual student knowledge and how well the groups function. (Author/YDS)

  19. Physics in your pocket: experimenting and learning with your smartphone

    OpenAIRE

    González, Manuel Á.; González Rebollo, Miguel Ángel

    2015-01-01

    Along the last years the use of mobile devices in education has increased hugely. This increase includes not only the use of ICTs as learning facilitators. Mobile devices have also become useful tools in experimental physics thanks to their rich sets of built-in sensors. The use of smartphones as measurement devices in physics experiments requires careful attention to ensure good learning outcomes. Some aspects that must be considered are the reliability and accuracy of the smartphone sensors...

  20. How Nurses Experience Their Work as a Learning Environment

    OpenAIRE

    Skår, Randi

    2010-01-01

    This article explores and illuminates the meaning of nurses’ experiences with their work as a learning environment. A qualitative hermeneutic approach guided the research process and the analysis and interpretation of the transcribed interview-texts of eleven graduate nurses. Three core themes emerged from these informants’ descriptions of their work as a learning environment: ‘participation in the work community’, ‘to engage in interpersonal relations’ and ‘accessing important...

  1. Vicariance or long-distance dispersal: historical biogeography of the pantropical subfamily Chrysophylloideae (Sapotaceae)

    Czech Academy of Sciences Publication Activity Database

    Bartish, Igor; Antonelli, A.; Richardson, J. E.; Swenson, U.

    2011-01-01

    Roč. 38, č. 1 (2011), s. 177-190 ISSN 0305-0270 Institutional research plan: CEZ:AV0Z60050516 Keywords : molecular dating * Neotropics * vicariance Subject RIV: EF - Botanics Impact factor: 4.544, year: 2011

  2. In-Orbit Vicarious Calibration for Ocean Color and Aerosol Products

    National Research Council Canada - National Science Library

    Wang, Menghua

    2005-01-01

    It is well known that, to accurately retrieve the spectrum of the water-leaving radiance and derive the ocean color products from satellite sensors, a vicarious calibration procedure, which performs...

  3. What students really learn: contrasting medical and nursing students' experiences of the clinical learning environment.

    Science.gov (United States)

    Liljedahl, Matilda; Boman, Lena Engqvist; Fält, Charlotte Porthén; Bolander Laksov, Klara

    2015-08-01

    This paper explores and contrasts undergraduate medical and nursing students' experiences of the clinical learning environment. Using a sociocultural perspective of learning and an interpretative approach, 15 in-depth interviews with medical and nursing students were analysed with content analysis. Students' experiences are described using a framework of 'before', 'during' and 'after' clinical placements. Three major themes emerged from the analysis, contrasting the medical and nursing students' experiences of the clinical learning environment: (1) expectations of the placement; (2) relationship with the supervisor; and (3) focus of learning. The findings offer an increased understanding of how medical and nursing students learn in the clinical setting; they also show that the clinical learning environment contributes to the socialisation process of students not only into their future profession, but also into their role as learners. Differences between the two professions should be taken into consideration when designing interprofessional learning activities. Also, the findings can be used as a tool for clinical supervisors in the reflection on how student learning in the clinical learning environment can be improved.

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

    Directory of Open Access Journals (Sweden)

    A. Zollo

    2007-06-01

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

  5. Experience in Design and Learning Approaches – Enhancing the Framework for Experience

    OpenAIRE

    Merja L.M. Bauters

    2017-01-01

    In design and learning studies, an increasing amount of attention has been paid to experience. Many design approaches relate experience to embodiment and phenomenology. The growth in the number of applications that use the Internet of Things (IoT) has shifted human interactions from mobile devices and computers to tangible, material things. In education, the pressure to learn and update skills and knowledge, especially in work environments, has underlined the challenge of understanding how wo...

  6. Proactive Review – learn from experience to improve bottom line

    DEFF Research Database (Denmark)

    Kolbæk, Ditte

    2016-01-01

    This article aims to provide a theoretically based and proven educational design for lessons learned. Called a Proactive Review, this educational design is exemplified in a case study of a global information technology company classified as big business, where Proactive Reviews were developed...... and implemented in over 40 countries. This article explores how employees who solve a task together can learn from the experience and share this learning with relevant colleagues to improve work practices, services, and/or products. This article describes the format of Proactive Reviews, suggestions for starting...

  7. Improve Business Results by Learning from Experience in Proactive Reviews

    DEFF Research Database (Denmark)

    Kolbæk, Ditte

    2018-01-01

    This article aims to provide a theoretically based and proven educational design for lessons learned. Called a Proactive Review, this educational design is exemplified in a case study of a global information technology company classified as big business, where Proactive Reviews were developed...... and implemented in over 40 countries. This article explores how employees who solve a task together can learn from the experience and share this learning with relevant colleagues to improve work practices, services, and/or products. This article describes the format of Proactive Reviews, suggestions for starting...

  8. Learning by Helping? Undergraduate Communication Outcomes Associated with Training or Service-Learning Experiences

    Science.gov (United States)

    Katz, Jennifer; DuBois, Melinda; Wigderson, Sara

    2014-01-01

    This study investigated communication outcomes after training or applied service-learning experiences. Pre-practicum trainees learned active listening skills over 10 weeks. Practicum students were successful trainees who staffed a helpline. Community interns were trained and supervised at community agencies. Undergraduate students in psychology…

  9. Lifelong Learning at the Technion: Graduate Students' Perceptions of and Experiences in Distance Learning

    Science.gov (United States)

    Hussein-Farraj, Rania; Barak, Miri; Dori, Yehudit Judy

    2012-01-01

    This study examined the development of two Distance Learning (DL) courses and their effect on students' perceptions and learning experiences. Our study included about 260 science and engineering graduate students. Among them, 105 students were divided into two research groups: on-campus students (N=70) and DL students (N=35). These two groups…

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

    Science.gov (United States)

    McGrath, April L.

    2014-01-01

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

  11. Learning Active Citizenship: Conflicts between Students' Conceptualisations of Citizenship and Classroom Learning Experiences in Lebanon

    Science.gov (United States)

    Akar, Bassel

    2016-01-01

    Education for active citizenship continues to be a critical response for social cohesion and reconstruction in conflict-affected areas. Oftentimes, approaches to learning and teaching in such contexts can do as much harm as good. This study qualitatively examines 435 students' reflections of their civics classroom learning experiences and their…

  12. Online Leadership and Learning: How Online Leaders May Learn From Their Working Experience

    DEFF Research Database (Denmark)

    Kolbæk, Ditte

    2018-01-01

    Online working environments develop and change continuously, meaning that online leaders and online team members must learn to adapt to change and should utilize emerging possibilities for doing their jobs. The purpose of this chapter is to explore how online leaders learn from experiences develo...

  13. Using Social Networks to Enhance Teaching and Learning Experiences in Higher Learning Institutions

    Science.gov (United States)

    Balakrishnan, Vimala

    2014-01-01

    The paper first explores the factors that affect the use of social networks to enhance teaching and learning experiences among students and lecturers, using structured questionnaires prepared based on the Push-Pull-Mooring framework. A total of 455 students and lecturers from higher learning institutions in Malaysia participated in this study.…

  14. Case study on perspicacity of collaborative learning experiences

    Science.gov (United States)

    Abdullah, Fadzidah; Majid, Noor Hanita Abdul; Numen, Ibrahim; Kesuma Azmin, Aida; Abd. Rahim, Zaiton; Denan, Zuraini; Emin Sisman, Muhammet

    2017-12-01

    In the attempt to relate to the architectural practice, architectural education today has augmented the development of collaborative learning environment in the campus scenario. Presently, collaborative work among students from the same program and university is considered common. Hence, attempts of collaboration is extended into having learning and teaching collaboration by means of inter-universities. The School of Architecture, at the International Islamic University Malaysia (IIUM) has explored into having collaboration across the continent with Fatih Sultan Mehmet Waqf University (FSMWU), among faculty members and students of the two (2) universities This paper explicates the empirical study on students’ perspicacity of their collaborative learning experiences; in term of effectiveness, generative behaviour, and teamwork. Survey with three (3) open-ended questions are distributed to students to express their opinions on learning collaboration that they have had during the execution of the Joint Summer School Program (JSSP). Feedback on their perspicacity is obtained and organised into numerical and understandable data display, using qualitative data processing software. Albeit the relevancy of collaborative learning, students gave both positive and negative feedbacks on their experiences. Suggestions are given to enhance the quality of collaborative learning experience for future development

  15. The integrated project as a learning experience

    Directory of Open Access Journals (Sweden)

    Maria Angeles Antequera

    2012-03-01

    Full Text Available Florida is a higher education centre specialising in technical and business training. Postgraduate programs, university qualifications, vocational training, secondary education, further education, occupational training and languages are taught at Florida. An educational model in accordance with the demands of the European Higher Education Area has been designed, focussing on teaching for professional competencies. We have chosen to use a methodology which promotes the development of skills and abilities, it promotes participation and it is student-centric as s/he must look for knowledge him/herself thus connecting the educational and the real world. In the different university degrees taught in our centre, each year the student carries out a project set in a real context which integrates specific competencies from the course subject and develops transversal competencies associated with the project which are the purpose of planning and progressive learning: team work, effective communication, conflict resolution, leadership skills, innovation and creativity. The IP counts for 25% of each course in terms of objectives, scheduling and final evaluation. The project grade is an individual grade for each student and is the same for all subjects which form part of the project.

  16. Student designed experiments to learn fluids

    Science.gov (United States)

    Stern, Catalina

    2013-11-01

    Lasers and high speed cameras are a wonderful tool to visualize the very complex behavior of fluids, and to help students grasp concepts like turbulence, surface tension and vorticity. In this work we present experiments done by physics students in their senior year at the School of Science of the National University of Mexico as a final project in the continuum mechanics course. Every semester, the students make an oral presentation of their work and videos and images are kept in the web page ``Pasión por los Fluidos''. I acknowledge support from the Physics Department of Facultad de Ciencias, Universidad Nacional Autónoma de México.

  17. Learning from experience. Feedback to design

    International Nuclear Information System (INIS)

    Hopwood, J.M.; Shalaby, B.A.; Keil, H.

    1997-01-01

    AECL has been the designer of 25 commercial scale CANDU reactors now in operation, with more under construction. AECL has taken the evolutionary approach in developing its current designs, the CANDU 6 and CANDU 9 Nuclear Power Plants. An integral part of this approach is to emphasize feedback of experience to the designers, in a continuous improvement process. AECL has implemented a formal process of gathering and responding to feedback from: NPP operation, construction and commissioning; regulatory input; R and D results: as well as paying close attention to market input. A number of recent examples of design improvement via this feedback process are described

  18. Learning from experience in the context of work

    DEFF Research Database (Denmark)

    Kolbæk, Ditte

    experience in the context of work. The educational design is called Proactive Review (PR) and includes two opposite directions simultaneously, proactive, which entails looking ahead and review, which entails reflecting on the past. The subjects for learning in a PR may be any group of employees that have...... in the field, more specifically an educational design of seven questions called PR, four roles involved in PR and suggestions for organizational requirements and codes of conduct that support learning from experience in the context of work...

  19. Opportunity to discuss ethical issues during clinical learning experience.

    Science.gov (United States)

    Palese, Alvisa; Gonella, Silvia; Destrebecq, Anne; Mansutti, Irene; Terzoni, Stefano; Morsanutto, Michela; Altini, Pietro; Bevilacqua, Anita; Brugnolli, Anna; Canzan, Federica; Ponte, Adriana Dal; De Biasio, Laura; Fascì, Adriana; Grosso, Silvia; Mantovan, Franco; Marognolli, Oliva; Nicotera, Raffaela; Randon, Giulia; Tollini, Morena; Saiani, Luisa; Grassetti, Luca; Dimonte, Valerio

    2018-01-01

    Undergraduate nursing students have been documented to experience ethical distress during their clinical training and felt poorly supported in discussing the ethical issues they encountered. Research aims: This study was aimed at exploring nursing students' perceived opportunity to discuss ethical issues that emerged during their clinical learning experience and associated factors. An Italian national cross-sectional study design was performed in 2015-2016. Participants were invited to answer a questionnaire composed of four sections regarding: (1) socio-demographic data, (2) previous clinical learning experiences, (3) current clinical learning experience quality and outcomes, and (4) the opportunity to discuss ethical issues with nurses in the last clinical learning experience (from 0 - 'never' to 3 - 'very much'). Participants and research context: Participants were 9607 undergraduate nursing students who were attending 95 different three-year Italian baccalaureate nursing programmes, located at 27 universities in 15 Italian regions. Ethical considerations: This study was conducted in accordance with the Human Subject Research Ethics Committee guidelines after the research protocol was approved by an ethics committee. Overall, 4707 (49%) perceived to have discussed ethical issues 'much' or 'very much'; among the remaining, 3683 (38.3%) and 1217 (12.7%) students reported the perception of having discussed, respectively, 'enough' or 'never' ethical issues emerged in the clinical practice. At the multivariate logistic regression analysis explaining 38.1% of the overall variance, the factors promoting ethical discussion were mainly set at the clinical learning environment levels (i.e. increased learning opportunities, self-directed learning, safety and nursing care quality, quality of the tutorial strategies, competences learned and supervision by a clinical nurse). In contrast, being male was associated with a perception of less opportunity to discuss ethical issues

  20. Learning from experience: feedback to CANDU design

    International Nuclear Information System (INIS)

    Allen, P.J.; Hopwood, J.M.; Rousseau, G.P.

    1998-01-01

    AECL's main product line is based on two single unit CANDU nuclear power plant designs; CANDU 6 and CANDU 9, each of which is based on successfully operating CANDU plants. AECL's CANDU development program is based upon evolutionary improvement. The evolutionary design approach ensures the maximum degree of operational provenness. It also allows successful features of today's plants to be retained while incorporating improvements as they develop to the appropriate level of design maturity. A key component of this evolutionary development is a formal process of gathering and responding to feedback from: NPP operation, construction and commissioning; regulatory input; equipment supplier input; R and D results; market input. The progresses for gathering and implementing the experience feedback and a number of recent examples of design improvements from this feedback process are described in the paper. (author)

  1. Learning Analytics Architecture to Scaffold Learning Experience through Technology-based Methods

    Directory of Open Access Journals (Sweden)

    Jannicke Madeleine Baalsrud Hauge

    2015-02-01

    Full Text Available The challenge of delivering personalized learning experiences is often increased by the size of classrooms and online learning communities. Serious Games (SGs are increasingly recognized for their potential to improve education. However, the issues related to their development and their level of effectiveness can be seriously affected when brought too rapidly into growing online learning communities. Deeper insights into how the students are playing is needed to deliver a comprehensive and intelligent learning framework that facilitates better understanding of learners' knowledge, effective assessment of their progress and continuous evaluation and optimization of the environments in which they learn. This paper discusses current SOTA and aims to explore the potential in the use of games and learning analytics towards scaffolding and supporting teaching and learning experience. The conceptual model (ecosystem and architecture discussed in this paper aims to highlight the key considerations that may advance the current state of learning analytics, adaptive learning and SGs, by leveraging SGs as an suitable medium for gathering data and performing adaptations.

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

    Directory of Open Access Journals (Sweden)

    Aroua TAAMALLAH

    2015-12-01

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

  3. Student perception of travel service learning experience in Morocco.

    Science.gov (United States)

    Puri, Aditi; Kaddoura, Mahmoud; Dominick, Christine

    2013-08-01

    This study explores the perceptions of health profession students participating in academic service learning in Morocco with respect to adapting health care practices to cultural diversity. Authors utilized semi-structured, open-ended interviews to explore the perceptions of health profession students. Nine dental hygiene and nursing students who traveled to Morocco to provide oral and general health services were interviewed. After interviews were recorded, they were transcribed verbatim to ascertain descriptive validity and to generate inductive and deductive codes that constitute the major themes of the data analysis. Thereafter, NVIVO 8 was used to rapidly determine the frequency of applied codes. The authors compared the codes and themes to establish interpretive validity. Codes and themes were initially determined independently by co-authors and applied to the data subsequently. The authors compared the applied codes to establish intra-rater reliability. International service learning experiences led to perceptions of growth as a health care provider among students. The application of knowledge and skills learned in academic programs and service learning settings were found to help in bridging the theory-practice gap. The specific experience enabled students to gain an understanding of diverse health care and cultural practices in Morocco. Students perceived that the experience gained in international service learning can heighten awareness of diverse cultural and health care practices to foster professional growth of health professionals.

  4. Learning by experience on the example of mathematic pendulum

    Science.gov (United States)

    Horváth, Peter

    2017-01-01

    The very suitable topic for independent student activities is the investigation of factors influencing an oscillation period of the mathematic pendulum. The article describes the experience from particular lessons. Students themselves were discovering new facts. They learned about the physics practice of acquiring new knowledge. The knowledge quality and retention was compared between the experimental classes and classes with a traditional instruction one year after the experiment.

  5. Experience in Design and Learning Approaches – Enhancing the Framework for Experience

    Directory of Open Access Journals (Sweden)

    Merja L.M. Bauters

    2017-06-01

    Full Text Available In design and learning studies, an increasing amount of attention has been paid to experience. Many design approaches relate experience to embodiment and phenomenology. The growth in the number of applications that use the Internet of Things (IoT has shifted human interactions from mobile devices and computers to tangible, material things. In education, the pressure to learn and update skills and knowledge, especially in work environments, has underlined the challenge of understanding how workers learn from reflection while working. These directions have been fuelled by research findings in the neurosciences, embodied cognition, the extended phenomenological–cognitive system and the role of emotions in decision-making and meaning making. The perspective on experience in different disciplines varies, and the aim is often to categorise experience. These approaches provide a worthwhile view of the importance of experience in learning and design, such as the recent emphasis on conceptual and epistemological knowledge creation. In pragmatism, experience plays a considerable role in research, art, communication and reflection. Therefore, I rely on Peirce’s communicative theory of signs and Dewey’s philosophy of experience to examine how experience is connected to reflection and therefore how it is necessarily tangible.

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

    Science.gov (United States)

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

    2015-01-01

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

  7. The Influence of Experience, Ability and Interest on e-Learning Effectiveness

    Science.gov (United States)

    Haverila, Matti; Barkhi, Reza

    2009-01-01

    The purpose of this paper is to report the findings of a research conducted to evaluate the effect of learning preconceptions, prior e-learning experience, ability and interest of students on their perceptions regarding the process of e-learning. We study the effectiveness of e-learning as it relates to the level of e-learning experience. The…

  8. The experience of applying academic service learning within the ...

    African Journals Online (AJOL)

    The experience of applying academic service learning within the discipline of speech pathology and audiology at a South African university. ... The argument put forward is that this type of pedagogy would appear to be applicable across a broad range of disciplines and represents one strategy for assisting higher education ...

  9. Influence of Teachers' Teaching Experience on Students' Learning ...

    African Journals Online (AJOL)

    This article examined teachers' teaching experience and students' learning outcomes in the secondary schools in Ondo State Nigeria. As a correlational survey, the study population comprised all the 257 secondary schools that presented students for the year 2003 senior secondary certificate (SSC) examinations in the ...

  10. Predictors of site choice and eventual learning experiences in a ...

    African Journals Online (AJOL)

    To assess the effect of students' gender, race, place of birth and place of high school completion on their choice of training site location and to assess the extent to which the training programme enhanced students' learning experiences relevant to primary care across training sites. Methods. A survey design involving six ...

