WorldWideScience

Sample records for wbl-specific learning design

  1. A REVIEW OF THE PRACTICE OF WORK-BASED LEARNING (WBL AT HIGHER EDUCATION LEVEL IN THE UK

    Directory of Open Access Journals (Sweden)

    J. Talbot

    2017-01-01

    Full Text Available The aim of the study is to review the practice of work-based learning (WBL, based on the experience of higher education institutions in the United Kingdom.Methods. The methods of system and comparative analysis, synthesis and generalization are used.Results. The background and development of WBL is given; the importance and value of this form of education in the modern, rapidly changing society is shown. The main characteristics are selected and basic aspects of WBL programs profitable different from traditional university programs are designated: relevance to real production processes; student centricity; flexibility of content which is built proceeding from interests of an employer and a student; high extent of integration of various disciplines and fields of knowledge; recognition of the prior certified and independent training; optimization of time expenditure; possibility of the choice of the place of training, its sequence, schedule of control actions, and other advantages. Options of a program implementation of WBL, complexity of their implementation and methods of their overcoming are described. A few critical remarks concerning WBL programs are also presented.Scientific novelty. For the first time the analytical review of WBL practice at a higher education level, which is widespread in English-speaking countries over the last 25 years, is presented in the Russian scientific literature in education.Practical significance. The materials provided in the article can be useful to heads and teachers of institutions of higher education; methodologists of structures of vocational preparation and advanced training of personnel of high technology productions; the employers heading large-scale industries and interested in upgrading of employees’ educational level.

  2. An Evaluation Quality Framework for Analysing School-Based Learning (SBL) to Work-Based Learning (WBL) Transition Module

    International Nuclear Information System (INIS)

    Alseddiqi, M; Mishra, R; Pislaru, C

    2012-01-01

    The paper presents the results from a quality framework to measure the effectiveness of a new engineering course entitled 'school-based learning (SBL) to work-based learning (WBL) transition module' in the Technical and Vocational Education (TVE) system in Bahrain. The framework is an extended version of existing information quality frameworks with respect to pedagogical and technological contexts. It incorporates specific pedagogical and technological dimensions as per the Bahrain modern industry requirements. Users' views questionnaire on the effectiveness of the new transition module was distributed to various stakeholders including TVE teachers and students. The aim was to receive critical information in diagnosing, monitoring and evaluating different views and perceptions about the effectiveness of the new module. The analysis categorised the quality dimensions by their relative importance. This was carried out using the principal component analysis available in SPSS. The analysis clearly identified the most important quality dimensions integrated in the new module for SBL-to-WBL transition. It was also apparent that the new module contains workplace proficiencies, prepares TVE students for work placement, provides effective teaching and learning methodologies, integrates innovative technology in the process of learning, meets modern industrial needs, and presents a cooperative learning environment for TVE students. From the principal component analysis finding, to calculate the percentage of relative importance of each factor and its quality dimensions, was significant. The percentage comparison would justify the most important factor as well as the most important quality dimensions. Also, the new, re-arranged quality dimensions from the finding with an extended number of factors tended to improve the extended version of the quality information framework to a revised quality framework.

  3. Web-based learning: pros, cons and controversies.

    Science.gov (United States)

    Cook, David A

    2007-01-01

    Advantages of web-based learning (WBL) in medical education include overcoming barriers of distance and time, economies of scale, and novel instructional methods, while disadvantages include social isolation, up-front costs, and technical problems. Web-based learning is purported to facilitate individualised instruction, but this is currently more vision than reality. More importantly, many WBL instructional designs fail to incorporate principles of effective learning, and WBL is often used for the wrong reasons (e.g., for the sake of technology). Rather than trying to decide whether WBL is superior to or equivalent to other instructional media (research addressing this question will always be confounded), we should accept it as a potentially powerful instructional tool, and focus on learning when and how to use it. Educators should recognise that high fidelity, multimedia, simulations, and even WBL itself will not always be necessary to effectively facilitate learning.

  4. Using Mobile Tools to Support Meaningful Work-based Learning in Vocational Education

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    Hanna Vuojärvi

    2016-11-01

    Full Text Available This case study focused on meaningful work-based learning (WBL and the pedagogical use of mobile information and communication technologies (ICTs in vocational tourism education. The aim was to reveal how teaching/tutoring and learning are realized and how the use of smartphones supports the realization of meaningful learning characteristics during WBL periods in highly versatile environments. Within a design-based research framework, the data was collected through learning journals written by students and qualitative interviews. The results of thematic analysis were used to develop a practice-oriented pedagogical model for meaningful WBL. The model visualizes the roles of students, teachers, and companies involved in WBL, the meaningful learning characteristics that can be amplified through the use of mobile ICTs, and the outcomes for each stakeholder. The model suggests structuring WBL through four negotiations involving a student, a teacher, and a company to assure that each student has clearly formulated learning goals and possibilities to pursue those goals regardless of the mobility of their work or facilities during their WBL period.