  11. Achieving Digital Literacy through Game Development: An Authentic Learning Experience

    Science.gov (United States)

    Frydenberg, Mark

    2015-01-01

    Purpose: This paper aims to argue that the process of making an original game develops digital literacy skills and provides an authentic learning experience as students create, publish and deploy interactive games. Teaching students to create computer games has become common in both K-12 and tertiary education to introducing programming concepts,…

  12. Influence of Teachers' Teaching Experience on Students' Learning ...

    African Journals Online (AJOL)

    cce

    Items 1 - 6 ... should encourage experienced teachers to stay on the job through the provision of incentives .... sampling technique. The instrument used to collect data was an inventory titled 'secondary schools teachers' teaching experience and students' learning .... Source: Statistics Division, Ministry of Education, Akure.

  13. Developing International Managers: The Contribution of Cultural Experience to Learning

    Science.gov (United States)

    Townsend, Peter; Regan, Padraic; Li, Liang Liang

    2015-01-01

    Purpose: The purpose of this paper is to evaluate cultural experience as a learning strategy for developing international managers. Design/methodology/approach: Using an integrated framework, two quantitative studies, based on empirical methodology, are conducted. Study 1, with an undergraduate sample situated in the Asia Pacific, aimed to examine…

  14. Students’ Lived Experience of Project-Based Learning

    Directory of Open Access Journals (Sweden)

    Sandy Ferianda

    2017-07-01

    Full Text Available Inspired by personal experiences during the study time in the Graduate Program in English Language Studies (ELS Sanata Dharma University Yogyakarta, this research focused mainly on investigating the ELS students’ lived experience of project-based learning implemented by the ELS lecturers. This study employed hermeneutic phenomenology since it described and interpreted the meanings of ELS students lived experience. The participants of this study were the three ELS students considered to be illuminating from the three different streams batch of 2015. In this study we used one-on-one in depth interview to gain the data. The findings of this study consisted of four prefigured meanings and two emergent meanings namely a authentic learning, b learner autonomy, c cooperative learning, d multiple intelligences, e understanding others, and f personal development. The findings of this study gave implications not only to the ELS students and lecturers, but also to the audience. Lastly, recommendations were also addressed to the ELS students as their habit formation, to the ELS lecturers as their inputs to give more feedbacks to their students, and to the future researchers. Keywords: Lived experience, project-based learning.

  15. Mountain Plains Learning Experience Guide: Marketing. Course: Visual Merchandising.

    Science.gov (United States)

    Preston, T.; Egan, B.

    One of thirteen individualized courses included in a marketing curriculum, this course covers the steps to be followed in planning, constructing, and evaluating the effectiveness of merchandise displays. The course is comprised of one unit, General Merchandise Displays. The unit begins with a Unit Learning Experience Guide that gives directions…

  16. Freshmen Marketing: A First-Year Experience with Experiential Learning

    Science.gov (United States)

    Greene, Henry

    2011-01-01

    This paper describes an experiential learning activity designed for a New England university freshmen course, BUS101-Marketing First-Year Experience (FYE). The purpose of the activity is to teach basic principles of marketing, develop a general perspective of business, and provide FYE activities that facilitate the college transition. The specific…

  17. Social Software: Participants' Experience Using Social Networking for Learning

    Science.gov (United States)

    Batchelder, Cecil W.

    2010-01-01

    Social networking tools used in learning provides instructional design with tools for transformative change in education. This study focused on defining the meanings and essences of social networking through the lived common experiences of 7 college students. The problem of the study was a lack of learner voice in understanding the value of social…

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

    Science.gov (United States)

    Kumi-Yeboah, Alex; James, Waynne

    2014-01-01

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

  19. A Qualitative Study to Improve the Student Learning Experience

    Science.gov (United States)

    Jastania, Raid A.; Balata, Gehan F.; Abd El-Hady, Mohamed I. S.; Gouda, Ahmad; Abd El-Wahab, Mohamad; Mohamad, Abeer S.; Ibrahim, Nashwa M.; Beshr, Eman; Mahdi, Abeer Y.; Mousa, Rabab; Tag, Batool F.; Hisham, Hadeel; El-Sofiani, Ibtehal

    2017-01-01

    Purpose: For any educational institution, student satisfaction is an important goal. Thus, the purpose of the study is to use a structured improvement process, define--measure--analyse--improve--control (DMAIC) methodology, to improve students' satisfaction regarding their learning experience at the College of Pharmacy/Umm Al-Qura University.…

  20. Agoras: Towards Collaborative Game-Based Learning Experiences on Surfaces

    Science.gov (United States)

    Catala, Alejandro; Garcia-Sanjuan, Fernando; Pons, Patricia; Jaen, Javier; Mocholi, Jose A.

    2012-01-01

    Children nowadays consume and manage lots of interactive digital software. This makes it more interesting and powerful to use digital technologies and videogames supporting learning experiences. However, in general, current digital proposals lack of in-situ social interaction supporting natural exchange and discussion of ideas in the course of…

  1. Mountain Plains Learning Experience Guide: Automotive Repair. Course: Emission Systems.

    Science.gov (United States)

    Schramm, C.; Osland, Walt

    One of twelve individualized courses included in an automotive repair curriculum, this course covers the theory, testing, and servicing of automotive emission control systems. The course is comprised of one unit, Fundamentals of Emission Systems. The unit begins with a Unit Learning Experience Guide that gives directions for unit completion. The…

  2. Academics and Learners’ Perceptions on Blended Learning as a Strategic Initiative to Improve Student Learning Experience

    Directory of Open Access Journals (Sweden)

    Ying Adeline Ng Ling

    2017-01-01

    Full Text Available The increasingly tighter shift of socio-economic constraints on higher education sectors in the recent years has called for greater flexibilities in student learning experience both locally and abroad. To this end, we have recently implemented a Blended Learning Initiative in an attempt to provide better learning support and greater flexibility to our students. This initiative is also in line with the University’s aim of having 50% of our learning and teaching delivered on-line by 2020. In this report, we present our findings on academics and learners’ perceptions on the approach which were obtained through surveys. Results showed that blended learning approach was new to the academics and the factors for successful blended learning implementation were identified. Results also showed that learners appreciated the approach as it made learning more accessible and flexible. Furthermore, they also enjoyed the interesting online activities incorporated into their units. In addition, learners were also able to review and pace their own learning. They also perceived that they have the access to the resources and technical ability to cope with online learning materials and activities. Nonetheless, the survey also revealed that learners still prefer to have academics delivering information to them directly rather than a flipped classroom model. In conclusion, findings from this study provide insights that blended learning could be effective to supplement courses offered by the faculty.

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

    Science.gov (United States)

    Nielsen, Ann

    2016-07-01

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

  4. 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

  5. Differentiating the Sources of Taiwanese High School Students' Multidimensional Science Learning Self-Efficacy: An Examination of Gender Differences

    Science.gov (United States)

    Lin, Tzung-Jin; Tsai, Chin-Chung

    2017-04-01

    The main purpose of this study was to investigate Taiwanese high school students' multi-dimensional self-efficacy and its sources in the domain of science. Two instruments, Sources of Science Learning Self-Efficacy (SSLSE) and Science Learning Self-Efficacy (SLSE), were used. By means of correlation and regression analyses, the relationships between students' science learning self-efficacy and the sources of their science learning self-efficacy were examined. The findings revealed that the four sources of the students' self-efficacy were found to play significant roles in their science learning self-efficacy. By and large, Mastery Experience and Vicarious Experience were found to be the two salient influencing sources. Several gender differences were also revealed. For example, the female students regarded Social Persuasion as the most influential source in the "Science Communication" dimension, while the male students considered Vicarious Experience as the main efficacy source. Physiological and Affective States, in particular, was a crucial antecedent of the female students' various SLSE dimensions, including "Conceptual Understanding," "Higher-Order Cognitive Skills," and "Science Communication." In addition, the variations between male and female students' responses to both instruments were also unraveled. The results suggest that, first, the male students perceived themselves as having more mastery experience, vicarious experience and social persuasion than their female counterparts. Meanwhile, the female students experienced more negative emotional arousal than the male students. Additionally, the male students were more self-efficacious than the females in the five SLSE dimensions of "Conceptual Understanding," "Higher-Order Cognitive Skills," "Practical Work," "Everyday Application," and "Science Communication."

  6. Differentiating the Sources of Taiwanese High School Students' Multidimensional Science Learning Self-Efficacy: An Examination of Gender Differences

    Science.gov (United States)

    Lin, Tzung-Jin; Tsai, Chin-Chung

    2018-06-01

    The main purpose of this study was to investigate Taiwanese high school students' multi-dimensional self-efficacy and its sources in the domain of science. Two instruments, Sources of Science Learning Self-Efficacy (SSLSE) and Science Learning Self-Efficacy (SLSE), were used. By means of correlation and regression analyses, the relationships between students' science learning self-efficacy and the sources of their science learning self-efficacy were examined. The findings revealed that the four sources of the students' self-efficacy were found to play significant roles in their science learning self-efficacy. By and large, Mastery Experience and Vicarious Experience were found to be the two salient influencing sources. Several gender differences were also revealed. For example, the female students regarded Social Persuasion as the most influential source in the "Science Communication" dimension, while the male students considered Vicarious Experience as the main efficacy source. Physiological and Affective States, in particular, was a crucial antecedent of the female students' various SLSE dimensions, including "Conceptual Understanding," "Higher-Order Cognitive Skills," and "Science Communication." In addition, the variations between male and female students' responses to both instruments were also unraveled. The results suggest that, first, the male students perceived themselves as having more mastery experience, vicarious experience and social persuasion than their female counterparts. Meanwhile, the female students experienced more negative emotional arousal than the male students. Additionally, the male students were more self-efficacious than the females in the five SLSE dimensions of "Conceptual Understanding," "Higher-Order Cognitive Skills," "Practical Work," "Everyday Application," and "Science Communication."

  7. Influence of Perceptual Saliency Hierarchy on Learning of Language Structures: An Artificial Language Learning Experiment.

    Science.gov (United States)

    Gong, Tao; Lam, Yau W; Shuai, Lan

    2016-01-01

    Psychological experiments have revealed that in normal visual perception of humans, color cues are more salient than shape cues, which are more salient than textural patterns. We carried out an artificial language learning experiment to study whether such perceptual saliency hierarchy (color > shape > texture) influences the learning of orders regulating adjectives of involved visual features in a manner either congruent (expressing a salient feature in a salient part of the form) or incongruent (expressing a salient feature in a less salient part of the form) with that hierarchy. Results showed that within a few rounds of learning participants could learn the compositional segments encoding the visual features and the order between them, generalize the learned knowledge to unseen instances with the same or different orders, and show learning biases for orders that are congruent with the perceptual saliency hierarchy. Although the learning performances for both the biased and unbiased orders became similar given more learning trials, our study confirms that this type of individual perceptual constraint could contribute to the structural configuration of language, and points out that such constraint, as well as other factors, could collectively affect the structural diversity in languages.

  8. Influence of Perceptual Saliency Hierarchy on Learning of Language Structures: An Artificial Language Learning Experiment

    Science.gov (United States)

    Gong, Tao; Lam, Yau W.; Shuai, Lan

    2016-01-01

    Psychological experiments have revealed that in normal visual perception of humans, color cues are more salient than shape cues, which are more salient than textural patterns. We carried out an artificial language learning experiment to study whether such perceptual saliency hierarchy (color > shape > texture) influences the learning of orders regulating adjectives of involved visual features in a manner either congruent (expressing a salient feature in a salient part of the form) or incongruent (expressing a salient feature in a less salient part of the form) with that hierarchy. Results showed that within a few rounds of learning participants could learn the compositional segments encoding the visual features and the order between them, generalize the learned knowledge to unseen instances with the same or different orders, and show learning biases for orders that are congruent with the perceptual saliency hierarchy. Although the learning performances for both the biased and unbiased orders became similar given more learning trials, our study confirms that this type of individual perceptual constraint could contribute to the structural configuration of language, and points out that such constraint, as well as other factors, could collectively affect the structural diversity in languages. PMID:28066281

  9. Learning Robotics in a Science Museum Theatre Play: Investigation of Learning Outcomes, Contexts and Experiences

    Science.gov (United States)

    Peleg, Ran; Baram-Tsabari, Ayelet

    2017-12-01

    Theatre is often introduced into science museums to enhance visitor experience. While learning in museums exhibitions received considerable research attention, learning from museum theatre has not. The goal of this exploratory study was to investigate the potential educational role of a science museum theatre play. The study aimed to investigate (1) cognitive learning outcomes of the play, (2) how these outcomes interact with different viewing contexts and (3) experiential learning outcomes through the theatrical experience. The play `Robot and I', addressing principles in robotics, was commissioned by a science museum. Data consisted of 391 questionnaires and interviews with 47 children and 20 parents. Findings indicate that explicit but not implicit learning goals were decoded successfully. There was little synergy between learning outcomes of the play and an exhibition on robotics, demonstrating the effect of two different physical contexts. Interview data revealed that prior knowledge, experience and interest played a major role in children's understanding of the play. Analysis of the theatrical experience showed that despite strong identification with the child protagonist, children often doubted the protagonist's knowledge jeopardizing integration of scientific content. The study extends the empirical knowledge and theoretical thinking on museum theatre to better support claims of its virtues and respond to their criticism.

  10. How the machine learning conquers reconstruction in neutrino experiments

    CERN Multimedia

    CERN. Geneva

    2017-01-01

    An evolution from the purely algorithmic approaches towards the machine learning solutions started a few years ago in the neutrino experiments. Now, this process turns into a true boom, especially in the experiments based on the imaging technologies, such as LArTPC’s used in MicroBooNE and DUNE experiments or liquid scintillator detector implemented by the NOvA Collaboration. High resolution, image-like projections of events obtained with these detectors proved to be hard pattern recognition problems for the conventional reconstruction techniques. In the seminar, I will present why the neutrino events are so challenging and how the essential difficulties are now being attacked with the machine learning.

  11. Effects of vicarious pain on self-pain perception: investigating the role of awareness

    Science.gov (United States)

    Terrighena, Esslin L; Lu, Ge; Yuen, Wai Ping; Lee, Tatia MC; Keuper, Kati

    2017-01-01

    The observation of pain in others may enhance or reduce self-pain, yet the boundary conditions and factors that determine the direction of such effects are poorly understood. The current study set out to show that visual stimulus awareness plays a crucial role in determining whether vicarious pain primarily activates behavioral defense systems that enhance pain sensitivity and stimulate withdrawal or appetitive systems that attenuate pain sensitivity and stimulate approach. We employed a mixed factorial design with the between-subject factors exposure time (subliminal vs optimal) and vicarious pain (pain vs no pain images), and the within-subject factor session (baseline vs trial) to investigate how visual awareness of vicarious pain images affects subsequent self-pain in the cold-pressor test. Self-pain tolerance, intensity and unpleasantness were evaluated in a sample of 77 healthy participants. Results revealed significant interactions of exposure time and vicarious pain in all three dependent measures. In the presence of visual awareness (optimal condition), vicarious pain compared to no-pain elicited overall enhanced self-pain sensitivity, indexed by reduced pain tolerance and enhanced ratings of pain intensity and unpleasantness. Conversely, in the absence of visual awareness (subliminal condition), vicarious pain evoked decreased self-pain intensity and unpleasantness while pain tolerance remained unaffected. These findings suggest that the activation of defense mechanisms by vicarious pain depends on relatively elaborate cognitive processes, while – strikingly – the appetitive system is activated in highly automatic manner independent from stimulus awareness. Such mechanisms may have evolved to facilitate empathic, protective approach responses toward suffering individuals, ensuring survival of the protective social group. PMID:28831270

  12. CAPTCHA: Impact on User Experience of Users with Learning Disabilities

    Directory of Open Access Journals (Sweden)

    Ruti Gafni

    2016-12-01

    Full Text Available CAPTCHA is one of the most common solutions to check if the user trying to enter a Website is a real person or an automated piece of software. This challenge-response test, implemented in many Internet Websites, emphasizes the gaps between accessibility and security on the Internet, as it poses an obstacle for the learning-impaired in the reading and comprehension of what is presented in the test. Various types of CAPTCHA tests have been developed in order to address accessibility and security issues. The objective of this study is to investigate how the differences between various CAPTCHA tests affect user experience among populations with and without learning disabilities. A questionnaire accompanied by experiencing five different tests was administered to 212 users, 60 of them with learning disabilities. Response rates for each test and levels of success were collected automatically. Findings suggest that users with learning disabilities have more difficulties in solving the tests, especially those with distorted texts, have more negative attitudes towards the CAPTCHA tests, but the response time has no statistical difference from users without learning disabilities. These insights can help to develop and implement solutions suitable for many users and especially for population with learning disabilities.

  13. Evaluation of a blended learning model in geriatric medicine: a successful learning experience for medical students.

    Science.gov (United States)

    Duque, Gustavo; Demontiero, Oddom; Whereat, Sarah; Gunawardene, Piumali; Leung, Oliver; Webster, Peter; Sardinha, Luis; Boersma, Derek; Sharma, Anita

    2013-06-01

    Despite the increasingly ageing population, teaching geriatric medicine at medical schools is a challenge due to the particularities of this subspecialty and the lack of student interest in this subject. We assessed a blended system that combines e-learning and person-to-person interaction. Our program offered the students a hands-on learning experience based on self-reflection, access to technology, interactive learning, frequent interaction with the multidisciplinary team, more exposure to patients, and regular feedback. Our results indicate that the students appreciate this system as a rich and effective learning experience demonstrated by their positive feedback and by their significant improvement in knowledge assessed at the end of their rotation. Implementing an interactive blended system is a beneficial approach to teaching geriatric medicine in medical schools and to motivating medical students' interest in this important medical subspecialty. © 2012 The Authors. Australasian Journal on Ageing © 2012 ACOTA.

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

    Directory of Open Access Journals (Sweden)

    Alberto VALENTÍN CENTENO

    2016-05-01

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

  15. Enhancing the learning experience of student radiographers with dyslexia

    International Nuclear Information System (INIS)

    Foster, Irene

    2008-01-01

    Widening participation policies and increased awareness of dyslexia has resulted in a marked increase in the numbers of students with dyslexia being identified in higher education in recent years. This study was conducted to not only gain a greater understanding of teaching and learning strategies, but also provide opportunities for improved learning experiences and achievement of students who do not respond well to written forms of assessment. Although a small scale study, the outcomes demonstrate a useful pilot for future scrutiny and basis for further study

  16. Enhancing the learning experience of student radiographers with dyslexia

    Energy Technology Data Exchange (ETDEWEB)

    Foster, Irene [Cranfield University, Centre for Radiographic and Medical Studies, RMCS, Shrivenham, Swindon, SN6 8LA (United Kingdom)], E-mail: irene.foster@uwe.ac.uk

    2008-02-15

    Widening participation policies and increased awareness of dyslexia has resulted in a marked increase in the numbers of students with dyslexia being identified in higher education in recent years. This study was conducted to not only gain a greater understanding of teaching and learning strategies, but also provide opportunities for improved learning experiences and achievement of students who do not respond well to written forms of assessment. Although a small scale study, the outcomes demonstrate a useful pilot for future scrutiny and basis for further study.

  17. Social Fear Learning: from Animal Models to Human Function.

    Science.gov (United States)

    Debiec, Jacek; Olsson, Andreas

    2017-07-01

    Learning about potential threats is critical for survival. Learned fear responses are acquired either through direct experiences or indirectly through social transmission. Social fear learning (SFL), also known as vicarious fear learning, is a paradigm successfully used for studying the transmission of threat information between individuals. Animal and human studies have begun to elucidate the behavioral, neural and molecular mechanisms of SFL. Recent research suggests that social learning mechanisms underlie a wide range of adaptive and maladaptive phenomena, from supporting flexible avoidance in dynamic environments to intergenerational transmission of trauma and anxiety disorders. This review discusses recent advances in SFL studies and their implications for basic, social and clinical sciences. Copyright © 2017 Elsevier Ltd. All rights reserved.

  18. Students' experiences with interactivity and learning in a high school physics multimedia distance learning course

    Science.gov (United States)

    Villarreal-Stewart, Irene

    The purpose guiding this research has been to learn about and describe the phenomena of interactivity from the learners' perspectives and to learn which of the interactivity affordances and practices were actually used by students and why in the process of learning physics using an interactive multimedia distance learning course system. The bigger purpose behind learning about and describing interactivity has been to gain knowledge and perspective for its instructional design to benefit the learner, the school as curriculum implementer, and instructional media designers to create better products. Qualitative methodology in the interpretivist tradition was used, that is, in-depth interviews and on-site observations, to gain understanding of interactivity from the learners' perspective and to gain understanding of the student learning context impacting and shaping the students' interactivity experiences. NVivo was used to sort, organize and index data. All data were read on three levels: literally, interpretively, and reflexively; and were read comparatively to other perspectives to get descriptions and interpretations that were holistic to the implementation and had potential insight to improve practice for instructional designers, teachers, administrators, specifically to improve the learning experience for students. Site-Specific Findings: Students watched videos, resisted using phone and e-mail, and worked math problems to demonstrate learning, which resulted in very little interactivity, virtually no dialogue about physics, no physical activity, one-way communication, multifaceted dissatisfaction, student need for teacher involvement in the learning enterprise, student appreciation for interactivity, and expressed desire for a real, live teacher. I also found that some students did experience the system as interactive, did experience learner control and self-directed learning, and despite dissatisfaction, liked and appreciated the course. Wider Applications

  19. Self-willed learning: experiments in wild pedagogy

    Science.gov (United States)

    Jickling, Bob

    2015-03-01

    This paper is comprised of written text and photographs of wild experiences that relive a series of ontological experiments. The text represents reflections on these experiences. The photographs, artistic expressions of the same experiences, have been made with a homemade pinhole camera—without a lens and viewfinder—thus demanding special sensual presence during creation. The form of this experimental work is reminiscent of a lyric philosophy that seeks to engage the participant—reader of text and viewer of images—with these experiments. Component pairings are arranged for viewing with text on the left and photographs on the right. Together these parings invite participants to explore patterned resonances in the world. Implicit throughout are considerations of relationships between wildness, wild learning, and a form of wild pedagogy.

  20. Online Independent Vocabulary Learning Experience of Hong Kong University Students

    Directory of Open Access Journals (Sweden)

    Eunice Tang

    2016-03-01

    Full Text Available In response to the limited vocabulary size of its undergraduates, an independent vocabulary learning platform, VLearn was designed and launched in a university in Hong Kong. As an elearning environment that supports self-directed vocabulary learning of Chinese learners, the primary aim of VLearn is to equip users with appropriate knowledge and skills for vocabulary expansion. This paper introduces the contents of VLearn, and the theoretical underpinnings of its design. It also reports on the vocabulary learning experience of its users during an eight week evaluation study. Suggestions are made on how independent vocabulary building at higher education, as well as comprehensive vocabulary instruction at early years could be supported by means of technology.

  1. Risks and opportunities of virtual learning: the experience of UOC

    Directory of Open Access Journals (Sweden)

    Adela Ros Híjar

    2001-06-01

    Full Text Available In this article, I have tried to give answers to the question of what the risks and opportunities of virtual learning are. In this sense, the UOC's experience has been of great value to analyse several key issues such as the new ways of accessing quality education, the new ways of participation, the new values of educational processes as well as some of the structural factors on which e-learning is based, but which place its very model in jeopardy. Direct observation of some key processes as well as contact with the main actors (e.g. students, teachers and technicians have provided valuable information about some factors to consider when analysing the social implications of virtual learning.

  2. Creating meaningful learning experiences: Understanding students' perspectives of engineering design

    Science.gov (United States)

    Aleong, Richard James Chung Mun

    , relevance, and transfer. With this framework of student learning, engineering educators can enhance learning experiences by engaging all three levels of students' understanding. The curriculum studies orientation applied the three holistic elements of curriculum---subject matter, society, and the individual---to conceptualize design considerations for engineering curriculum and teaching practice. This research supports the characterization of students' learning experiences to help educators and students optimize their teaching and learning of design education.

  3. Learning from games: Stakeholders’ experiences involved in local health policy

    DEFF Research Database (Denmark)

    Spitters, Hilde; van de Goor, Ien; Juel Lau, Cathrine

    2018-01-01

    Since public health problems are complex and the related policies need to address a wide range of sectors, cross-sectoral collaboration is beneficial. One intervention focusing on stimulating collaboration is a ‘policy game’. The focus on specific problems facilitates relationships between...... the stakeholders and stimulates cross-sectoral policymaking. The present study explores stakeholders’ learning experiences with respect to the collaboration process in public health policymaking. This was achieved via their game participation, carried out in real-life stakeholder networks in the Netherlands...... the collaboration processes in local policymaking. Specific learning experiences were related to: (i) the stakeholder network, (ii) interaction and (iii) relationships. The game also increased participant’s understanding of group dynamics and need for a coordinator in policymaking. This exploratory study shows...

  4. Specific Vicariance of Two Primeval Lowland Forest Lichen Indicators

    Science.gov (United States)

    Kubiak, Dariusz; Osyczka, Piotr

    2017-06-01

    To date, the lichens Chrysothrix candelaris and Varicellaria hemisphaerica have been classified as accurate primeval lowland forest indicators. Both inhabit particularly valuable remnants of oak-hornbeam forests in Europe, but tend toward a specific kind of vicariance on a local scale. The present study was undertaken to determine habitat factors responsible for this phenomenon and verify the indicative and conservation value of these lichens. The main spatial and climatic parameters that, along with forest structure, potentially affect their distribution patterns and abundance were analysed in four complexes with typical oak-hornbeam stands in NE Poland. Fifty plots of 400 m2 each were chosen for detailed examination of stand structure and epiphytic lichens directly associated with the indicators. The study showed that the localities of the two species barely overlap within the same forest community in a relatively small geographical area. The occurrence of Chrysothrix candelaris depends basically only on microhabitat space provided by old oaks and its role as an indicator of the ecological continuity of habitat is limited. Varicellaria hemisphaerica is not tree specific but a sufficiently high moisture of habitat is essential for the species and it requires forests with high proportion of deciduous trees in a wide landscape scale. Local landscape-level habitat continuity is more important for this species than the current age of forest stand. Regardless of the indicative value, localities of both lichens within oak-hornbeam forests deserve the special protection status since they form unique assemblages of exclusive epiphytes, including those with high conservation value.

  5. An Initial Approach for Learning Objects from Experience

    Science.gov (United States)

    2018-05-02

    algorithm to delineate objects which are then fed to a simple feed-forward neural network without any other processes in the pipeline. Our neural network...These are the basic requirements for the pipeline and are discussed in more detail below. Additionally, we are interested in testing various parts...that continuously learning objects from experience requires mechanisms to do the following: 1) Focus attention on things and stuff of interest . 2

  6. Learning experience using an app in Bachelor Degree

    Directory of Open Access Journals (Sweden)

    Marta Fossas-Olalla

    2017-06-01

    Full Text Available The goal of this paper is to expose the planning and implementation of a learning improvement app in subjects related to Operations Management in Bachelor`s Degrees. We show the experience of the app in two subjects, commenting on the differences, the difficulties encountered and the analysis of the results of a survey conducted to the students. This initiative arises from the experience of the Research Group on Production and Information and Communication Technologies (GIPTIC-UCM of the Complutense University of Madrid as a result of the participation in an Educational Innovation Project.

  7. Lessons learned from the non-proliferation experiment

    Energy Technology Data Exchange (ETDEWEB)

    McWilliam, C.; Curtis, S. [DOE, Las Vegas, NV (United States)

    1994-12-31

    The Department of Energy sponsored Non-Proliferation Experiment (formerly known as the Chemical Kiloton) involved the detonation of blasting agent approximately equivalent to one kiloton of energy release on the Nevada Test Site in an effort to determine if (and if so, which) discriminators exist between conventional and nuclear detonations of similar yield. Coordination among hundreds of scientists from at least fifteen different organizations were required to design the experiments necessary to collect and interpret data from this unique and complex event. Stakeholders and members of the Group of Scientific Experts of the Conference on Disarmament observed the progress of the experiment first hand. The experiment was a success in that a vast majority of the expected data was collected and shared quickly and efficiently throughout the international scientific community. The management of the project was discussed among the major co-sponsoring organizations and the significant {open_quotes}lessons learned{close_quotes} are presented.

  8. An Examination of Game-Based Learning from Theories of Flow Experience and Cognitive Load

    Science.gov (United States)

    Lai, Chih-Hung; Chu, Chih-Ming; Liu, Hsiang-Hsuan; Yang, Shun-Bo; Chen, Wei-Hsuan

    2013-01-01

    This study aims to discuss whether game-based learning with the integration of games and digital learning could enhance not only the flow experience in learning but achieve the same flow experience in pure games. In addition, the authors discovered that whether the game-based learning could make learners to reveal higher cognitive load. The…

  9. Pre-Service Teachers' Experiences and Views on Project-Based Learning Processes

    Science.gov (United States)

    Dag, Funda; Durdu, Levent

    2017-01-01

    Project-based learning (PjBL) has been promoted as an effective and frequently used student-centered learning approach for various learning environments. To have various learning experiences with PjBL is an important requirement for pre-service teachers (PSTs). The purpose of the study was to investigate the experiences PSTs had with group work…

  10. Interplay between Hippocampal Sharp-Wave-Ripple Events and Vicarious Trial and Error Behaviors in Decision Making.

    Science.gov (United States)

    Papale, Andrew E; Zielinski, Mark C; Frank, Loren M; Jadhav, Shantanu P; Redish, A David

    2016-12-07

    Current theories posit that memories encoded during experiences are subsequently consolidated into longer-term storage. Hippocampal sharp-wave-ripple (SWR) events have been linked to this consolidation process during sleep, but SWRs also occur during awake immobility, where their role remains unclear. We report that awake SWR rates at the reward site are inversely related to the prevalence of vicarious trial and error (VTE) behaviors, thought to be involved in deliberation processes. SWR rates were diminished immediately after VTE behaviors and an increase in the rate of SWR events at the reward site predicted a decrease in subsequent VTE behaviors at the choice point. Furthermore, SWR disruptions increased VTE behaviors. These results suggest an inverse relationship between SWRs and VTE behaviors and suggest that awake SWRs and associated planning and memory consolidation mechanisms are engaged specifically in the context of higher levels of behavioral certainty. Copyright © 2016 Elsevier Inc. All rights reserved.

  11. Enhancing Student Success in Online Learning Experiences through the Use of Self-Regulation Strategies

    Science.gov (United States)

    Sharp, Laurie A.; Sharp, Jason H.

    2016-01-01

    Online learning experiences have greatly changed the landscape of instruction. Many courses in postsecondary environments incorporate some type of technological enhancement, which holds benefits for both postsecondary institutions and learners. However, online learning experiences require different pedagogical characteristics than traditional…

  12. Combining traditional anatomy lectures with e-learning activities: how do students perceive their learning experience?

    Science.gov (United States)

    Lochner, Lukas; Wieser, Heike; Waldboth, Simone; Mischo-Kelling, Maria

    2016-02-21

    The purpose of this study was to investigate how students perceived their learning experience when combining traditional anatomy lectures with preparatory e-learning activities that consisted of fill-in-the-blank assignments, videos, and multiple-choice quizzes. A qualitative study was conducted to explore changes in study behaviour and perception of learning. Three group interviews with students were conducted and thematically analysed. Data was categorized into four themes: 1. Approaching the course material, 2. Understanding the material, 3. Consolidating the material, and 4. Perceived learning outcome. Students appreciated the clear structure of the course, and reported that online activities encouraged them towards a first engagement with the material. They felt that they were more active during in-class sessions, described self-study before the end-of-term exam as easier, and believed that contents would remain in their memories for a longer time. By adjusting already existing resources, lectures can be combined fairly easily and cost-effectively with preparatory e-learning activities. The creation of online components promote well-structured courses, can help minimize 'student passivity' as a characteristic element of lectures, and can support students in distributing their studies throughout the term, thus suggesting enhanced learning. Further research work should be designed to confirm the afore-mentioned findings through objective measurements of student learning outcomes.

  13. Combining traditional anatomy lectures with e-learning activities: how do students perceive their learning experience?

    Science.gov (United States)

    Wieser, Heike; Waldboth, Simone; Mischo-Kelling, Maria

    2016-01-01

    Objectives The purpose of this study was to investigate how students perceived their learning experience when combining traditional anatomy lectures with preparatory e-learning activities that consisted of fill-in-the-blank assignments, videos, and multiple-choice quizzes. Methods A qualitative study was conducted to explore changes in study behaviour and perception of learning. Three group interviews with students were conducted and thematically analysed. Results Data was categorized into four themes: 1. Approaching the course material, 2. Understanding the material, 3. Consolidating the material, and 4. Perceived learning outcome.  Students appreciated the clear structure of the course, and reported that online activities encouraged them towards a first engagement with the material. They felt that they were more active during in-class sessions, described self-study before the end-of-term exam as easier, and believed that contents would remain in their memories for a longer time. Conclusions By adjusting already existing resources, lectures can be combined fairly easily and cost-effectively with preparatory e-learning activities. The creation of online components promote well-structured courses, can help minimize ‘student passivity’ as a characteristic element of lectures, and can support students in distributing their studies throughout the term, thus suggesting enhanced learning. Further research work should be designed to confirm the afore-mentioned findings through objective measurements of student learning outcomes. PMID:26897012

  14. Learning from Educator Experiences in a Hawaiian School: Peak Professional Learning and A'O

    Science.gov (United States)

    Seto, Laurie U'ilani

    2016-01-01

    Due to rapid advancements in the world and shifting priorities at the school level, educators must keep abreast of current developments and how to continue to engage and challenge students in creative ways. This study examined the experiences 21 Kamehameha Schools educators indicated best support their professional learning to gain further…

  15. Experiences of Undergraduate Mothers in Online Learning: A Distance Learning Case Study of Non-Completers

    Science.gov (United States)

    Werth, Loredana

    2010-01-01

    Adults seek out learning experiences in order to adapt to specific life-changing events such as marriage, divorce, a new job, a promotion, being laid off, retiring, losing a loved one, or moving to a new city (Yopp, 2007; Zemke & Zemke, 1984). It has been suggested that student retention is one of the greatest weaknesses of online education (Allen…

  16. Vicarious social defeat stress: Bridging the gap between physical and emotional stress.

    Science.gov (United States)

    Sial, Omar K; Warren, Brandon L; Alcantara, Lyonna F; Parise, Eric M; Bolaños-Guzmán, Carlos A

    2016-01-30

    Animal models capable of differentiating the neurobiological intricacies between physical and emotional stress are scarce. Current models rely primarily on physical stressors (e.g., chronic unpredictable or mild stress, social defeat, learned helplessness), and neglect the impact of psychological stress alone. This is surprising given extensive evidence that a traumatic event needs not be directly experienced to produce enduring perturbations on an individual's health and psychological well-being. Post-traumatic stress disorder (PTSD), a highly debilitating neuropsychiatric disorder characterized by intense fear of trauma-related stimuli, often occurs in individuals that have only witnessed a traumatic event. By modifying the chronic social defeat stress (CSDS) paradigm to include a witness component (witnessing the social defeat of another mouse), we demonstrate a novel behavioral paradigm capable of inducing a robust behavioral syndrome reminiscent of PTSD in emotionally stressed adult mice. We describe the vicarious social defeat stress (VSDS) model that is capable of inducing a host of behavioral deficits that include social avoidance and other depressive- and anxiety-like phenotypes in adult male mice. VSDS exposure induces weight loss and spike in serum corticosterone (CORT) levels. A month after stress, these mice retain the social avoidant phenotype and have an increased CORT response when exposed to subsequent stress. The VSDS is a novel paradigm capable of inducing emotional stress by isolating physical stress/confrontation in mice. The VSDS model can be used to study the short- and long-term neurobiological consequences of exposure to emotional stress in mice. Copyright © 2015 Elsevier B.V. All rights reserved.

  17. Learning from Experience: Creating Leadership Capabilities through Computer Simulated Leadership Challenges

    Science.gov (United States)

    Stewart, Alice C.; Black, Sylvia Sloan; Smith-Gratto, Karen; Williams, Jacqueline A.

    2007-01-01

    Leadership is often described as something that is learned from experience. However, experiences do not often occur within a controlled environment where learning and its impact can be evaluated. In this paper, we investigate the efficacy of two types of learning experiences. University students received leadership training of equal length through…

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

    Science.gov (United States)

    Brunstad, Anne; Hjälmhult, Esther

    2014-12-01

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

  19. Learning experiences for the transition to professional work

    Directory of Open Access Journals (Sweden)

    Leigh N. Wood

    2015-12-01

    Full Text Available A better educated workforce contributes to a more informed and tolerant society with higher economic output, and this is also associated with higher levels of personal health, interpersonal trust and civic and social engagement. Against this backdrop, the role of universities has expanded, as university learning has moved beyond providing an education to preparing students for leadership positions within society. This article examines the effectiveness of final-year learning experiences from the perception of recent graduates. The aim is to improve undergraduate curriculum to facilitate the transition to professional employment. An online quantitative and qualitative survey instrument was developed to investigate graduates’ perceptions of their different learning experiences and assessment types in their senior year. Four hundred and twelve alumni from five universities completed the survey. Our results indicate that graduates value case studies, group work and oral presentations, and that graduates rate lectures and guest lectures from practitioners as the least important in their transition to work. The results validate the use of graduate capability frameworks and mapping the development of the skills over the curriculum. These results are useful for curriculum designers to assist with designing programmes on the transition to professional work.

  20. Sustainable assessment of learning experiences based on projects

    Directory of Open Access Journals (Sweden)

    Ignacio TRAVERSO RIBÓN

    2016-05-01

    Full Text Available In a project-based learning experience, the detailed monitoring of the activities in which team members participate can be useful to evaluate their work. Using learning-oriented assessment procedures, supervisors can assess the teamwork abilities with a formative purpose. Evaluation strategies such as self-assessment, peer assessment and co-assessment are often used to make evaluation formative and sustainable. Conducting an assessment strategy is not easy for team members, since they need before to have a reasonable understanding of the evaluation process and criteria. This paper describes a learning-oriented evaluation methodology and an open data framework that can be applied to collaborative project settings. An evaluation rubric and a series of indicators that provide evidences about the developed skills have been elaborated and applied in a small-scale project-based course. Projects were managed and developed with the help of an open source software forge that contains a ticketing tool for planning and tracking of tasks, a version control repository to save the software outcomes, and using a wiki to host text deliverables. The experience provides evidences in favor of using the assessment method and open data framework to make teamwork evaluation more sustainable.