  5. The New School-Based Learning (SBL) to Work-Based Learning (WBL) Transition Module: A Practical Implementation in the Technical and Vocational Education (TVE) System in Bahrain

    Science.gov (United States)

    Alseddiqi, M.; Mishra, R.; Pislaru, C.

    2012-05-01

    This paper diagnoses the implementation of a new engineering course entitled 'school-based learning (SBL) to work-based learning (WBL) transition module' in the Bahrain Technical and Vocational Education (TVE) learning environment. The module was designed to incorporate an innovative education and training approach with a variety of learning activities that are included in various learning case studies. Each case study was based on with learning objectives coupled with desired learning outcomes. The TVE students should meet the desired outcomes after the completion of the learning activities and assessments. To help with the implementation phase of the new module, the authors developed guidelines for each case study. The guidelines incorporated learning activities to be delivered in an integrated learning environment. The skills to be transferred were related to cognitive, affective, and technical proficiencies. The guidelines included structured instructions to help students during the learning process. In addition, technology was introduced to improve learning effectiveness and flexibility. The guidelines include learning indicators for each learning activity and were based on their interrelation with competencies to be achieved with respect to modern industrial requirements. Each learning indicator was then correlated against the type of learning environment, teaching and learning styles, examples of mode of delivery, and assessment strategy. Also, the learning activities were supported by technological features such as discussion forums for social perception and engagement and immediate feedback exercises for self-motivation. Through the developed module, TVE teachers can effectively manage the teaching and learning process as well as the assessment strategy to satisfy students' individual requirements and enable them to meet workplace requirements.

  6. A Study of Work Based Learning For Construction Building Workers

    Science.gov (United States)

    Siregar, Syafiatun

    2018-03-01

    Work-based learning (WBL) is designed to improve the competence of participants. This study aims to apply the WBL and to develop attitudes, knowledge, skills, behaviors, and habits, which in turn can improve the competence of construction workers in the field to be sampled. This research was conducted on building construction workers in Medan City with 30 research subjects. The results showed that the evaluation of learning increased in phase I obtained the difference of the average score of 20.9 (the meeting I) and 25.50 (meeting II). The final result shows that the level of activity and competence increased significantly after WBL

  7. Learners’ Evaluation Based on Data Mining in a Web Based Learning Environment

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    İdris GÖKSU

    2015-06-01

    Full Text Available This study has been done in order to determine the efficiency level in the extend of learners’ evaluation by means of comparing the Web Based Learning (WBL with traditional face to face learning. In this respect, the effect of WBL and traditional environment has been analyzed in the class of Visual Programming I, and the learners have been evaluated with the rule based data mining method in a WBL environment. The study has been conducted according to experimental design with pre-test and post-test groups. Experimental group has attended the class in WBL environment, and the control group in a traditional class environment. In accordance with the pre-test and post-test scores of experimental and control groups, both methods have been proved to be effective. According the average scores of post-test, the learners in experimental groups have been more successful than the ones in the control group. The guiding of WBL system prepared for the study has been found to be significant in terms of both underlining the points in which the learners are unsuccessful in a short time and having trust in the system technically.

  8. Postgraduate Work-Based Learning Programmes in English Higher Education: Exploring Case Studies of Organizational Practice

    Science.gov (United States)

    Smith, Paul; Preece, David

    2009-01-01

    The first part of the paper outlines and discusses the nature of work-based learning (WBL) and WBL programmes, and the overall direction of government strategy towards WBL programmes in Higher Education (HE) in England, with particular reference to postgraduate programmes, policy documents, and the WBL literature. Drawing upon case study research,…

  9. Direct care worker's perceptions of job satisfaction following implementation of work-based learning.

    Science.gov (United States)

    Lopez, Cynthia; White, Diana L; Carder, Paula C

    2014-02-01

    The purpose of this study was to understand the impact of a work-based learning program on the work lives of Direct Care Workers (DCWs) at assisted living (AL) residences. The research questions were addressed using focus group data collected as part of a larger evaluation of a work-based learning (WBL) program called Jobs to Careers. The theoretical perspective of symbolic interactionism was used to frame the qualitative data analysis. Results indicated that the WBL program impacted DCWs' job satisfaction through the program curriculum and design and through three primary categories: relational aspects of work, worker identity, and finding time. This article presents a conceptual model for understanding how these categories are interrelated and the implications for WBL programs. Job satisfaction is an important topic that has been linked to quality of care and reduced turnover in long-term care settings.