  1. Experience gained from fires in nuclear power plants: Lessons learned

    International Nuclear Information System (INIS)

    2004-11-01

    In 1993, the IAEA launched a programme to assist Member States in improving fire safety in nuclear power plants (NPPs). The review of fire safety assessment in many plants has shown that fire is one of the most important risk contributors for NPPs. Moreover, operational experience has confirmed that many events have a similar root cause, initiation and development mechanism. Therefore, many States have improved the analysis of their operational experience and its feedback. States that operate NPPs play an important role in the effort to improve fire safety by circulating their experience internationally - this exchange of information can effectively prevent potential events. When operating experience is well organized and made accessible, it can feed an improved fire hazard assessment on a probabilistic basis. The practice of exchanging operational experience seems to be bearing fruit: serious events initiated by fire are on the decline at plants in operating States. However, to maximize this effort, means for communicating operational experience need to be continuously improved and the pool of recipients of operational experience data enlarged. The present publication is the third in a series started in 1998 on fire events, the first two were: Root Cause Analysis for Fire Events (IAEA-TECDOC-1112) and Use of Operational Experience in Fire Safety Assessment of Nuclear Power Plants (IAEA-TECDOC-1134). This TECDOC summarizes the experience gained and lessons learned from fire events at operating plants, supplemented by specific Member State experiences. In addition, it provides a possible structure of an international fire and explosion event database aimed at the analysis of experience from fire events and the evaluation of fire hazard. The intended readership of this is operators of plants and regulators. The present report includes a detailed analysis of the most recent events compiled with the IAEA databases and other bibliographic sources. It represents a

  2. Women's lived experiences of learning to live with osteoporosis

    DEFF Research Database (Denmark)

    Hansen, Carrinna A; Abrahamsen, Bo; Konradsen, Hanne

    2017-01-01

    qualitative interviews were conducted with fifteen recently diagnosed Danish women. A longitudinal design was chosen since this allows an investigation of the perspective over time. The interviews were conducted in the period of March 2011 to August 2012. Data were analyzed using a phenomenological......BACKGROUND: A vast amount of literature exists concerning pharmaceutical adherence in osteoporosis. However, the process of learning to live with osteoporosis over time remains largely unknown. The purpose of this study was to gain a deeper understanding of the continued process of how women learn...... to live with osteoporosis. Our objective was to explore what characterizes women's experiences of living with osteoporosis during the first year after diagnosis, when patients are prescribed anti-osteoporotic treatment, without having experienced an osteoporotic fracture. METHODS: Forty-two narrative...

  3. Doctors' learning experiences in end-of-life care

    DEFF Research Database (Denmark)

    Fosse, Anette; Ruths, Sabine; Malterud, Kirsti

    2017-01-01

    death could even be welcomed. Through challenging dialogues dealing with family members’ hope and trust, they learnt how to adjust words and decisions according to family and patient’s life story. Interdisciplinary role models helped them balance uncertainty and competence in the intermediate position......Background: Doctors often find dialogues about death difficult. In Norway, 45% of deaths take place in nursing homes. Newly qualified medical doctors serve as house officers in nursing homes during internship. Little is known about how nursing homes can become useful sites for learning about end-of-life...... care. The aim of this study was to explore newly qualified doctors’ learning experiences with end-of-life care in nursing homes, especially focusing on dialogues about death. Methods: House officers in nursing homes (n = 16) participated in three focus group interviews. Interviews were audiotaped...

  4. In real time: exploring nursing students' learning during an international experience.

    Science.gov (United States)

    Afriyie Asenso, Barbara; Reimer-Kirkham, Sheryl; Astle, Barbara

    2013-10-11

    Abstract Nursing education has increasingly turned to international learning experiences to educate students who are globally minded and aware of social injustices in local and global communities. To date, research with international learning experiences has focused on the benefits for the students participating, after they have completed the international experience. The purpose of this qualitative study was to explore how nursing students learn during the international experience. The sample consisted of eight nursing students who enrolled in an international learning experience, and data were collected in "real time" in Zambia. The students were observed during learning activities and were interviewed three times. Three major themes emerged from the thematic analysis: expectations shaped students' learning, engagement facilitated learning, and critical reflection enhanced learning. Implications are discussed, related to disrupting media representations of Africa that shape students' expectations, and educational strategies for transformative learning and global citizenship.

  5. Learning professional ethics: Student experiences in a health mentor program.

    Science.gov (United States)

    Langlois, Sylvia; Lymer, Erin

    2016-01-01

    The use of patient centred approaches to healthcare education is evolving, yet the effectiveness of these approaches in relation to professional ethics education is not well understood. The aim of this study was to explore the experiences and learning of health profession students engaged in an ethics module as part of a Health Mentor Program at the University of Toronto. Students were assigned to interprofessional groups representing seven professional programs and matched with a health mentor. The health mentors, individuals living with chronic health conditions, shared their experiences of the healthcare system through 90 minute semi-structured interviews with the students. Following the interviews, students completed self-reflective papers and engaged in facilitated asynchronous online discussions. Thematic analysis of reflections and discussions was used to uncover pertaining to student experiences and learning regarding professional ethics. Five major themes emerged from the data: (1) Patient autonomy and expertise in care; (2) ethical complexity and its inevitable reality in the clinical practice setting; (3) patient advocacy as an essential component of day-to-day practice; (4) qualities of remarkable clinicians that informed personal ideals for future practice; (5) patients' perspectives on clinician error and how they enabled suggestions for improving future practice. The findings of a study in one university context suggest that engagement with the health mentor narratives facilitated students' critical reflection related to their understanding of the principles of healthcare ethics.

  6. When in Rome ... Learn why the Romans do what they do: how multicultural learning experiences facilitate creativity.

    Science.gov (United States)

    Maddux, William W; Adam, Hajo; Galinsky, Adam D

    2010-06-01

    Research suggests that living in and adapting to foreign cultures facilitates creativity. The current research investigated whether one aspect of the adaptation process-multicultural learning-is a critical component of increased creativity. Experiments 1-3 found that recalling a multicultural learning experience: (a) facilitates idea flexibility (e.g., the ability to solve problems in multiple ways), (b) increases awareness of underlying connections and associations, and (c) helps overcome functional fixedness. Importantly, Experiments 2 and 3 specifically demonstrated that functional learning in a multicultural context (i.e., learning about the underlying meaning or function of behaviors in that context) is particularly important for facilitating creativity. Results showed that creativity was enhanced only when participants recalled a functional multicultural learning experience and only when participants had previously lived abroad. Overall, multicultural learning appears to be an important mechanism by which foreign living experiences lead to creative enhancement.

  7. (Re)Counting Meaningful Learning Experiences: Using Student-Created Reflective Videos to Make Invisible Learning Visible during PjBL Experiences

    Science.gov (United States)

    Smith, Shaunna

    2016-01-01

    This ethnographic case study investigated how the process of learning during a yearlong after-school, project-based learning (PjBL) experience could be documented by student-created reflective videos. Guided by social constructivism, constant comparative analysis was used to explore the meaningful learning that took place in addition to the…

  8. Vitrification operational experiences and lessons learned at the WVDP

    International Nuclear Information System (INIS)

    Hamel, W.F. Jr.; Sheridan, M.J.; Valenti, P.J.

    1997-01-01

    The Vitrification Facility (VF) at the West Valley Demonstration Project (WVDP) commenced full, high-level radioactive waste (HLW) processing activities in July 1996. The HLW consists of a blend of washed plutonium-uranium extraction (PUREX) sludge, neutralized thorium extraction (THOREX) waste, and cesium-loaded zeolite. The waste product is borosilicate glass contained in stainless steel canisters, sealed for eventual disposal in a federal repository. This paper discusses the WVDP vitrification process, focusing on operational experience and lessons learned during the first year of continuous, remote operation

  9. Using ICT at an Open Distance Learning (ODL) Institution in South Africa: The Learning Experiences of Students with Visual Impairments

    Science.gov (United States)

    Mokiwa, S. A.; Phasha, T. N.

    2012-01-01

    For students with visual impairments, Information and Communication Technology (ICT) has become an important means through which they can learn and access learning materials at various levels of education. However, their learning experiences in using such form of technologies have been rarely documented, thus suggests society's lack of…

  10. Meaningful Learning with Mobile Devices: Pre-Service Class Teachers' Experiences of Mobile Learning in the Outdoors

    Science.gov (United States)

    Kärki, Tomi; Keinänen, Heli; Tuominen, Anu; Hoikkala, Marianna; Matikainen, Eila; Maijala, Hanna

    2018-01-01

    The authors consider the use of mobile learning environment ActionTrack in teacher education. Pre-service class teachers' (N = 277) experiences of the mobile learning environment were measured with a 7-point Likert-scale questionnaire based on seven attributes of meaningful learning. Students' ratings for different attributes were analysed…

  11. Vicarious Effort-Based Decision-Making in Autism Spectrum Disorders

    Science.gov (United States)

    Mosner, Maya G.; Kinard, Jessica L.; McWeeny, Sean; Shah, Jasmine S.; Markiewitz, Nathan D.; Damiano-Goodwin, Cara R.; Burchinal, Margaret R.; Rutherford, Helena J. V.; Greene, Rachel K.; Treadway, Michael T.; Dichter, Gabriel S.

    2017-01-01

    This study investigated vicarious effort-based decision-making in 50 adolescents with autism spectrum disorders (ASD) compared to 32 controls using the Effort Expenditure for Rewards Task. Participants made choices to win money for themselves or for another person. When choosing for themselves, the ASD group exhibited relatively similar patterns…

  12. Hydroxylation of nitro-(pentafluorosulfanyl)benzenes via vicarious nucleophilic substitution of hydrogen

    Czech Academy of Sciences Publication Activity Database

    Beier, Petr; Pastýříková, Tereza

    2011-01-01

    Roč. 52, č. 34 (2011), s. 4392-4394 ISSN 0040-4039 R&D Projects: GA ČR GAP207/11/0344 Institutional research plan: CEZ:AV0Z40550506 Keywords : pentafluorosulfanyl group * vicarious nucleophilic substitution * hydroxylation Subject RIV: CC - Organic Chemistry Impact factor: 2.683, year: 2011

  13. Attitude change as a function of the observation of vicarious reinforcement and friendliness

    OpenAIRE

    Stocker-Kreichgauer, Gisela

    1982-01-01

    Attitude change as a function of the observation of vicarious reinforcement and friendliness : hostility in a debate / Lutz von Rosenstiel ; Gisela Stocker- Kreichgauer. - In: Group decision making / ed. by Gisela Stocker-Kreichgauer ... - London u.a. : Acad. Press, 1982. - S. 241-255. - (European monographs in social psychology ; 25)

  14. Coping with Vicarious Trauma in the Aftermath of a Natural Disaster

    Science.gov (United States)

    Smith, Lauren E.; Bernal, Darren R.; Schwartz, Billie S.; Whitt, Courtney L.; Christman, Seth T.; Donnelly, Stephanie; Wheatley, Anna; Guillaume, Casta; Nicolas, Guerda; Kish, Jonathan; Kobetz, Erin

    2014-01-01

    This study documents the vicarious psychological impact of the 2010 earthquake in Haiti on Haitians living in the United States. The role of coping resources--family, religious, and community support--was explored. The results highlight the importance of family and community as coping strategies to manage such trauma.

  15. Vicarious Desensitization of Test Anxiety Through Observation of Video-taped Treatment

    Science.gov (United States)

    Mann, Jay

    1972-01-01

    Procedural variations were compared for a vicarious group treatment of test anxiety involving observation of videotapes depicting systematic desensitization of a model. The theoretical implications of the present study and the feasibility of using videotaped materials to treat test anxiety and other avoidance responses in school settings are…

  16. Cerebral palsy: experiences of mothers after learning their child's diagnosis.

    Science.gov (United States)

    Huang, Yu-Ping; Kellett, Ursula M; St John, Winsome

    2010-06-01

    This study is a report of a study describing mothers' experience of learning that their child has been diagnosed with cerebral palsy. Learning a child's diagnosis of disability is a crisis for parents. Their reactions include shock, refusal to accept the diagnosis, anger, fear, and uncertainty about the extent of disability and associated impairment. Knowledge about parental reactions is based on studies conducted in western countries, many of which do not apply to Taiwan where Confucianism strongly influences cultural perspectives of family and disability. In this phenomenological study, data were collected in 2005-2006 using in-depth interviews and journaling with 15 Taiwanese mothers of children diagnosed with cerebral palsy. Hermeneutic analysis was undertaken of interview transcripts and journal notes. Four shared meanings associated with learning of their child's diagnosis were revealed: feeling out of control and powerless, mistrusting healthcare professionals, release and confirmation, and feeling blamed for not following traditional practices. Mothers experienced a loss of their 'ideal' child when their child was diagnosed with cerebral palsy. Expectations of 'normal' motherhood and fulfilling societal anticipation of giving birth to a healthy child were lost. Maintaining their husband's family honour and prosperity, as well as saving face in their community were threatened. Mixed feelings of disbelief, rejection, self-blame and sadness were compounded by uncertainty about their child's future. To promote better understanding of the child's condition, emotional support and information should be provided to the mother and family, both when informing them of the diagnosis and in the period after diagnosis.

  17. Gamification Experience in Secondary Education on Learning of Digital Systems

    Directory of Open Access Journals (Sweden)

    Jesús Carlos DÍEZ RIOJA

    2017-07-01

    Full Text Available Games have always been used in order to motivate learning at early ages. Nevertheless, during teen years, playing games have often been stigmatized as a waste of time. Thus, the phenomenon of gamification has become recently a methodological trend with a relevant presence in the classroom. In this paper, an analysis of previous work in gamification is performed in primary and secondary education. Next, the experience carried out at a secondary school in Barcelona is described where a program has been implemented ad hoc to teach, in a playful way, contents of digital systems in the context of the Industrial Technology course in secondary school. The results of the experience and the students’ opinion that have been positive are summarized in this paper.

  18. Professional Learning between Past Experience and Future Work

    DEFF Research Database (Denmark)

    Weber, Kirsten

    2010-01-01

    This paper is about learning, qualification and possible professionalization in human service work. With human services we primarily refer to work related to health care, child care, social work, and education. I present empirical findings from different phases of training and workplace experience...... of Danish child care pedagogues. The investigation is part of a human resource centered research program studying the development of welfare institutions and systems in Denmark. Welfare institutions have been developing since World War II as an important aspect of and precondition for the socio...... reality as well as defensive “shyings-away”. It cannot be produced by a formal education alone, neither can it emerge from life experiences alone. In the development of research methodology we explore the interplay of regression and progression, the lifelong and everyday active functions of what was named...

  19. Effects of vicarious pain on self-pain perception: investigating the role of awareness

    Directory of Open Access Journals (Sweden)

    Terrighena EL

    2017-07-01

    Full Text Available Esslin L Terrighena,1,2 Ge Lu,1 Wai Ping Yuen,1 Tatia M C Lee,1–4 Kati Keuper1,2,5 1Department of Psychology, Laboratory of Neuropsychology, The University of Hong Kong, Hong Kong; 2Laboratory of Social Cognitive Affective Neuroscience, The University of Hong Kong, Hong Kong; 3The State Key Laboratory of Brain and Cognitive Sciences, Hong Kong; 4Institute of Clinical Neuropsychology, The University of Hong Kong, Hong Kong; 5Institute for Biomagnetism and Biosignalanalysis, University of Münster, Münster, Germany Abstract: The observation of pain in others may enhance or reduce self-pain, yet the boundary conditions and factors that determine the direction of such effects are poorly understood. The current study set out to show that visual stimulus awareness plays a crucial role in ­determining whether vicarious pain primarily activates behavioral defense systems that enhance pain sensitivity and stimulate withdrawal or appetitive systems that attenuate pain sensitivity and stimulate approach. We employed a mixed factorial design with the between-subject factors exposure time (subliminal vs optimal and vicarious pain (pain vs no pain images, and the within-subject factor session (baseline vs trial to investigate how visual awareness of vicarious pain images affects subsequent self-pain in the cold-pressor test. Self-pain tolerance, intensity and unpleasantness were evaluated in a sample of 77 healthy participants. Results revealed ­significant interactions of exposure time and vicarious pain in all three dependent measures. In the presence of visual awareness (optimal condition, vicarious pain compared to no-pain elicited overall enhanced self-pain sensitivity, indexed by reduced pain tolerance and enhanced ratings of pain intensity and unpleasantness. Conversely, in the absence of visual awareness (subliminal condition, vicarious pain evoked decreased self-pain intensity and unpleasantness while pain tolerance remained unaffected. These

  20. Supervised Vicarious Calibration (SVC of Multi-Source Hyperspectral Remote-Sensing Data

    Directory of Open Access Journals (Sweden)

    Anna Brook

    2015-05-01

    Full Text Available Introduced in 2011, the supervised vicarious calibration (SVC approach is a promising approach to radiometric calibration and atmospheric correction of airborne hyperspectral (HRS data. This paper presents a comprehensive study by which the SVC method has been systematically examined and a complete protocol for its practical execution has been established—along with possible limitations encountered during the campaign. The technique was applied to multi-sourced HRS data in order to: (1 verify the at-sensor radiometric calibration and (2 obtain radiometric and atmospheric correction coefficients. Spanning two select study sites along the southeast coast of France, data were collected simultaneously by three airborne sensors (AisaDUAL, AHS and CASI-1500i aboard two aircrafts (CASA of National Institute for Aerospace Technology INTA ES and DORNIER 228 of NERC-ARSF Centre UK. The SVC ground calibration site was assembled along sand dunes near Montpellier and the thematic data were acquired from other areas in the south of France (Salon-de-Provence, Marseille, Avignon and Montpellier on 28 October 2010 between 12:00 and 16:00 UTC. The results of this study confirm that the SVC method enables reliable inspection and, if necessary, in-situ fine radiometric recalibration of airborne hyperspectral data. Independent of sensor or platform quality, the SVC approach allows users to improve at-sensor data to obtain more accurate physical units and subsequently improved reflectance information. Flight direction was found to be important, whereas the flight altitude posed very low impact. The numerous rules and major outcomes of this experiment enable a new standard of atmospherically corrected data based on better radiometric output. Future research should examine the potential of SVC to be applied to super-and-hyperspectral data obtained from on-orbit sensors.

  1. Instant messaging and nursing students' clinical learning experience.

    Science.gov (United States)

    Pimmer, Christoph; Brühlmann, Florian; Odetola, Titilayo Dorothy; Dipeolu, Oluwafemi; Gröhbiel, Urs; Ajuwon, Ademola J

    2018-05-01

    Although learning in clinical settings is a key element of nursing education, for many learners these are challenging developmental contexts often marked by isolation and a lack of belongingness. Despite the massive appropriation of mobile instant messaging (MIM) platforms and the connective properties attendant to them, very little is known about their role in and impact on nursing students' clinical learning experiences. To address this gap, the study, which was part of a multinational research project on the use of mobile social media in health professions education in developing countries, examined the use of the instant messaging platform WhatsApp by nursing students during placements and potential associations with socio-professional indicators. The survey involved a total number of 196 nursing students from 5 schools in Oyo State, Nigeria. The findings suggest that students used WhatsApp relatively frequently and they perceived that this platform strongly enhanced their communication with other students and nurses. WhatsApp use during placements was positively associated with students' maintained social capital with peer students, the development of a professional identity, placement satisfaction and with reduced feelings of isolation from professional communities. The determinants that influenced WhatsApp use during placements were perceived usefulness and perceived ease of use. No associations were found between WhatsApp use during placement and age, attitude, subjective norms and placement duration. This study is one of the first of its kind that points to the relevance of mobile instant messaging as part of nursing students' (inter)personal learning environments in clinical settings and, particularly, in the development setting under investigation. Further research is needed to corroborate these findings, to enhance the understanding of the impact mechanisms, and to evaluate a more systematic use of MIM in clinical learning contexts. Copyright © 2018

  2. Machine-learning-assisted materials discovery using failed experiments

    Science.gov (United States)

    Raccuglia, Paul; Elbert, Katherine C.; Adler, Philip D. F.; Falk, Casey; Wenny, Malia B.; Mollo, Aurelio; Zeller, Matthias; Friedler, Sorelle A.; Schrier, Joshua; Norquist, Alexander J.