  10. Work-based learning for the creative industries: a case study of the development of BA (Hons) web design and social media

    OpenAIRE

    Riley, Tim

    2017-01-01

    Purpose: The purpose of this paper is to highlight the knowledge and insight gained building a work-based learning (WBL) Degree Apprenticeship developed through the HEFCE Catalyst Fund. Requirements of the funding stipulated that, in addition to work WBL provision, the course should be offered as a two-year fast-track. This was required to help reduce the increased financial burden placed on students, which arose from the substantial rise in HE tuition fees sanctioned by the UK coalition gove...

  11. Web-Based Learning for Emergency Airway Management in Anesthesia Residency Training.

    Science.gov (United States)

    Hindle, Ada; Cheng, Ji; Thabane, Lehana; Wong, Anne

    2015-01-01

    Introduction. Web-based learning (WBL) is increasingly used in medical education; however, residency training programs often lack guidance on its implementation. We describe how the use of feasibility studies can guide the use of WBL in anesthesia residency training. Methods. Two case-based WBL emergency airway management modules were developed for self-directed use by anesthesia residents. The feasibility of using this educational modality was assessed using a single cohort pretest/posttest design. Outcome measures included user recruitment and retention rate, perceptions of educational value, and knowledge improvement. The differences between pre- and postmodule test scores and survey Likert scores were analysed using the paired t test. Results. Recruitment and retention rates were 90% and 65%, respectively. User-friendliness of the modules was rated highly. There was a significant improvement in perceptions of the value of WBL in the postsurvey. There was a significant knowledge improvement of 29% in the postmodule test. Conclusions. Feasibility studies can help guide appropriate use of WBL in curricula. While our study supported the potential feasibility of emergency airway management modules for training, collaboration with other anesthesia residency programs may enable more efficient development, implementation, and evaluation of this resource-intensive modality in anesthesia education and practice.

  12. Web-Based Learning for Emergency Airway Management in Anesthesia Residency Training

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    Ada Hindle

    2015-01-01

    Full Text Available Introduction. Web-based learning (WBL is increasingly used in medical education; however, residency training programs often lack guidance on its implementation. We describe how the use of feasibility studies can guide the use of WBL in anesthesia residency training. Methods. Two case-based WBL emergency airway management modules were developed for self-directed use by anesthesia residents. The feasibility of using this educational modality was assessed using a single cohort pretest/posttest design. Outcome measures included user recruitment and retention rate, perceptions of educational value, and knowledge improvement. The differences between pre- and postmodule test scores and survey Likert scores were analysed using the paired t test. Results. Recruitment and retention rates were 90% and 65%, respectively. User-friendliness of the modules was rated highly. There was a significant improvement in perceptions of the value of WBL in the postsurvey. There was a significant knowledge improvement of 29% in the postmodule test. Conclusions. Feasibility studies can help guide appropriate use of WBL in curricula. While our study supported the potential feasibility of emergency airway management modules for training, collaboration with other anesthesia residency programs may enable more efficient development, implementation, and evaluation of this resource-intensive modality in anesthesia education and practice.

  13. The future of the IMS Learning Design specification: a critical look

    NARCIS (Netherlands)

    Sloep, Peter

    2009-01-01

    P. B. Sloep (2009). The future of the IMS Learning Design specification: a critical look. Presentation at the IMS Learning Design seminar 'The future of IMS Learning Design'. December, 10, 2009, Wollongong, Australia: University of Wollongong.

  14. PERANCANGAN WEB BASED LEARNING SEBAGAI MEDIA PEMBELAJARAN BERBASIS ICT

    OpenAIRE

    Ricky Firmansyah; Iis Saidah

    2016-01-01

    ABSTRACT The media is very important component of communication process. The effectiveness of media is very influential on extent to which a communication role will be accepted by the audience with fast and precise, or vice versa. E-Learning is present as ICT based learning media that allows students and teachers interact in different places. Web Based Learning (WBL) is used as one part of the E-Learning. This study focuses on designing web-based ICT as a learning medium that is used for ...