    2016-05-01

    Inorganic-organic hybrid materials such as organically templated metal oxides, metal-organic frameworks (MOFs) and organohalide perovskites have been studied for decades, and hydrothermal and (non-aqueous) solvothermal syntheses have produced thousands of new materials that collectively contain nearly all the metals in the periodic table. Nevertheless, the formation of these compounds is not fully understood, and development of new compounds relies primarily on exploratory syntheses. Simulation- and data-driven approaches (promoted by efforts such as the Materials Genome Initiative) provide an alternative to experimental trial-and-error. Three major strategies are: simulation-based predictions of physical properties (for example, charge mobility, photovoltaic properties, gas adsorption capacity or lithium-ion intercalation) to identify promising target candidates for synthetic efforts; determination of the structure-property relationship from large bodies of experimental data, enabled by integration with high-throughput synthesis and measurement tools; and clustering on the basis of similar crystallographic structure (for example, zeolite structure classification or gas adsorption properties). Here we demonstrate an alternative approach that uses machine-learning algorithms trained on reaction data to predict reaction outcomes for the crystallization of templated vanadium selenites. We used information on ‘dark’ reactions—failed or unsuccessful hydrothermal syntheses—collected from archived laboratory notebooks from our laboratory, and added physicochemical property descriptions to the raw notebook information using cheminformatics techniques. We used the resulting data to train a machine-learning model to predict reaction success. When carrying out hydrothermal synthesis experiments using previously untested, commercially available organic building blocks, our machine-learning model outperformed traditional human strategies, and successfully predicted

  3. Experience and learning in the workplace : conscious thinking about work and the self

    NARCIS (Netherlands)

    van Dellen, Teije

    2015-01-01

    Abstract In this article the question is raised what students in adult, in particular workplace, learning need to know and understand at least about the theory and practice of experience and learning of adults and moreover why they need to learn it. So contemporary adult learning theory is discussed

  4. A "Uses and Gratification Expectancy Model" to Predict Students' "Perceived e-Learning Experience"

    Science.gov (United States)

    Mondi, Makingu; Woods, Peter; Rafi, Ahmad

    2008-01-01

    This study investigates "how and why" students' "Uses and Gratification Expectancy" (UGE) for e-learning resources influences their "Perceived e-Learning Experience." A "Uses and Gratification Expectancy Model" (UGEM) framework is proposed to predict students' "Perceived e-Learning Experience," and…

  5. Undergraduate Student Self-Efficacy and Perceptions of Virtual World Learning Experience

    Science.gov (United States)

    Stanton, Lorraine May

    2017-01-01

    Virtual worlds are innovative teaching and learning methods that can provide immersive and engaging learning experiences (Lu, 2010). Though they have potential benefits, students sometimes experience a steep learning curve and discomfort with the technology (Warburton, 2009). This study explored how students in two American Studies classes using…

  6. The M-Learning Experience of Language Learners in Informal Settings

    Science.gov (United States)

    Sendurur, Emine; Efendioglu, Esra; Çaliskan, Neslihan Yondemir; Boldbaatar, Nomin; Kandin, Emine; Namazli, Sevinç

    2017-01-01

    This study is designed to understand the informal language learners' experiences of m-learning applications. The aim is two-folded: (i) to extract the reasons why m-learning applications are preferred and (ii) to explore the user experience of Duolingo m-learning application. We interviewed 18 voluntary Duolingo users. The findings suggest that…

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

    Directory of Open Access Journals (Sweden)

    Manuel Ninaus

    2017-09-01

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

  8. An assessment of student experiences and learning based on a novel undergraduate e-learning resource.

    Science.gov (United States)

    Mehta, S; Clarke, F; Fleming, P S

    2016-08-12

    Purpose/objectives The aims of this study were to describe the development of a novel e-learning resource and to assess its impact on student learning experiences and orthodontic knowledge.Methods Thirty-two 4th year dental undergraduate students at Queen Mary University of London were randomly allocated to receive electronic access to e-learning material covering various undergraduate orthodontic topics over a 6-week period. Thirty-one control students were not given access during the study period. All students were asked to complete electronic quizzes both before (T0) and after (T1) the study period and a general questionnaire concerning familiarity with e-learning. The test group also completed a user satisfaction questionnaire at T1. Two focus groups were also undertaken to explore learners' experiences and suggestions in relation to the resource.Results The mean quiz result improved by 3.9% and 4.5% in the control and test groups, respectively. An independent t-test, however, demonstrated a lack of statistical significance in knowledge gain between control and test groups (P = 0.941). The qualitative feedback indicated that students believed that use of the resource enhanced knowledge and basic understanding with students expressing a wish to ingrain similar resources in other areas of undergraduate teaching.Conclusions Use of the novel orthodontic e-resource by 4th year undergraduate students over a 6-week period did not result in a significant improvement in subject knowledge. However, the e-learning has proven popular among undergraduates and the resources will continue to be refined.

  9. The student fieldwork experience: influencing factors and implications for learning

    Science.gov (United States)

    Boyle, Alan; Stokes, Alison

    2010-05-01

    Fieldwork has always been a crucial component of undergraduate geoscience degrees, yet our understanding of the learning processes that operate in a field environment is limited. Learning is a complex process, and there is increasing interest in the role played in this process by the affective domain, in particular the link between affect (emotion and attitude) and cognition (understanding). This presentation covers two UK-based studies that investigated the impact of residential geoscience fieldwork on students' affective responses (e.g. feelings, attitudes, motivations), and their subsequent learning outcomes; student affective responses are thought to be linked to the adoption of effective approaches to learning. The first study involved ~300 students from 7 UK universities undertaking residential field classes in, geography, earth and environmental sciences (GEES disciplines). Mixed-format surveys applied before and after fieldwork demonstrated significant effects in the affective domain. In general, student responses were very positive prior to fieldwork and became more positive as a result of the field experience. The data were analysed for any subgroup differences (gender, age, previous experience) but the only significant difference concerned levels of anxiety amongst some groups of students prior to fieldwork. However, post fieldwork surveys showed that the field experience mitigated these anxieties; for most it was not as bad as they thought it would be. This study demonstrated that fieldwork generated positive attitudes amongst students to their subject of study as well as development of ‘soft' interpersonal skills. The second study collected qualitative and quantitative data from 62 students at a single UK university before, during and after a nine day geologic mapping-training field course, a style of fieldwork not surveyed in the first study. As with the first study, pre-field class positive affects became strengthened, while negative feelings and

  10. Does using active learning in thermodynamics lectures improve students’ conceptual understanding and learning experiences?

    International Nuclear Information System (INIS)

    Georgiou, H; Sharma, M D

    2015-01-01

    Encouraging ‘active learning’ in the large lecture theatre emerges as a credible recommendation for improving university courses, with reports often showing significant improvements in learning outcomes. However, the recommendations are based predominantly on studies undertaken in mechanics. We set out to examine those claims in the thermodynamics module of a large first year physics course with an established technique, called interactive lecture demonstrations (ILDs). The study took place at The University of Sydney, where four parallel streams of the thermodynamics module were divided into two streams that experienced the ILDs and two streams that did not. The programme was first implemented in 2011 to gain experience and refine logistical matters and repeated in 2012 with approximately 500 students. A validated survey, the thermal concepts survey, was used as pre-test and post-test to measure learning gains while surveys and interviews provided insights into what the ‘active learning’ meant from student experiences. We analysed lecture recordings to capture the time devoted to different activities in a lecture, including interactivity. The learning gains were in the ‘high gain’ range for the ILD streams and ‘medium gain’ for the other streams. The analysis of the lecture recordings showed that the ILD streams devoted significantly more time to interactivity while surveys and interviews showed that students in the ILD streams were thinking in deep ways. Our study shows that ILDs can make a difference in students’ conceptual understanding as well as their experiences, demonstrating the potential value-add that can be provided by investing in active learning to enhance lectures. (paper)

  11. Injecting learning experience into geoethics for human and natural sustainability

    Science.gov (United States)

    Crookall, David

    2016-04-01

    Our early life experience has a strong influence on our actions in later life. Humans today are just starting to re-learn, collectively, how to treat Earth with the respect that it deserves and that is needed for our offspring to inherit a decent home. However, we still have a long way to go to instill in people at large the ethics, knowledge and skills necessary to ensure a healthy journey for humanity on spaceship. The experience of early upbringing, of schooling and of everyday life is probably the only path strong enough to develop in people a strong desire for ethical behaviour towards their environment. The problem is that the measures taken today to ensure the development of ethical behaviours in the population at large are woefully inadequate. At best, western school programmes contain a few lessons devoted to the environment, and even then they usually just pay lip service to the basics of the environment; they rarely aim to instill skills and knowledge in order to understand and care deeply for the environment. My presentation will suggest some practical ways to help communities build ethical frameworks and strategies to guide and generate tools, methods and activities that guide young people (pupils, students, scholars, researchers) to toward more ethical behaviours regarding their environment and their communities. Examples might include: - Developing geoethical dimensions of internships, in all areas; - Designing, testing and running simulation/games+debriefing providing a rich affective-cognitive context for grappling with geoethical problems- eg, FISH BANKS, KEEP COOL. - Pressuring governments to make geoethics, environmental care and climate change understanding central components of (almost) all educational programmes (in, eg, history, language, business, law, medicine, etc). - Subsidizing environmental-care summer schools for families and teachers at all levels. - Etc. One of my actions is founding a academic journal in the area, maybe with the

  12. Learning for Entrepreneurship in Heterogeneous Groups: Experiences From an International, Interdisciplinary Higher Education Student Program

    NARCIS (Netherlands)

    Lans, T.; Popov, V.; Oganisjana, K.; Täks, M.

    2013-01-01

    Although entrepreneurship education (EE) has gained popularity internationally, empirical work is scarce on the factors which influence the underlying learning process. This article presents the experiences of a European summer school where factors which contribute to entrepreneurial learning in

  13. An adaptive multi-agent memetic system for personalizing e-learning experiences

    NARCIS (Netherlands)

    Acampora, G.; Gaeta, M.; Munoz, E.; Vitiello, A.

    2011-01-01

    The rapid changes in modern knowledge, due to exponential growth of information sources, are complicating learners' activity. For this reason, novel approaches are necessary to obtain suitable learning solutions able to generate efficient, personalized and flexible learning experiences. From this

  14. Enhancing active learning in microbiology through case based learning: experiences from an Indian medical school.

    Science.gov (United States)

    Ciraj, A M; Vinod, P; Ramnarayan, K

    2010-01-01

    Case-based learning (CBL) is an interactive student-centered exploration of real life situations. This paper describes the use of CBL as an educational strategy for promoting active learning in microbiology. CBL was introduced in the microbiology curriculum for the second year medical students after an orientation program for faculty and students. After intervention, the average student scores in CBL topics were compared with scores obtained in lecture topics. An attempt was also made to find the effect of CBL on the academic performance. Student and faculty perception on CBL were also recorded. In a cross sectional survey conducted to assess the effectiveness of CBL, students responded that, apart from helping them acquire substantive knowledge in microbiology, CBL sessions enhanced their analytic, collaborative, and communication skills. The block examination scores in CBL topics were significantly higher than those obtained for lecture topics. Faculty rated the process to be highly effective in stimulating student interest and long term retention of microbiology knowledge. The student scores were significantly higher in the group that used CBL, compared to the group that had not used CBL as a learning strategy. Our experience indicated that CBL sessions enhanced active learning in microbiology. More frequent use of CBL sessions would not only help the student gain requisite knowledge in microbiology but also enhance their analytic and communication skills.

  15. THE VIRTUAL LEARNING ENVIRONMENTS IN VOCATIONAL EDUCATION: A REPORT OF BLENDED LEARNING EXPERIENCES

    Directory of Open Access Journals (Sweden)

    Paulo Roberto Prado Constantino

    2013-07-01

    Full Text Available This paper presents an experiment in uses of virtual learning environments (VLE in the vocational education, evaluated by the Educational Supervision of Vocational and Secondary Schools of Paula Souza Center. The experience occurred in Etec "Jacinto Ferreira de Sá", São Paulo, Brazil, between 2009 and 2011, where the reported activities were organized and developed in the degree of Music, with students of different ages. Using specifics instruments to qualitative research for data collection were selected class record books, the reports to the virtual environment, the records of the participants' personal reflections, interviews and examination of the minutes of class councils involved. The experience has served as a basis for replication in other contexts and vocational courses presented by the institution.

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

    Science.gov (United States)

    Stacey, G; Oxley, R; Aubeeluck, A

    2015-09-01

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

  17. Experience and lessons learned in the assessment of safety justifications for experiments mounted in research reactors

    International Nuclear Information System (INIS)

    Cox, R.F.

    1990-01-01

    Some experiments in research reactors are arguably a risky undertaking due to their uncertain outcome. The justifications for such experiments require careful assessment to validate their undertaking. The public, the operators and the installation itself must be safeguarded. Assessment of the potential risk is an acquired skill but in doing so the route can be eased by learning from the lessons experience can teach. This paper, essentially for the usage of safety managers, sets out some of the issues relating to the assessment process gained from our experience over a few tens of years in the assessment of experiments. Many of the conclusions reached may appear all too obvious viewed in retrospect, but they were not necessarily clear at the time. Those organizations setting up assessment teams may find some of the conclusions of value such that their proposed management system can embrace methodologies for assessment that can avoid or lessen the impact of some of the pitfalls we have tried to identify. Failure to recognise some of these points may run the risk of delayed clearances, dilated timescales and cost overruns. It is in the hope of reducing all these penalties that we offer our experiences

  18. The learning and mentoring experiences of Paralympic coaches.

    Science.gov (United States)

    Fairhurst, Katherine E; Bloom, Gordon A; Harvey, William J

    2017-04-01

    Participation in the Paralympic Games has grown substantially, yet the same growth and development has not occurred with empirical literature for coaching in disability sport. The purpose of the current study was to explore Paralympic coaches' perceptions of their learning and educational experiences, including their formal and informal mentoring opportunities. Six highly successful and experienced Paralympic coaches were individually interviewed in this qualitative study. The interview data were analyzed following Braun and Clarke's guidelines for thematic analysis. Results demonstrated that Paralympic coaches faced several challenges to acquire disability specific coaching knowledge and skills. These challenges led the participants to utilize an array of informal learning situations, such as actively seeking mentoring relationships when they first entered the field. After becoming expert coaches, they gave back to their sport by making mentoring opportunities available for aspiring coaches. The results of the current study address the value and importance of mentoring as a structured source of education and career development for aspiring Paralympic coaches. Crown Copyright © 2016. Published by Elsevier Inc. All rights reserved.

  19. Institutional policy learning and public consultation: the Canadian xenotransplantation experience.

    Science.gov (United States)

    Jones, Mavis; Einsiedel, Edna

    2011-09-01

    Attempts to evaluate public consultations, participatory technology assessment, and deliberative democracy have typically considered impacts on either policy or participants. The determination of impacts on policy institutions has been limited due to the challenges of tracing effects through the policy process, or penetrating bureaucratic walls. This paper presents findings from a retrospective study exploring the institutional lessons learned from a 2001 Canadian national public consultation on xenotransplantation. The consultation was conducted through an arm's-length process and involved the use of citizen juries in six regional sites. We conducted in-depth interviews of regulatory and policy actors who were engaged in early policy discussions and the consultation process. We reviewed evaluations of this process, both internal and external, which gave us richer insights into what institutional actors saw as the impacts of this consultative experience on their policy environment. Participants in our research identified a broader shift toward openness in policy culture which they linked specifically to the innovative consultation process employed for xenotransplantation. We argue that beyond input into policy decisions, a consultation may have an impact in terms of its contribution to overall shifts in institutional culture (related to institutional learning), such as an "opening" of technological decision processes to a broader range of actors, knowledge, and values. Copyright © 2011 Elsevier Ltd. All rights reserved.

  20. Accelerating Innovation Through Coopetition: The Innovation Learning Network Experience.

    Science.gov (United States)

    McCarthy, Chris; Ford Carleton, Penny; Krumpholz, Elizabeth; Chow, Marilyn P

    Coopetition, the simultaneous pursuit of cooperation and competition, is a growing force in the innovation landscape. For some organizations, the primary mode of innovation continues to be deeply secretive and highly competitive, but for others, a new style of shared challenges, shared purpose, and shared development has become a superior, more efficient way of working to accelerate innovation capabilities and capacity. Over the last 2 decades, the literature base devoted to coopetition has gradually expanded. However, the field is still in its infancy. The majority of coopetition research is qualitative, primarily consisting of case studies. Few studies have addressed the nonprofit sector or service industries such as health care. The authors believe that this article may offer a unique perspective on coopetition in the context of a US-based national health care learning alliance designed to accelerate innovation, the Innovation Learning Network or ILN. The mission of the ILN is to "Share the joy and pain of innovation," accelerating innovation by sharing solutions, teaching techniques, and cultivating friendships. These 3 pillars (sharing, teaching, and cultivating) form the foundation for coopetition within the ILN. Through the lens of coopetition, we examine the experience of the ILN over the last 10 years and provide case examples that illustrate the benefits and challenges of coopetition in accelerating innovation in health care.

  1. Self-directed learning: A heretical experiment in teaching physics

    Science.gov (United States)

    Silverman, M. P.

    1995-06-01

    An account is given of the instruction of university-level introductory physics courses according to an educational framework in which (1) curiosity-driven inquiry is recognized as an essential activity of both science and science teaching; (2) the principal role of the instructor is to provide students the incentive to learn science through their pursuit of personally meaningful questions; (3) the commission of errors is regarded as a natural concomitant to learning and is not penalized; (4) emphasis is placed on laboratory investigations that foster minimally restrictive free exploration rather than prescriptive adherence to formal procedure; (5) research skills are developed through out-of-class projects that involve literature search, experiment, and the modeling of real-world physical phenomena: (6) the precise and articulate use of language is regarded as seminal to communication in science (as it is in the humanities) and is promoted through activities that help develop written and oral language skills; (7) the evaluation of student performance is based on a portfolio of accomplished work rather than on the outcome of formal testing.

  2. Operational experience - Lessons learned from IRS-reports in Germany

    International Nuclear Information System (INIS)

    Wetzel, N.; Maqua, M.

    2005-01-01

    The international Incident Reporting System (IRS), jointly operated by IAEA and OECD-NEA, is a main source of safety significant findings and lessons learned of nuclear operating experience. GRS (Gesellschaft fuer Anlagen- und Reaktorsicherheit mbH) is a scientific-technical expert and research organisation. On Behalf of the Federal Minister of Environment, Nature Conservation and Reactor Safety (BMU), GRS provides the IRS officer. The evaluation of IRS-Reports and the dissemination of the main findings including the assessment of the relevance for German NPPs is task of GRS. The value of IRS is among experts undoubted. But nevertheless, the reporting to IRS decreases since some years. This presentation is aimed to show the support of IRS in strengthening the safety of German NPPs. The evaluation of IRS-Reports at GRS is three-fold. It comprises initial screening, quarterly and yearly reporting and the development of specific German Information Notices on safety significant events with direct applicability to German NPPs. Some examples of lessons learned from recent international events are discussed below. These examples shall demonstrate that the use of the IRS enhances significantly the knowledge on operational events. (author)

  3. Memory for Lectures: How Lecture Format Impacts the Learning Experience.

    Science.gov (United States)

    Varao-Sousa, Trish L; Kingstone, Alan

    2015-01-01

    The present study investigated what impact the presentation style of a classroom lecture has on memory, mind wandering, and the subjective factors of interest and motivation. We examined if having a professor lecturing live versus on video alters the learning experience of the students in the classroom. During the lectures, students were asked to report mind wandering and later complete a memory test. The lecture format was manipulated such that all the students received two lectures, one live and one a pre-recorded video. Results indicate that lecture format affected memory performance but not mind wandering, with enhanced memory in the live lectures. Additionally, students reported greater interest and motivation in the live lectures. Given that a single change to the classroom environment, professor presence, impacted memory performance, as well as motivation and interest, the present results have several key implications for technology-based integrations into higher education classrooms.

  4. Memory for Lectures: How Lecture Format Impacts the Learning Experience.

    Directory of Open Access Journals (Sweden)

    Trish L Varao-Sousa

    Full Text Available The present study investigated what impact the presentation style of a classroom lecture has on memory, mind wandering, and the subjective factors of interest and motivation. We examined if having a professor lecturing live versus on video alters the learning experience of the students in the classroom. During the lectures, students were asked to report mind wandering and later complete a memory test. The lecture format was manipulated such that all the students received two lectures, one live and one a pre-recorded video. Results indicate that lecture format affected memory performance but not mind wandering, with enhanced memory in the live lectures. Additionally, students reported greater interest and motivation in the live lectures. Given that a single change to the classroom environment, professor presence, impacted memory performance, as well as motivation and interest, the present results have several key implications for technology-based integrations into higher education classrooms.

  5. Business oriented educational experiments enhance active learning by engineering students

    DEFF Research Database (Denmark)

    Christiansen, Nynne Mia; Schjær-Jacobsen, Hans; Simon, Jens

    2012-01-01

    It is generally agreed that one of the keys to recreating industrial growth after the financial crisis is to mobilize universities and engineering schools to be more actively involved in innovation and entrepreneurship activities in cooperation with industrial companies. This active learning...... exploration symposium on bridging the gap between engineering education and business is proposed on the basis of the Copenhagen University College of Engineering (IHK) being involved in a DKK 50m ongoing project “Business Oriented Educational Experiments” financed by the Capital Region of Denmark...... and the European Social Fund. The project is carried out with other major educational institutions in the Copenhagen area and organized in five themes: 1) world class competences, 2) new interactions between education and business, 3) the experimenting organization, 4) education on demand, and 5) new career paths...

  6. External Police Oversight in Mexico: Experiences, Challenges, and Lessons Learned

    Directory of Open Access Journals (Sweden)

    Rubén Guzmán Sánchez

    2014-11-01

    Full Text Available After nearly 20 years of ‘reformist’ measures, the police in Mexico continues to be an ineffective, unreliable, and ‘far from citizen’ institution. The efforts made so far have faded amongst political interests and agendas; multidimensional frameworks out-dated at both conceptual and interagency levels; short-sighted competition for resources; evaluation and performance monitors that are handicapped by bureaucratic inaction; and weak transparency and accountability that perpetuate the opacity in which the police operate. In this context, the agenda of external police oversight is still at a rudimentary stage. However, there are several initiatives that have managed to push the issue to the frontier of new knowledge and promising practices. This paper outlines the experiences and challenges of—as well as the lessons learned by—the Institute for Security and Democracy (Insyde A.C., one of the most recognised think tanks in Mexico.

  7. Machine learning based global particle indentification algorithms at LHCb experiment

    CERN Multimedia

    Derkach, Denis; Likhomanenko, Tatiana; Rogozhnikov, Aleksei; Ratnikov, Fedor

    2017-01-01

    One of the most important aspects of data processing at LHC experiments is the particle identification (PID) algorithm. In LHCb, several different sub-detector systems provide PID information: the Ring Imaging CHerenkov (RICH) detector, the hadronic and electromagnetic calorimeters, and the muon chambers. To improve charged particle identification, several neural networks including a deep architecture and gradient boosting have been applied to data. These new approaches provide higher identification efficiencies than existing implementations for all charged particle types. It is also necessary to achieve a flat dependency between efficiencies and spectator variables such as particle momentum, in order to reduce systematic uncertainties during later stages of data analysis. For this purpose, "flat” algorithms that guarantee the flatness property for efficiencies have also been developed. This talk presents this new approach based on machine learning and its performance.

  8. Online Library of Scientific Models, A New Way to Teach, Learn, and Share Learning Experience

    Directory of Open Access Journals (Sweden)

    Hatem H. Elrefaei

    2008-05-01

    Full Text Available While scientific models are usually communicated in paper format, the need to reprogram every model by every user results in a huge loss of efforts, time and money, hence lengthening the educational and research developing cycle and loosing the learning experience and expertise gained by every user. We demonstrate a new portal www.imodelit.com that hosts a library of scientific models for electrical engineers in the form of java applets. They are all conformal, informative, with strong input and output filing system. The software design allows a fast developing cycle and it represents a strong infrastructure that can be shared by researchers to develop their own applets to be posted on the library. We aim for a community based library of scientific models that enhances the e-learning process for engineering students.

  9. Bridging Learning Communities Through Experiential Learning with GIST: 2Y College Experience

    Science.gov (United States)

    Sorey, N.; Phillips, C. D.

    2017-12-01

    This study reviews successes of community engagement through experiential learning with GIST across academic disciplines that leverage topics with technology and community relationships throughout a two-year campus and the community at large. This approach allowed for a diversification of populations reached through college student engagement and community outreach efforts. Technological frameworks and development of best practice resources to support students and faculty were shown to increase the capacity for undergraduate research experiences, K12 short course offerings during the summer, and the formation of a STEM-focused student organization. The RSO has participated in activities that include educational technology development, participating in the growth and development of the area's maker movement community, and geoscience outreach and education. Development of the program thus far and lessons learned have resulted in a proposal for an areal-based informal pathway linking the K12 community to area colleges by integrating geoscience outreach with GIST through the maker movement.

  10. Effects of Learning Experience on Forgetting Rates of Item and Associative Memories

    Science.gov (United States)

    Yang, Jiongjiong; Zhan, Lexia; Wang, Yingying; Du, Xiaoya; Zhou, Wenxi; Ning, Xueling; Sun, Qing; Moscovitch, Morris

    2016-01-01

    Are associative memories forgotten more quickly than item memories, and does the level of original learning differentially influence forgetting rates? In this study, we addressed these questions by having participants learn single words and word pairs once (Experiment 1), three times (Experiment 2), and six times (Experiment 3) in a massed…

  11. Learning with Smartphones: Students' Lived Experience of Using Smartphones

    Science.gov (United States)

    Chan, Nee Nee; Walker-Gleaves, Alan; Remedios, Richard

    2013-01-01

    With its wide-ranging applications and multiple features, the smartphone is propelling a new way of learning "on the fly". Mobile learning is more than simply learning with certain types of digital technologies: through everyday practices of using the smartphone, learning can take place in formal and informal settings and in the boundary…

  12. Learners' experiences of learning support in selected Western Cape ...

    African Journals Online (AJOL)

    The learning support assisted in meeting learners' academic, social and emotional needs by addressing barriers to learning, creating conducive learning environments, enhancing learners' self-esteem and improving learners' academic performance. Keywords: academic needs; academic performance; barriers to learning; ...

  13. Nurses' Experiences and Perceptions of Mobile Learning: A Survey in Beijing, China.

    Science.gov (United States)

    Xiao, Qian; Sun, Aihua; Wang, Yicong; Zhang, Yan; Wu, Ying

    2018-01-01

    To explore nurses' experience and perceptions toward mobile learning, 397 nurses were investigated. All of them used mobile learning in the past one year through internet, e-books and WeChat. Smartphones were the most used mobile learning tools, followed by a tablet and laptop computer. The mean score of nurses' intention towards mobile learning was 12.1 (ranged from 7 to 15), and it related to nurses' gender, education background, expected effect, ease of operation, self-learning management and perceived interest. Nurses had positive perception toward mobile learning and enough conditions to promote nurses' mobile learning should be provided.

  14. Knowledge Transfer in Health Care Through Digitally Collecting Learning Experiences - Results of Witra Care.

    Science.gov (United States)

    Behrends, Marianne; Kupka, Thomas; Schmeer, Regina; Meyenburg-Altwarg, Iris; Marschollek, Michael

    2016-01-01

    The goal of the project Witra Care was to investigate how far the use of mobile technology is suitable to collect experience-based knowledge of nurses. Nine new employees and seven experienced nurses received for six weeks a mobile phone or a tablet pc with a mobile application that allowed them to collect learning object as pictures, videos, audio files or notes. In Witra Care the nurses created 303 learning objects. They have found the collecting of learning experiences was helpful for their learning processes. The learning objects demonstrate various aspects of daily routines in nursing. The results of Witra Care show that the documentation of learning experiences with mobile devices helps to gather information about the practical knowledge in the daily work of nurses, identifies individual learning needs of the employees and supports them in their personal learning processes.

  15. Simulated learning environment experience in nursing students for paediatric practice.

    Science.gov (United States)

    Mendoza-Maldonado, Yessy; Barría-Pailaquilén, René Mauricio

    The training of health professionals requires the acquisition of clinical skills in a safe and efficient manner, which is facilitated by a simulated learning environment (SLE). It is also an efficient alternative when there are limitations for clinical practice in certain areas. This paper shows the work undertaken in a Chilean university in implementing paediatric practice using SLE. Over eight days, the care experience of a hospitalized infant was studied applying the nursing process. The participation of a paediatrician, resident physician, nursing technician, and simulated user was included in addition to the use of a simulation mannequin and equipment. Simulation of care was integral and covered interaction with the child and family and was developed in groups of six students by a teacher. The different phases of the simulation methodology were developed from a pedagogical point of view. The possibility of implementing paediatric clinical practice in an efficient and safe way was confirmed. The experience in SLE was highly valued by the students, allowing them to develop different skills and abilities required for paediatric nursing through simulation. Copyright © 2018 Elsevier España, S.L.U. All rights reserved.

  16. Cyber Bullying and Traumatic Experiences: The Impact on Learning Disabilities

    Directory of Open Access Journals (Sweden)

    Agathi Stathopoulou

    2018-03-01

    Full Text Available The aim of our research is to investigate the effects of traumatic experiences that teens with learning disorders had to go through. The sample of our study is consisted of 160 high school students who were referred in a web line evaluation form, due to low school performance. The research tool that was used was ACHENBACH’s self-report questionnaire for children and teenagers and more specifically the subscales for anxiety-depression and depression-withdrawal. Frequencies, percentages of responses and means have been calculated. An analysis of variance (one way anova to assess the differences in the averages of students' responses to the variable "experiencing a traumatic event" was also performed. The results showed that there are significant differences in the level of statistical significance p <0,01 between the means of students who say they have experienced a traumatic event and those who report that they haven’t. Particularly decisive traumatic experience for the students' mentality seems to be the in-school violence received by students and the death of a loved one. Application features that have to do with the cyber bulling are also presented briefly. 

  17. Vicarious Effort-Based Decision-Making in Autism Spectrum Disorders.

    Science.gov (United States)

    Mosner, Maya G; Kinard, Jessica L; McWeeny, Sean; Shah, Jasmine S; Markiewitz, Nathan D; Damiano-Goodwin, Cara R; Burchinal, Margaret R; Rutherford, Helena J V; Greene, Rachel K; Treadway, Michael T; Dichter, Gabriel S

    2017-10-01

    This study investigated vicarious effort-based decision-making in 50 adolescents with autism spectrum disorders (ASD) compared to 32 controls using the Effort Expenditure for Rewards Task. Participants made choices to win money for themselves or for another person. When choosing for themselves, the ASD group exhibited relatively similar patterns of effort-based decision-making across reward parameters. However, when choosing for another person, the ASD group demonstrated relatively decreased sensitivity to reward magnitude, particularly in the high magnitude condition. Finally, patterns of responding in the ASD group were related to individual differences in consummatory pleasure capacity. These findings indicate atypical vicarious effort-based decision-making in ASD and more broadly add to the growing body of literature addressing social reward processing deficits in ASD.

  18. Comfort and experience with online learning: trends over nine years and associations with knowledge.

    Science.gov (United States)

    Cook, David A; Thompson, Warren G

    2014-07-01

    Some evidence suggests that attitude toward computer-based instruction is an important determinant of success in online learning. We sought to determine how comfort using computers and perceptions of prior online learning experiences have changed over the past decade, and how these associate with learning outcomes. Each year from 2003-2011 we conducted a prospective trial of online learning. As part of each year's study, we asked medicine residents about their comfort using computers and if their previous experiences with online learning were favorable. We assessed knowledge using a multiple-choice test. We used regression to analyze associations and changes over time. 371 internal medicine and family medicine residents participated. Neither comfort with computers nor perceptions of prior online learning experiences showed a significant change across years (p > 0.61), with mean comfort rating 3.96 (maximum 5 = very comfortable) and mean experience rating 4.42 (maximum 6 = strongly agree [favorable]). Comfort showed no significant association with knowledge scores (p = 0.39) but perceptions of prior experiences did, with a 1.56% rise in knowledge score for a 1-point rise in experience score (p = 0.02). Correlations among comfort, perceptions of prior experiences, and number of prior experiences were all small and not statistically significant. Comfort with computers and perceptions of prior experience with online learning remained stable over nine years. Prior good experiences (but not comfort with computers) demonstrated a modest association with knowledge outcomes, suggesting that prior course satisfaction may influence subsequent learning.

  19. Lessons learned from operating experience, maintenance procedures and training measures

    International Nuclear Information System (INIS)

    Guttner, K.; Gronau, D.

    2003-01-01

    Training programmes for nuclear facility personnel as a result of the developing phase of SAT have to be approved in the subsequent implementation and evaluation phases with the consequence of several feedback activities in the whole training process. The effectiveness of this procedure has to be evaluated especially with respect to an improvement of safety culture, shorter outage times or better plant performance, resulting in a smaller number of incidents due to human failures. The first two arguments are directly connected with all types of maintenance work in a nuclear power plant and the related preparatory training measures. The reduction of incidents due to human failures is the result of different influences, i.e. training of the operational as well as of the maintenance personnel together with changes of the operating procedures or system design. Though an evaluation of the training process should always be based on a clear definition of criteria by which the fulfilment of the learning objectives can be measured directly, the real effectiveness of training is proven by the behaviour and attitude of the personnel which can only be taken from indirect indicators. This is discussed in more detail for some examples being partly related to the above mentioned arguments. An excellent plant performance, representing a general objective of all activities, can be analysed by the changed number and reasons of incidents in a plant during its operation time. Two further examples are taken from the reactor service field where there is a tendency to reduce the individual dose rates by changed devices and/or procedures as an output from training experience with mockups. Finally the rationalisation of refresher training for operational personnel by the use of interactive teaching programs (Computer Based Training - CBT) is presented which integrate learning objectives together with a test module. (author)

  20. Global biogeography of scaly tree ferns (Cyatheaceae): evidence for Gondwanan vicariance and limited transoceanic dispersal

    OpenAIRE

    Korall, Petra; Pryer, Kathleen

    2014-01-01

    Aim Scaly tree ferns, Cyatheaceae, are a well-supported group of mostly tree-forming ferns found throughout the tropics, the subtropics and the south-temperate zone. Fossil evidence shows that the lineage originated in the Late Jurassic period. We reconstructed large-scale historical biogeographical patterns of Cyatheaceae and tested the hypothesis that some of the observed distribution patterns are in fact compatible, in time and space, with a vicariance scenario related to the break-up of G...

  1. Early results of experiments with responsive open learning environments

    OpenAIRE

    Friedrich, M.; Wolpers, M.; Shen, R.; Ullrich, C.; Klamma, R.; Renzel, D.; Richert, A.; Heiden, B. von der

    2011-01-01

    Responsive open learning environments (ROLEs) are the next generation of personal learning environments (PLEs). While PLEs rely on the simple aggregation of existing content and services mainly using Web 2.0 technologies, ROLEs are transforming lifelong learning by introducing a new infrastructure on a global scale while dealing with existing learning management systems, institutions, and technologies. The requirements engineering process in highly populated test-beds is as important as the t...

  2. Undergraduate nursing students' experience related to their clinical learning environment and factors affecting to their clinical learning process.

    Science.gov (United States)

    Arkan, Burcu; Ordin, Yaprak; Yılmaz, Dilek

    2018-03-01

    Clinical education is an essential part of nursing education. The purpose of this study was to explore nurse students' experiences related to cinical learning environments, factors effecting to clinical learning process. Descriptive qualitative design was used in this study, and data were collected from 2nd class nursing student (n = 14). The study took the form of in-depth interviews between August-October 2015. The qualitative interviews were analyzed by using simple content analysis. Data were analyzed manually. Experiences nurse students are described five themes. The themes of the study are (1) effecting persons to clinical learning, (2) educational atmosphere, (3) students' personal charactering, (4) the impact of education in school, and (5) students' perceptions related to clinical learning. Participants stated that they experienced many difficulties during clinical learning process. All students importantly stated that nurse teacher is very effecting to clinical learning. This study contributes to the literature by providing data on beginner nursing student' experiences about clinical learning process. The data of this present study show to Turkish nursing student is affecting mostly from persons in clinical learning. The data of this present study will guide nurse teacher when they plan to interventions to be performed to support student during clinical learning process. Copyright © 2017 Elsevier Ltd. All rights reserved.

  3. Vicarious absolute radiometric calibration of GF-2 PMS2 sensor using permanent artificial targets in China

    Science.gov (United States)

    Liu, Yaokai; Li, Chuanrong; Ma, Lingling; Wang, Ning; Qian, Yonggang; Tang, Lingli

    2016-10-01

    GF-2, launched on August 19 2014, is one of the high-resolution land resource observing satellite of the China GF series satellites plan. The radiometric performance evaluation of the onboard optical pan and multispectral (PMS2) sensor of GF-2 satellite is very important for the further application of the data. And, the vicarious absolute radiometric calibration approach is one of the most useful way to monitor the radiometric performance of the onboard optical sensors. In this study, the traditional reflectance-based method is used to vicarious radiometrically calibrate the onboard PMS2 sensor of GF-2 satellite using three black, gray and white reflected permanent artificial targets located in the AOE Baotou site in China. Vicarious field calibration campaign were carried out in the AOE-Baotou calibration site on 22 April 2016. And, the absolute radiometric calibration coefficients were determined with in situ measured atmospheric parameters and surface reflectance of the permanent artificial calibration targets. The predicted TOA radiance of a selected desert area with our determined calibrated coefficients were compared with the official distributed calibration coefficients. Comparison results show a good consistent and the mean relative difference of the multispectral channels is less than 5%. Uncertainty analysis was also carried out and a total uncertainty with 3.87% is determined of the TOA radiance.

  4. Influencing Republicans' and Democrats' attitudes toward Obamacare: Effects of imagined vicarious cognitive dissonance on political attitudes.

    Science.gov (United States)

    Cooper, Joel; Feldman, Lauren A; Blackman, Shane F

    2018-04-16

    The field of experimental social psychology is appropriately interested in using novel theoretical approaches to implement change in the social world. In the current study, we extended cognitive dissonance theory by creating a new framework of social influence: imagined vicarious dissonance. We used the framework to influence attitudes on an important and controversial political attitude: U.S. citizens' support for the Affordable Care Act (ACA). 36 Republicans and 84 Democrats were asked to imagine fellow Republicans and Democrats, respectively, making attitude discrepant statements under high and low choice conditions about support for the ACA. The data showed that vicarious dissonance, established by imagining a group member make a counterattitudinal speech under high-choice conditions (as compared to low-choice conditions), resulted in greater support for the Act by Republicans and marginally diminished support by Democrats. The results suggest a promising role for the application of vicarious dissonance theory to relevant societal issues and for further understanding the relationship of dissonance and people's identification with their social groups.

  5. Can Virtue Be Learned? An Exploration of Student Learning Experiences in Ethics Courses and Their Implications for Influencing Moral Character

    Science.gov (United States)

    Agnew Cochran, Elizabeth; Fozard Weaver, Darlene

    2017-01-01

    What does it mean to teach virtue, or to learn it? We consider this question through an institutional review board (IRB) supported research study attending to student learning experiences in undergraduate ethics courses at a Catholic university with an explicit commitment to social justice. This essay draws on and interprets qualitative data…

  6. The Experience of Contrasting Learning Styles, Learning Preferences, and Personality Types in the Community College English Classroom

    Science.gov (United States)

    Lawrence, William K.