  15. Effectiveness of technology to support work based learning: the stakeholders' perspective

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    Roger Penlington

    2011-02-01

    Full Text Available Higher education provision typically requires learners to physically attend sessions on campus. The economic climate has changed significantly over the past few years in the UK and globally. Inevitably changes to student funding and the increased competitive nature of the job market have impacted on university teaching. The use of work based learning (WBL is an alternative flexible form of learning that attempts to tackle these issues. It enables students to learn whilst they work, addressing the funding issues, and enhancing their employability through the acquisition of higher professional qualifications. Often such WBL programmes are designed, delivered and supported from the view of the student and academic staff with little consideration of other stakeholders such as employers, workplace mentors and professional bodies and the input they can bring to enrich the learning and teaching provision. This paper presents the findings from a survey conducted among stakeholders from all four pillars of WBL, namely the learner, the academic environment, the workplace and the external context. Online questionnaires and interviews were carried out with students, tutors, program leaders, employers and professional bodies from four postgraduate programmes at the university. The results show that while there is a reluctance to embrace technology among some academic staff, students are generally positive about using the technology. The survey also demonstrates that there is a lack of creativity and imagination in the use of technology, where often platforms such as virtual learning environments are used simply as repositories for presentation slides, handouts, etc. The results of the study conclude or rather remind all involving parties to pay more emphasis on quality of online programme delivery by embracing technology and use it in novel and imaginative ways to provide a learning and teaching provision fit for the twenty-first century.

  16. Clinical Experience Using a 3D-Printed Patient-Specific Instrument for Medial Opening Wedge High Tibial Osteotomy

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    Jesse Chieh-Szu Yang

    2018-01-01

    Full Text Available Purpose. High tibial osteotomy (HTO has been adopted as an effective surgery for medial degeneration of the osteoarthritis (OA knee. However, satisfactory outcomes necessitate the precise creation and distraction of osteotomized wedges and the use of intraoperative X-ray images to continually monitor the wedge-related manipulation. Thus HTO is highly technique-demanding and has a high radiation exposure. We report a patient-specific instrument (PSI guide for the precise creation and distraction of HTO wedge. Methods. This study first parameterized five HTO procedures to serve as a design rationale for an innovative PSI guide. Preoperative X-ray and computed tomography- (CT- scanning images were used to design and fabricate PSI guides for clinical use. The weight-bearing line (WBL of the ten patients was shifted to the Fujisawa’s point and instrumented using the TomoFix system. The radiological results of the PSI-guided HTO surgery were evaluated by the WBL percentage and tibial slope. Results. All patients consistently showed an increased range of motion and a decrease in pain and discomfort at about three-month follow-up. This study demonstrates the satisfactory accuracy of the WBL adjustment and tibial slope maintenance after HTO with PSI guide. For all patients, the average pre- and postoperative WBL are, respectively, 14.2% and 60.2%, while the tibial slopes are 9.9 and 10.1 degrees. The standard deviations are 2.78 and 0.36, respectively, in postoperative WBL and tibial slope. The relative errors of the pre- and postoperative WBL percentage and tibial slope averaged 4.9% and 4.1%, respectively. Conclusion. Instead of using navigator systems, this study integrated 2D and 3D preoperative planning to create a PSI guide that could most likely render the outcomes close to the planning. The PSI guide is a precise procedure that is time-saving, radiation-reducing, and relatively easy to use. Precise osteotomy and good short-term results were

  17. Level of Soft Skill in the Implementation of Work-Based Learning among Community College Students

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    Ali Azita Binti

    2018-01-01

    Full Text Available The issue of graduate unemployment often crops up in the mass media; and more often than not, the discussions have centred on the failure of tertiary educational institutions to churn out quality graduates. Thus, the method of work-based learning (WBL is seen as a way to improve the soft skills of the graduates. The study was conducted using quantitative research survey; the design of the study used an adapted questionnaire as an instrument. Data were analysed using Statistical Package of Social Science (SPSS version 20. The respondents consisted of 97 students who attended WBL programmes at a community college. Descriptive statistics was used to extract data from the questionnaires for the calculation of mean. The findings reveal that the level of soft skills among community college students was high, and they include these abilities: communication skills, problem-solving skills, learning and information management, professional ethics skills and leadership skills.

  18. Debating the use of work-based learning and interprofessional education in promoting collaborative practice in primary care: a discussion paper.