    2014-01-01

    This study focuses on the classroom experiences of students who identify themselves as learning best as reflective-observers (Assimilators) in contrast to those who learn best as active- experimenters (Accommodators), with additional consideration for their self-identified personality type (introvert vs. extrovert) as well as one of the VARK…

  7. Learning Music: Embodied Experience in the Life-World

    Science.gov (United States)

    Alerby, Eva; Ferm, Cecilia

    2005-01-01

    In the present age, which is often signified as post-modern or knowledge-intensive, the calls for learning echo loud. Discussions of learning, as well as teaching, permeate almost all levels and arenas of our society, and have a sure place in every-day conversation as well as scientific debate. The concept of learning can be understood and…

  8. Sharing learning experiences through correspondence on the WWW

    NARCIS (Netherlands)

    Kommers, Petrus A.M.; Okamoto, T; Hartley, R.; Kinshuk, T.; Klus, J.P.

    2001-01-01

    Asynchronous learning networks are facilities and procedures to allow members of learning communities to be more effective and efficient in their learning. One approach is to see how the `sharing' of knowledge can be augmented through meta-data descriptions attached to portfolios and project work.

  9. Researching Design, Experience and Practice of Networked Learning

    DEFF Research Database (Denmark)

    Hodgson, Vivien; de Laat, Maarten; McConnell, David

    2014-01-01

    and final section draws attention to a growing topic of interest within networked learning: that of networked learning in informal practices. In addition, we provide a reflection on the theories, methods and settings featured in the networked learning research of the chapters. We conclude the introduction...

  10. From Playing to Designing: Enhancing Educational Experiences with Location-Based Mobile Learning Games

    Science.gov (United States)

    Edmonds, Roger; Smith, Simon

    2017-01-01

    This paper presents research into the benefits and implementation strategies of integrating location-based mobile learning games in higher education courses to enhance educational experiences. Two approaches were studied: learning by playing, and learning by designing. In the first, games were developed for undergraduate courses in four discipline…

  11. With task experience students learn to ignore the content, not just the location of irrelevant information

    NARCIS (Netherlands)

    Rop, Gertjan; Verkoeijen, Peter P J L; van Gog, Tamara

    2017-01-01

    Presentation of irrelevant additional information hampers learning. However, using a word-learning task, recent research demonstrated that an initial negative effect of mismatching pictures on learning no longer occurred once learners gained task experience. It is unclear, however, whether learners

  12. Exploring Teachers' Blended Learning Experiences in a Rural Alabama High School

    Science.gov (United States)

    Jones, Aslean Madison

    2017-01-01

    The use of blended learning is fast becoming a practice used in public schools to address 21st century learning challenges. However, despite the growing use of instructional delivery models that blend online learning platforms with traditional instruction in brick and mortar classrooms, little is known about teachers' experiences with the…

  13. Learning Ethics through Virtual Fieldtrips: Teaching Ethical Theories through Virtual Experiences

    Science.gov (United States)

    Houser, Rick; Thoma, Steve; Coppock, Amanda; Mazer, Matthew; Midkiff, Lewis; Younanian, Marisa; Young, Sarah

    2011-01-01

    Teaching ethical reasoning is considered an important component of the undergraduate learning experience. A recent approach to teaching using experiential learning is through virtual worlds such as Second Life. We discuss how ethics may be taught using experiential learning in the virtual world of Second Life. Participants in the class in this…

  14. A Service-Learning Project Using Crowdfunding Strategy: Students' Experience and Reflection

    Science.gov (United States)

    Mat-jizat, Jessnor Elmy; Khalid, Khalizul

    2016-01-01

    The aim of this study was to explore students' experience and reflection in doing a Service Learning project as part of their course work. The Service Learning project allows the students to practice their knowledge of raising capital through crowdfunding, and at the same time situates them in an environment where they could learn from the…

  15. Rocket to Creativity: A Field Experience in Problem-Based and Project-Based Learning

    Science.gov (United States)

    Dole, Sharon F.; Bloom, Lisa A.; Doss, Kristy Kowalske

    2016-01-01

    This article reports the impact of a field experience in problem-based (PBL) and project-based learning (PjBL) on in-service teachers' conceptions of experiential learning. Participants had been enrolled in a hybrid class that included an online component in which they learned about PBL and PjBL, and an experiential component in which they…

  16. The Lived Experience of a Doctoral Student: The Process of Learning and Becoming

    Science.gov (United States)

    Callary, Betina; Werthner, Penny; Trudel, Pierre

    2012-01-01

    The PhD experience is often a transition from student to future faculty member, which involves considerable learning and development (Glaze, 2002; Hockey, 2004). Using a lifelong learning perspective (Jarvis, 2009), the purpose of this article is to explore, through a reflective self-study, my process of learning throughout the PhD degree. In this…

  17. The Self-Taught Career Musician: Investigating Learning Sources and Experiences

    Science.gov (United States)

    Watson, Leah

    2016-01-01

    This article reports early findings from a qualitative study of 10 full-time musicians who are self-taught, to investigate their learning biographies. The aim is to identify, define and explore learning sources and experiences across the musician's learning biography. Conducted in Melbourne, Australia, the musicians were recruited through snowball…

  18. Students' Experiences of Clinic-Based Learning during a Final Year Veterinary Internship Programme

    Science.gov (United States)

    Matthew, Susan M.; Taylor, Rosanne M.; Ellis, Robert A.

    2010-01-01

    This study investigated veterinary students' experiences of clinic-based learning (CBL) during a comprehensive final year internship programme. Open-ended surveys (n = 93) were used to gather qualitative data about students' conceptions of what is learned during CBL and their approaches to learning in clinics. Phenomenography was used for detailed…

  19. Systemic Family Therapy Using the Reflecting Team: The Experiences of Adults with Learning Disabilities

    Science.gov (United States)

    Anslow, Katharine

    2014-01-01

    This research aimed to illuminate the experiences of adults with learning disabilities of the reflecting team, in the context of their systemic family therapy. Five adults with learning disabilities were recruited from one community learning disability team. A qualitative design using interpretative phenomenological analysis (IPA) was appropriate…

  20. Sampling Memories: Using Hip-Hop Aesthetics to Learn from Urban Schooling Experiences

    Science.gov (United States)

    Petchauer, Emery

    2012-01-01

    This article theorizes and charts the implementation of a learning activity designed from the hip-hop aesthetic of sampling. The purpose of this learning activity was to enable recent urban school graduates to reflect upon their previous schooling experiences as a platform for future learning in higher education. This article illustrates what…

  1. Undergraduate Political Communication in Action: Volunteer Experiences in a Situated Learning Course

    Science.gov (United States)

    Brubaker, Jennifer

    2011-01-01

    In many college classes, students spend their time learning about the theories from the linear logic of a textbook. However, true learning occurs when these theories are integrated with hands-on authentic experiences. Situated learning courses are designed to bridge the gap between the theoretical and the authentic. Students apply classroom…

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

    Directory of Open Access Journals (Sweden)

    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.

  3. A Peer-Assisted Learning Experience in Computer Programming Language Learning and Developing Computer Programming Skills

    Science.gov (United States)

    Altintas, Tugba; Gunes, Ali; Sayan, Hamiyet

    2016-01-01

    Peer learning or, as commonly expressed, peer-assisted learning (PAL) involves school students who actively assist others to learn and in turn benefit from an effective learning environment. This research was designed to support students in becoming more autonomous in their learning, help them enhance their confidence level in tackling computer…

  4. Lessons Learned from Missing Flooding Barriers Operating Experience

    International Nuclear Information System (INIS)

    Simic, Z.; Veira, M. P.

    2016-01-01

    time or they do not provide sufficient instructions. Most of the events are related to deficiencies discovered during walk-down, review, maintenance and sometimes to incidents. Perhaps these lessons learned from recent events could help filling the missing gap to have most complete flooding protection. This paper presents results from the most recent activity related to the operational experience feedback for the nuclear power plant safety in the EC JRC Clearinghouse. (author).

  5. E-learning in radiology: An Italian multicentre experience

    Energy Technology Data Exchange (ETDEWEB)

    Carriero, A., E-mail: profcarriero@virgilio.it [Istituto di Radiologia Diagnostica ed Interventistica, AOU Maggiore della Carità, Corso Mazzini 18, 28100 Novara (Italy); Bonomo, L., E-mail: lbonomo@rm.unicatt.it [Istituto di Radiologia, Università Cattolica del S.Cuore, Largo Gemelli 8, 00168 Roma (Italy); Calliada, F., E-mail: f.calliada@smatteo.pv.it [Istituto di Radiologia c/o IRCCS Policlinico San Matteo Ospedale Generale Regionale, Piazzale Golgi 27100, Pavia (Italy); Campioni, P., E-mail: paolo.campioni@unife.it [Dipartimento di Scienze Chirurgiche, Radiologiche e Anestesiologiche, Sezione di Diagnostica per Immagini, Università di Ferrara Corso della Giovecca No. 203, 44100, Ferrara (Italy); Colosimo, C., E-mail: colosimo@rm.unicatt.it [Istituto di Radiologia, Università Cattolica del S.Cuore, Largo Gemelli 8, 00168 Roma (Italy); Cotroneo, A., E-mail: ar.cotroneo@rad.unich.it [Istituto di Radiologia, Università degli Studi Di Chieti (Italy); Cova, M., E-mail: cova@gnbts.univ.trieste.it [UCO di Radiologia, Ospedale di Cattinara, Strada di Fiume 447, 34149 Trieste (Italy); Ettorre, G.C., E-mail: g.ettorre@unict.it [Dip. Materno-Infantile e Scienze Radiologiche, Az. Ospedaliero-Universitaria Policlinico, Via S. Sofia 86, 95123 Catania (Italy); Fugazzola, C., E-mail: carlo.fugazzola@uninsubria.it [Dipartimento di Radiologia Ospedale Di Circolo, Viale Borri, No. 57, 21100, Varese (Italy); Garlaschi, G., E-mail: giacomog@unige.it [Dipartimento di Medicina interna e Specialità mediche (DIMI) Via L.B. Alberti, 4, 16132 Genova (Italy); Macarini, L., E-mail: l.macarini@unifg.it [Radiologia Universitaria Ospedali Riuniti di Foggia, Viale Pinto, No. 1, 71100, Foggia (Italy); and others

    2012-12-15

    the band speed and technology of the Internet connection. Conclusions: Technological evolution is overcoming all barriers, and technology is also having a positive impact on the approach to teaching. Our multicentre teaching experience merits the following considerations: the quality of the teaching product was certified by the students’ judgements of its didactic content and the quality of reception; the economic cost of the teaching had a minimal impact on the post-graduate schools (€ 18 per lesson). In terms of breaking down national barriers, it is to be hoped that the coordination and integration of diagnostic imaging e-learning projects, with the participation of post-graduate schools in different European countries, can be developed not only in a spirit of “cultural sharing” and the exchange of teaching experiences.

  6. E-learning in radiology: An Italian multicentre experience

    International Nuclear Information System (INIS)

    Carriero, A.; Bonomo, L.; Calliada, F.; Campioni, P.; Colosimo, C.; Cotroneo, A.; Cova, M.; Ettorre, G.C.; Fugazzola, C.; Garlaschi, G.; Macarini, L.

    2012-01-01

    the band speed and technology of the Internet connection. Conclusions: Technological evolution is overcoming all barriers, and technology is also having a positive impact on the approach to teaching. Our multicentre teaching experience merits the following considerations: the quality of the teaching product was certified by the students’ judgements of its didactic content and the quality of reception; the economic cost of the teaching had a minimal impact on the post-graduate schools (€ 18 per lesson). In terms of breaking down national barriers, it is to be hoped that the coordination and integration of diagnostic imaging e-learning projects, with the participation of post-graduate schools in different European countries, can be developed not only in a spirit of “cultural sharing” and the exchange of teaching experiences.

  7. Strategy of nuclear power technology: learn from Korea experience

    International Nuclear Information System (INIS)

    Sriyana; Nurlaila

    2003-01-01

    Technology is one of the economic and social elements which play an important role in modernization process. When modernity ideas come into society, technology will become fundamental prerequisite for the shake of its form of modem economic social system of the society. Therefore, various effort modernize society involve program of transfer technology in main agenda. Purpose of this study is to choose a process of technology transfer and according to be able to reach for technological ability of nuclear power self-reliance. This research is conducted by study of existing literature, namely learn from experience of Korea which have succeeded to develop nuclear energy technology with self-reliance. While this research scope is to describe the process of technology transfer and according to be able to reach for technological ability of nuclear energy self-reliance. This study conclude that program of technology transfer have to start since nuclear power development pre-project period, project construction of NPP period and also in operation period. To reach for technological ability of self-reliance require to be done by long-term program and require to be build by several units which last for a transfer of technology. Government Commitment to have important role also have to be strong to push the happening of technology transfer. Institutions in concerned should have to be clear and hold responsible according to its interest. National industries as executor of technology transfer require to be given by larger ones opportunity in course of transfer this technology. (author)

  8. Experiences with Learning Management Systems in 113 European Institutions

    Directory of Open Access Journals (Sweden)

    Morten Flate Paulsen

    2003-10-01

    Full Text Available This article presents the major findings from six regional analyses conducted within the framework of the European Web-edu project (http://www.nettskolen.com/in_english/webedusite/index.html. It analyses the experiences of European institutions with the Learning Management Systems that they have purchased or developed themselves. Data was collected from in-depth interviews with 113 European experts, usually the systems managers in the institutions, in 17 countries. The analyses of the interviews revealed as many as 52 different commercial and 35 self-developed LMS systems. The article presents the data from these interviews and includes a series of important findings from the study. One conclusion is that there is a host of commercial and self-developed systems that seem to work satisfactorily in various educational institutions throughout Europe. The systems are not able to handle all the functions the institutions want, and they can be improved in many ways. But most systems encountered in the analyses seem to be good enough for handling online education successfully. Another conclusion is that the European market is not dominated by the American LMS systems. In countries that do not use English as the first language, locally developed LMS systems have successfully ousted the American products. Remarkably, a large number of the LMS systems used in Europe are commercial systems developed locally, or self-developed systems built by the institutions.

  9. Deep Learning in Flavour Tagging at the ATLAS experiment

    CERN Document Server

    Lanfermann, Marie Christine; The ATLAS collaboration

    2017-01-01

    A novel higher-level flavour tagging algorithm called DL1 has been developed using a neural network at the ATLAS experiment at the CERN Large Hadron Collider. We have investigated the potential of Deep Learning in flavour tagging using inputs from lower-level taggers. A systematic grid search over architectures and the training hyperparameter space is presented. In this novel neural network approach, the training is performed on multiple output nodes, which provides a highly flexible tagger. The DL1 studies presented show that the obtained neural network improves discrimination against both $light-flavour$-jets and $c$-jets, and also provides a better performing $c$-tagger. The performance for arbitrary background mixtures can be adjusted after the training according to the to the needs of the physics analysis. The resulting DL1 tagger is described and a detailed set of performance plots presented, obtained from simulated $t\\overline{t}$ events at $\\sqrt(s)$=13 TeV and the Run-2 data taking conditions where t...

  10. Deep Learning in Flavour Tagging at the ATLAS experiment

    CERN Document Server

    Lanfermann, Marie Christine; The ATLAS collaboration

    2017-01-01

    A novel higher-level flavour tagging algorithm called DL1 has been developed using a neural network at the ATLAS experiment at the CERN Large Hadron Collider. We have investigated the potential of Deep Learning in flavour tagging using higher-level inputs from lower-level physics-motivated taggers. A systematic grid search over architectures and the training hyperparameter space is presented. In this novel neural network approach, the jet flavours are treated on an equal footing while training with multiple output nodes, which provides a highly flexible tagger. The DL1 studies presented show that the obtained neural network improves discrimination against both light-jets and c-jets, and also provides a novel c-tagging possibility. The performance for arbitrary background mixtures can be fine-tuned after the training by using iso-efficiency lines of constant signal efficiency, according to the to the needs of the physics analysis. The resulting DL1 tagger is described and a detailed set of performance plots pr...

  11. m-Health: Lessons Learned by m-Experiences

    Science.gov (United States)

    Bravo, José; Hervás, Ramón; González, Iván

    2018-01-01

    m-Health is an emerging area that is transforming how people take part in the control of their wellness condition. This vision is changing traditional health processes by discharging hospitals from the care of people. Important advantages of continuous monitoring can be reached but, in order to transform this vision into a reality, some factors need to be addressed. m-Health applications should be shared by patients and hospital staff to perform proper supervised health monitoring. Furthermore, the uses of smartphones for health purposes should be transformed to achieve the objectives of this vision. In this work, we analyze the m-Health features and lessons learned by the experiences of systems developed by MAmI Research Lab. We have focused on three main aspects: m-interaction, use of frameworks, and physical activity recognition. For the analysis of the previous aspects, we have developed some approaches to: (1) efficiently manage patient medical records for nursing and healthcare environments by introducing the NFC technology; (2) a framework to monitor vital signs, obesity and overweight levels, rehabilitation and frailty aspects by means of accelerometer-enabled smartphones and, finally; (3) a solution to analyze daily gait activity in the elderly, carrying a single inertial wearable close to the first thoracic vertebra. PMID:29762507

  12. Experiments on Supervised Learning Algorithms for Text Categorization

    Science.gov (United States)

    Namburu, Setu Madhavi; Tu, Haiying; Luo, Jianhui; Pattipati, Krishna R.

    2005-01-01

    Modern information society is facing the challenge of handling massive volume of online documents, news, intelligence reports, and so on. How to use the information accurately and in a timely manner becomes a major concern in many areas. While the general information may also include images and voice, we focus on the categorization of text data in this paper. We provide a brief overview of the information processing flow for text categorization, and discuss two supervised learning algorithms, viz., support vector machines (SVM) and partial least squares (PLS), which have been successfully applied in other domains, e.g., fault diagnosis [9]. While SVM has been well explored for binary classification and was reported as an efficient algorithm for text categorization, PLS has not yet been applied to text categorization. Our experiments are conducted on three data sets: Reuter's- 21578 dataset about corporate mergers and data acquisitions (ACQ), WebKB and the 20-Newsgroups. Results show that the performance of PLS is comparable to SVM in text categorization. A major drawback of SVM for multi-class categorization is that it requires a voting scheme based on the results of pair-wise classification. PLS does not have this drawback and could be a better candidate for multi-class text categorization.