    Science.gov (United States)

    Cameron, Shona; Rutherford, Ishbel; Mountain, Kristina

    2012-01-01

    The context of primary care in the UK is changing rapidly, underpinned by continuing policy drivers to ensure person-centred safe and effective practice. Undergraduate and postgraduate programmes for healthcare practitioners are increasingly using interprofessional education (IPE) as one route to engender greater understanding of others' roles and contributions to health care, with the suggestion that IPE leads to better integration and teamwork, and thus stronger collaborative practice. Access to education and professional development for those working in primary care is difficult, and individuals need the focus of learning to be clearly relevant to their practice. To review and debate the evidence on the role of work-based learning and IPE in enhancing collaborative practice in primary care. Literature search and critique of key papers relevant to primary care practice. The three themes emerged of IPE, workbased learning (WBL) and collaborative practice. There is a growing body of literature to support the positive outcomes of IPE and the utilisation of WBL in developing practice. A range of practitioners in a variety of work settings have used WBL approaches in the implementation of innovations and the development of communities of practice. However, little evidence exists to support these approaches in primary care. The application of WBL across primary care teams can support a positive and collaborative learning culture, resulting in changes to professional practice.

  19. How Student Game Designers Design Learning into Games

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke

    2017-01-01

    This investigation examined how to support students in creating learning designs for specific learning goals in analogue and digital games as a means of learning. The study also explored the learning trajectories that emerged in the digital games created by the student learning-game designers....... The DBR study was developed through three iterations over two years, involving teachers and students in co-design processes. Together with the teachers, an overall learning design supported the learning process for students by inviting them to be their own learning designers as they designed digital...... learning games for specific learning goals in cross-disciplinary subject matters. The findings were that the students succeeded in developing and implementing specific learning goals in their games. The students also developed learning trajectories through the games by designing various learning...

  20. Cultivating Collaborations: Site Specific Design for Embodied Science Learning.

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    Gill, Katherine; Glazier, Jocelyn; Towns, Betsy

    2018-05-21

    Immersion in well-designed outdoor environments can foster the habits of mind that enable critical and authentic scientific questions to take root in students' minds. Here we share two design cases in which careful, collaborative, and intentional design of outdoor learning environments for informal inquiry provide people of all ages with embodied opportunities to learn about the natural world, developing the capacity for understanding ecology and the ability to empathize, problem-solve and reflect. Embodied learning, as facilitated by and in well-designed outdoor learning environments, leads students to develop new ways of seeing, new scientific questions, new ways to connect with ideas, with others and new ways of thinking about the natural world. Using examples from our collaborative practices as experiential learning designers, we illustrate how creating the habits of mind critical to creating scientists, science-interested, and science-aware individuals benefits from providing students spaces to engage in embodied learning in nature. We show how public landscapes designed in creative partnerships between educators, scientists, designers and the public have potential to amplify science learning for all.

  1. A framework for work-based learning: basic pillars and the interactions between them

    OpenAIRE

    Ferrández Berrueco, María Reina; Kekale, Tauno; Devins, David

    2016-01-01

    Purpose – European policy is placing an increasing emphasis on involving employers and labour market institutions in the design and delivery of higher education (HE) programmes that match curricula to current and future needs of the economy. The purpose of this paper is to investigate the curriculum development process for work-based learning (WBL) programmes and to connect it to the basic pillars, organizational and pedagogical strategies and key stages that enable higher education instit...

  2. Teachers’ Learning Design Practice for Students as Learning Designers

    DEFF Research Database (Denmark)

    Levinsen, Karin Tweddell; Sørensen, Birgitte Holm

    2018-01-01

    This paper contributes with elements of an emerging learning design methodology. The paper takes as its starting point the theory of Students as Learning Designers, which was developed by Sørensen and Levinsen and based on more than a decade of research-and-development projects in Danish primary...... schools (first to 10th grade). The research focussed on information and communication technology (ICT) within the Scandinavian tradition of Problem Oriented Project Pedagogy (POPP), Problem Based Learning (PBL) and students’ production. In recent years, the projects that provide the grounding...... for the theory have focussed specifically on learning designs that constitute students as learning designers of digital productions (both multimodal and coded productions). This includes learning designs that contribute to students’ empowerment, involvement and autonomy within the teacher-designed frameworks...