  13. Gaming for the Energy Transition : Experimenting and learning in co-designing a serious game prototype

    NARCIS (Netherlands)

    Gugerell, Katharina; Zuidema, Christian

    2017-01-01

    Experimenting and learning are increasingly considered as means to innovate governance approaches for pursuing a more sustainable society. Learning and experimenting can unfold in different formats, such as games or co-design processes. This paper investigates an experimental co-design process

  14. The Relationship between Cultural Values and Learning Preference: The Impact of Acculturation Experiences upon East Asians

    Science.gov (United States)

    Chuang, Szu-Fang

    2012-01-01

    Globalization and technology advancement are creating more biculturalism at workplaces and learning settings. However, little is known about acculturation experience and its influence on a person's cultural values and learning preference. The research reported in this study investigates the impact of acculturation experiences upon the relationship…

  15. Learning through Experience: The Transition from Doctoral Student to Social Work Educator

    Science.gov (United States)

    Oktay, Julianne S.; Jacobson, Jodi M.; Fisher, Elizabeth

    2013-01-01

    The researchers conducted an exploratory study using grounded theory qualitative research methods to examine experiences of social work doctoral students as they learned to teach ("N"?=?14). A core category, "learning through experience," representing a basic social process, was identified. The doctoral students experienced…

  16. Multiple Intelligences, Motivations and Learning Experience Regarding Video-Assisted Subjects in a Rural University

    Science.gov (United States)

    Hajhashemi, Karim; Caltabiano, Nerina; Anderson, Neil; Tabibzadeh, Seyed Asadollah

    2018-01-01

    This study investigates multiple intelligences in relation to online video experiences, age, gender, and mode of learning from a rural Australian university. The inter-relationships between learners' different intelligences and their motivations and learning experience with the supplementary online videos utilised in their subjects are…

  17. Theme-Based Project Learning: Design and Application of Convergent Science Experiments

    Science.gov (United States)

    Chun, Man-Seog; Kang, Kwang Il; Kim, Young H.; Kim, Young Mee

    2015-01-01

    This case study aims to verify the benefits of theme-based project learning for convergent science experiments. The study explores the possibilities of enhancing creative, integrated and collaborative teaching and learning abilities in science-gifted education. A convergent project-based science experiment program of physics, chemistry and biology…

  18. Measuring Choice to Participate in Optional Science Learning Experiences during Early Adolescence

    Science.gov (United States)

    Sha, Li; Schunn, Christian; Bathgate, Meghan

    2015-01-01

    Cumulatively, participation in optional science learning experiences in school, after school, at home, and in the community may have a large impact on student interest in and knowledge of science. Therefore, interventions can have large long-term effects if they change student choice preferences for such optional science learning experiences. To…

  19. Physiology Teaching and Learning Experience in a New Modular Curriculum at the National University of Rwanda

    Science.gov (United States)

    Gahutu, Jean Bosco

    2010-01-01

    In the present article, I report on my experience in teaching and learning physiology in the first year of a new modular curriculum at the Faculty of Medicine of the National University of Rwanda. With self-reported questionnaires, I collected learning experience perceptions from 112 students who attended the module of physiology in 2008. The…

  20. Employers' Statutory Vicarious Liability in Terms of the Protection of Personal Information Act

    Directory of Open Access Journals (Sweden)

    Daleen Millard

    2016-07-01

    Full Text Available A person whose privacy has been infringed upon through the unlawful, culpable processing of his or her personal information can sue the infringer's employer based on vicarious liability or institute action based on the Protection of Personal Information Act 4 of 2013 (POPI. Section 99(1 of POPI provides a person (a "data subject" whose privacy has been infringed upon with the right to institute a civil action against the responsible party. POPI defines the responsible party as the person who determines the purpose of and means for the processing of the personal information of data subjects. Although POPI does not equate a responsible party to an employer, the term "responsible party" is undoubtedly a synonym for "employer" in this context. By holding an employer accountable for its employees' unlawful processing of a data subject's personal information, POPI creates a form of statutory vicarious liability. Since the defences available to an employer at common law and developed by case law differ from the statutory defences available to an employer in terms of POPI, it is necessary to compare the impact this new statute has on employers. From a risk perspective, employers must be aware of the serious implications of POPI. The question that arises is whether the Act perhaps takes matters too far. This article takes a critical look at the statutory defences available to an employer in vindication of a vicarious liability action brought by a data subject in terms of section 99(1 of POPI. It compares the defences found in section 99(2 of POPI and the common-law defences available to an employer fending off a delictual claim founded on the doctrine of vicarious liability. To support the argument that the statutory vicarious liability created by POPI is too harsh, the defences contained in section 99(2 of POPI are further analogised with those available to an employer in terms of section 60(4 of the Employment Equity Act 55 of 1998 (EEA and other

  1. Exploring the learnings derived from catalytic experiences in a leadership context

    OpenAIRE

    Daphna S. Horowitz; René van Eeden

    2015-01-01

    Orientation: Personal leadership comprises self-awareness, authenticity, inspiration and passion. The concept of personal leadership was explored together with its relationship with leadership-related learnings derived from a catalytic experience. Research purpose: The objective of the study was to explore the leadership-related learnings derived from a catalytic experience and any connection between these learnings, personal leadership and leadership in an organisational context. Mot...

  2. International academic service learning: lessons learned from students' travel experiences of diverse cultural and health care practices in morocco.

    Science.gov (United States)

    Kaddoura, Mahmoud; Puri, Aditi; Dominick, Christine A

    2014-01-01

    Academic service learning (ASL) is an active teaching-learning approach to engage students in meaningful hands-on activities to serve community-based needs. Nine health professions students from a private college and a private university in the northeastern United States volunteered to participate in an ASL trip to Morocco. The participants were interviewed to reflect on their experiences. This article discusses the lessons learned from students' ASL experiences regarding integrating ASL into educational programs. The authors recommend a paradigm shift in nursing and dental hygiene curricula to appreciate diversity and promote cultural competency, multidisciplinary teamwork, and ethics-based education. Copyright 2014, SLACK Incorporated.

  3. Learning motor skills from algorithms to robot experiments

    CERN Document Server

    Kober, Jens

    2014-01-01

    This book presents the state of the art in reinforcement learning applied to robotics both in terms of novel algorithms and applications. It discusses recent approaches that allow robots to learn motor skills and presents tasks that need to take into account the dynamic behavior of the robot and its environment, where a kinematic movement plan is not sufficient. The book illustrates a method that learns to generalize parameterized motor plans which is obtained by imitation or reinforcement learning, by adapting a small set of global parameters, and appropriate kernel-based reinforcement learning algorithms. The presented applications explore highly dynamic tasks and exhibit a very efficient learning process. All proposed approaches have been extensively validated with benchmarks tasks, in simulation, and on real robots. These tasks correspond to sports and games but the presented techniques are also applicable to more mundane household tasks. The book is based on the first author’s doctoral thesis, which wo...

  4. Sharing e-Learning Experiences: A Personalised Approach

    Science.gov (United States)

    Clematis, Andrea; Forcheri, Paola; Ierardi, Maria Grazia; Quarati, Alfonso

    A two-tier architecture is presented, based on hybrid peer-to-peer technology, aimed at providing personalized access to heterogeneous learning sources. The architecture deploys a conceptual model that is superimposed over logically and physically separated repositories. The model is based on the interactions between users and learning resources, described by means of coments. To support users to find out material satisfying their needs, mechanisms for ranking resources and for extracting personalized views of the learning space are provided.

  5. Learning from project experiences using a legacy-based approach

    Science.gov (United States)

    Cooper, Lynne P.; Majchrzak, Ann; Faraj, Samer

    2005-01-01

    As project teams become used more widely, the question of how to capitalize on the knowledge learned in project teams remains an open issue. Using previous research on shared cognition in groups, an approach to promoting post-project learning was developed. This Legacy Review concept was tested on four in tact project teams. The results from those test sessions were used to develop a model of team learning via group cognitive processes. The model and supporting propositions are presented.

  6. Self-supervised learning as an enabling technology for future space exploration robots: ISS experiments on monocular distance learning

    Science.gov (United States)

    van Hecke, Kevin; de Croon, Guido C. H. E.; Hennes, Daniel; Setterfield, Timothy P.; Saenz-Otero, Alvar; Izzo, Dario

    2017-11-01

    Although machine learning holds an enormous promise for autonomous space robots, it is currently not employed because of the inherent uncertain outcome of learning processes. In this article we investigate a learning mechanism, Self-Supervised Learning (SSL), which is very reliable and hence an important candidate for real-world deployment even on safety-critical systems such as space robots. To demonstrate this reliability, we introduce a novel SSL setup that allows a stereo vision equipped robot to cope with the failure of one of its cameras. The setup learns to estimate average depth using a monocular image, by using the stereo vision depths from the past as trusted ground truth. We present preliminary results from an experiment on the International Space Station (ISS) performed with the MIT/NASA SPHERES VERTIGO satellite. The presented experiments were performed on October 8th, 2015 on board the ISS. The main goals were (1) data gathering, and (2) navigation based on stereo vision. First the astronaut Kimiya Yui moved the satellite around the Japanese Experiment Module to gather stereo vision data for learning. Subsequently, the satellite freely explored the space in the module based on its (trusted) stereo vision system and a pre-programmed exploration behavior, while simultaneously performing the self-supervised learning of monocular depth estimation on board. The two main goals were successfully achieved, representing the first online learning robotic experiments in space. These results lay the groundwork for a follow-up experiment in which the satellite will use the learned single-camera depth estimation for autonomous exploration in the ISS, and are an advancement towards future space robots that continuously improve their navigation capabilities over time, even in harsh and completely unknown space environments.

  7. Sexual learning, sexual experience, and healthy adolescent sex.

    Science.gov (United States)

    Fortenberry, J Dennis

    2014-01-01

    This chapter is organized around the question "How do adolescents learn to have healthy sex?" The chapter assumes that sexual learning derives from a broad range of both informal and formal sources that contribute to learning within the context of neurocognitive brain systems that modulate sexual motivations and self-regulation. The overall objective is to consider how adolescents become sexually functional and healthy and to provide a conceptual basis for expansion of sexual learning to better support healthy sexual functioning. © 2014 Wiley Periodicals, Inc.

  8. Improving Classroom Learning by Collaboratively Observing Human Tutoring Videos while Problem Solving

    Science.gov (United States)

    Craig, Scotty D.; Chi, Michelene T. H.; VanLehn, Kurt

    2009-01-01

    Collaboratively observing tutoring is a promising method for observational learning (also referred to as vicarious learning). This method was tested in the Pittsburgh Science of Learning Center's Physics LearnLab, where students were introduced to physics topics by observing videos while problem solving in Andes, a physics tutoring system.…

  9. Chemical and nuclear emergencies: Interchanging lessons learned from planning and accident experience

    International Nuclear Information System (INIS)

    Adler, V.; Sorensen, J.H.; Rogers, G.O.

    1989-01-01

    Because the goal of emergency preparedness for both chemical and nuclear hazards is to reduce human exposure to hazardous materials, this paper examines the interchange of lessons learned from emergency planning and accident experience in both industries. While the concerns are slightly different, sufficient similarity is found for each to draw implications from the others experience. Principally the chemical industry can learn from the dominant planning experience associated with nuclear power plants, while the nuclear industry can chiefly learn from the chemical industry's accident experience. 23 refs

  10. Taking an active stance: How urban elementary students connect sociocultural experiences in learning science

    Science.gov (United States)

    Upadhyay, Bhaskar; Maruyama, Geoffrey; Albrecht, Nancy

    2017-12-01

    In this interpretive case study, we draw from sociocultural theory of learning and culturally relevant pedagogy to understand how urban students from nondominant groups leverage their sociocultural experiences. These experiences allow them to gain an empowering voice in influencing science content and activities and to work towards self-determining the sciences that are personally meaningful. Furthermore, tying sociocultural experiences with science learning helps generate sociopolitical awareness among students. We collected interview and observation data in an urban elementary classroom over one academic year to understand the value of urban students' sociocultural experiences in learning science and choosing science activities.

  11. Understanding digital natives' learning experiences Conhecendo as experiências de aprendizagem de nativos digitais

    Directory of Open Access Journals (Sweden)

    Claudio de Paiva Franco

    2013-01-01

    Full Text Available This paper aims to provide a better understanding of digital natives' perspectives on English learning. The present case study analyzes data from a group of Brazilian learners of English who study at a federal, public high school in Rio de Janeiro, Brazil. Data collection includes: (a a questionnaire to examine the profile of the participants and (b learner narratives. This study privileges an interpretive approach based on Complexity Theory in an attempt to understand participants' learning experiences from a more holistic, whole-systems approach. Results indicate that the complex adaptive learning system of digital natives is self-organizing and chaotic. Moreover, the final remarks stress a pressing concern regarding English teaching in Brazil and suggest that the current pedagogical practices no longer serve the needs of the digital generation.Este trabalho tem por objetivo fornecer uma melhor compreensão das perspectivas de nativos digitais sobre a aprendizagem de inglês. O presente estudo de caso analisa dados de um grupo de aprendizes brasileiros de inglês que estudam em uma escola federal de Ensino Médio, localizada no Rio de Janeiro, Brasil. A coleta de dados é feita por meio de (a um questionário para traçar o perfil dos participantes, e (b as narrativas dos alunos. Este estudo privilegia uma abordagem interpretativa com base na teoria da complexidade, de modo a tentar entender as experiências de aprendizagem dos participantes a partir de uma forma mais holística, de sistemas. Os resultados indicam que o sistema adaptativo complexo de aprendizagem de nativos digitais é auto-organizante e caótico. Além disso, as considerações finais destacam uma preocupação séria com o ensino de inglês no Brasil e sugerem que as atuais práticas pedagógicas já não atendem às necessidades da geração digital.

  12. Facilitative and obstructive factors in the clinical learning environment: Experiences of pupil enrolled nurses

    Directory of Open Access Journals (Sweden)

    Eucebious Lekalakala-Mokgele

    2015-03-01

    Full Text Available Background: The clinical learning environment is a complex social entity that influences student learning outcomes in the clinical setting. Students can experience the clinical learning environment as being both facilitative and obstructive to their learning. The clinical environment may be a source of stress, creating feelings of fear and anxiety which in turn affect the students’ responses to learning. Equally, the environment can enhance learning if experienced positively. Objectives: This study described pupil enrolled nurses’ experiences of facilitative and obstructive factors in military and public health clinical learning settings. Method: Using a qualitative, contextual, exploratory descriptive design, three focus group interviews were conducted until data saturation was reached amongst pupil enrolled nurses in a military School of Nursing. Results: Data analysed provided evidence that acceptance by clinical staff and affordance of self-directed learning facilitated learning. Students felt safe to practise when they were supported by the clinical staff. They felt a sense of belonging when the staff showed an interest in and welcomed them. Learning was obstructed when students were met with condescending comments. Wearing of a military uniform in the public hospital and horizontal violence obstructed learning in the clinical learning environment. Conclusion: Students cannot have effective clinical preparation if the environment is not conducive to and supportive of clinical learning, The study shows that military nursing students experience unique challenges as they are trained in two professions that are hierarchical in nature. The students experienced both facilitating and obstructing factors to their learning during their clinical practice. Clinical staff should be made aware of factors which can impact on students’ learning. Policies need to be developed for supporting students in the clinical learning

  13. Facilitative and obstructive factors in the clinical learning environment: Experiences of pupil enrolled nurses.

    Science.gov (United States)

    Lekalakala-Mokgele, Eucebious; Caka, Ernestine M

    2015-03-31

    The clinical learning environment is a complex social entity that influences student learning outcomes in the clinical setting. Students can experience the clinical learning environment as being both facilitative and obstructive to their learning. The clinical environment may be a source of stress, creating feelings of fear and anxiety which in turn affect the students' responses to learning. Equally, the environment can enhance learning if experienced positively. This study described pupil enrolled nurses' experiences of facilitative and obstructive factors in military and public health clinical learning settings. Using a qualitative, contextual, exploratory descriptive design, three focus group interviews were conducted until data saturation was reached amongst pupil enrolled nurses in a military School of Nursing. Data analysed provided evidence that acceptance by clinical staff and affordance of self-directed learning facilitated learning. Students felt safe to practise when they were supported by the clinical staff. They felt a sense of belonging when the staff showed an interest in and welcomed them. Learning was obstructed when students were met with condescending comments. Wearing of a military uniform in the public hospital and horizontal violence obstructed learning in the clinical learning environment. Students cannot have effective clinical preparation if the environment is not conducive to and supportive of clinical learning, The study shows that military nursing students experience unique challenges as they are trained in two professions that are hierarchical in nature. The students experienced both facilitating and obstructing factors to their learning during their clinical practice. Clinical staff should be made aware of factors which can impact on students' learning. Policies need to be developed for supporting students in the clinical learning environment.

  14. Social Phenomenon of Community on Online Learning: Digital Interaction and Collaborative Learning Experience

    Science.gov (United States)

    Aleksic-Maslac, Karmela; Magzan, Masha; Juric, Visnja

    2009-01-01

    Digital interaction in e-learning offers great opportunities for education quality improvement in both--the classical teaching combined with e-learning, and distance learning. Zagreb School of Economics & Management (ZSEM) is one of the few higher education institutions in Croatia that systematically uses e-learning in teaching. Systematically…

  15. Blended Learning Approach for Enhancing Students' Learning Experiences in a Knowledge Society

    Science.gov (United States)

    Suprabha, K.; Subramonian, G.

    2015-01-01

    Blended learning which, its name suggests, blends online learning with traditional methods of learning and development. It is a new instructional strategy, based on the non-linear and interactive features of the digital learning and instruction through the web. Exploring the literature review, the purpose of the study was to get a deeper…

  16. The experiences of supporting learning in pairs of nursing students in clinical practice.

    Science.gov (United States)

    Holst, Hanna; Ozolins, Lise-Lotte; Brunt, David; Hörberg, Ulrica

    2017-09-01

    The purpose of this study is to describe how supervisors experience supporting nursing students' learning in pairs on a Developing and Learning Care Unit in Sweden. The present study has been carried out with a Reflective Lifeworld Research (RLR) approach founded on phenomenology. A total of 25 lifeworld interviews were conducted with supervisors who had supervised pairs of students. The findings reveal how supervisors support students' learning in pairs through a reflective approach creating learning space in the encounter with patients, students and supervisors. Supervisors experience a movement that resembles balancing between providing support in learning together and individual learning. The findings also highlight the challenge in supporting both the pairs of students and being present in the reality of caring. In conclusion, the learning space has the potential of creating a relative level of independency in the interaction between pairs of students and their supervisor when the supervisor strives towards a reflective approach. Copyright © 2017 Elsevier Ltd. All rights reserved.

  17. The California experience : lessons learned and prospects for the future

    Energy Technology Data Exchange (ETDEWEB)

    Levin, J. [AC Transit, Oakland, CA (United States)

    2007-07-01

    AC Transit operates 650 hydrogen-powered mass transit buses that serve 1.5 million people in 13 cities in California. This presentation discussed the impact of the buses on public health, quality of life and cost savings. Hydrogen has been touted as a diversified and renewable energy supply that can provide energy independence and reduction in global warming. Mass transit systems have proven to be well suited for testing the limits of hydrogen-powered vehicles primarily because of the centralized fueling and maintenance structure. AC Transit began ZEbus testing in November 1999 and became involved in the California Fuel Cell Partnership in 2000. The NeBus test was performed in 2000, followed by the ISE/UTC Thor Bus in 2003/2004. The governor's inauguration of the zero emission buses was in January 2007. The lessons learned from the California experience were: (1) motivation must be for the right reason, (2) a champion is required, (3) community and political support is required, (4) capital investment is required, (5) a strong management team is required, (6) partners must be chosen wisely, (7) the end user or customer must be allowed to drive the design, (8) inform the public about plans, (9) evaluation is essential to industry-wide application, (10) all resources must be considered for outreach and education, (11) optimism is required to surpass challenges, (12) the technology should be promoted for future generations. The presentation concluded with comments on market value of hydrogen and fuel cell vehicles, their fuel efficiency, reliability and durability. tabs., figs.

  18. Developing Social and Emotional Aspects of Learning: The American Experience

    Science.gov (United States)

    Elias, Maurice J.; Moceri, Dominic C.

    2012-01-01

    Developments in American policy, research and professional development to promote social and emotional learning in schools have drawn on work carried out by the Collaborative for Academic, Social, and Emotional Learning (CASEL), encouraged by the popular and political catalyst of Daniel Goleman's work on emotional intelligence. Based on CASEL's…

  19. Trainee Teachers' e-Learning Experiences of Computer Play

    Science.gov (United States)

    Wright, Pam

    2009-01-01

    Pam Wright highlights the role of technology in providing situated learning opportunities for preservice teachers to explore the role commercial computer games may have in primary education. In a study designed to assess the effectiveness of an online unit on gaming incorporated into a course on learning technologies, Wright found that thoughtful…

  20. How Dutch employees experience freedom of learning for work

    NARCIS (Netherlands)

    van Dellen, Theo; Heidekamp, Ina

    2015-01-01

    This article focuses on the perceived freedom of Dutch employees to embark on workplace learning in terms of whether they feel it is“voluntary” or “compulsory”. The paper is based on the findings of a large international explorative survey carried out by the Workplace Learning (WPL) Research Network