  3. Using principles of learning to inform language therapy design for children with specific language impairment.

    Science.gov (United States)

    Alt, Mary; Meyers, Christina; Ancharski, Alexandra

    2012-01-01

    Language treatment for children with specific language impairment (SLI) often takes months to achieve moderate results. Interventions often do not incorporate the principles that are known to affect learning in unimpaired learners. To outline some key findings about learning in typical populations and to suggest a model of how they might be applied to language treatment design as a catalyst for further research and discussion. Three main principles of implicit learning are reviewed: variability, complexity and sleep-dependent consolidation. After explaining these principles, evidence is provided as to how they influence learning tasks in unimpaired learners. Information is reviewed on principles of learning as they apply to impaired populations, current treatment designs are also reviewed that conform to the principles, and ways in which principles of learning might be incorporated into language treatment design are demonstrated. This paper provides an outline for how theoretical knowledge might be applied to clinical practice in an effort to promote discussion. Although the authors look forward to more specific details on how the principles of learning relate to impaired populations, there is ample evidence to suggest that these principles should be considered during treatment design. © 2012 Royal College of Speech and Language Therapists.

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

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    Michael Magee

    2004-10-01

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

  5. WORK BASED HIGHER LEARNING FOR THE DANISH TOURISM SECTOR

    DEFF Research Database (Denmark)

    Lindegaard, Klaus; Voergård-Olesen, Rikke Karen

    2012-01-01

    programs for tourism. This is the basis for reflexive analysis of how demand and supply for higher education can be aligned for the sector. The research focuses on the role of WBL as a way to meet the needs for flexible competence building. Special emphasis is put on innovation and environmental management......The paper reports on an investigation of the business needs for work based higher learning in the Danish tourism sector and the match with the supply of higher education, emphasizing opportunities and barriers for work based learning (WBL) in the Danish University System. The Danish tourism sector...... need for development through further and higher education of employees is widely recognized, while Danish higher education is challenged to develop a more demand-led approach. The research done consists of completed empirical studies and literature review on Danish tourism and Danish higher education...

  6. Mastering the soft skills in the implementation of work based learning among community college students

    Science.gov (United States)

    Ali, Azita Binti; Islamiah Rosli, Doria; Sujadi, Imam; Usodo, Budi; Adie Perdana, Fengky

    2017-01-01

    Emphasizing the aspects of soft skills among students is an important element to produce graduates who are competitive when facing any situations in the workplace. Various efforts have been taken by the Ministry of Education (MOE) and the Ministry of Higher Education Malaysia (MOHE) to improve the education system in Malaysia. Learning methods were introduced to ensure the education systems achieve the educational goals and to produce individuals who are well-balanced with spiritually, emotionally and physically. However, the issue of unemployment among graduates often being spoken in the community and it was regarded as a failure of educational institutions to produce quality graduates. Thus, the method of Work-Based Learning (WBL) was seen as a way to improve the soft skills among the graduates. The study was conducted using quantitative research survey as the design of the study used a questionnaire that was adapted as an instrument. Data were analysed using Statistical Package of Social Science (SPSS) version 20.0. The respondents were consisted of 97 students who attended WBL programs at the community college. Data were obtained from questionnaires using descriptive statistics for the calculation of the mean and one-way ANOVA test. The findings of the level of soft skills among community colleges were high where the communication skills obtained (mean = 4.1218), critical and problem solving skills (mean = 4.0946), teamwork skills (mean = 4.2297), learning and information management (mean = 4.1219), entrepreneurial skills (mean = 4.0240), professional ethics and moral (mean = 3.9410) and leadership skills (mean = 4.2104). The findings also showed the differences in term of communication skills among the community colleges. This study was significant to the community colleges to identify the level of soft skills among students who performed WBL methods in order to reduce the number of unemployment.

  7. Collaborative Communication in Work Based Learning Programs

    Science.gov (United States)

    Wagner, Stephen Allen

    2017-01-01

    This basic qualitative study, using interviews and document analysis, examined reflections from a Work Based Learning (WBL) program to understand how utilizing digital collaborative communication tools influence the educational experience. The Community of Inquiry (CoI) framework was used as a theoretical frame promoting the examination of the…

  8. Web-Based Learning (WBL: A challenge for foreign language teachers

    Directory of Open Access Journals (Sweden)

    Quesada Pacheco, Allen

    2005-12-01

    Full Text Available En las últimas dos décadas se ha realizado una amplia gama de investigaciones sobre el uso de las computadores a nivel educativo con un enfoque hacia la adquisición y retención del conocimiento. Este artículo investiga temas claves sobre la eficacia, actitud y desarrollo de los cursos en línea. La terminología para describir este tipo de educación se conoce como instrucción mediada por Internet. El marco teórico de este artículo examina la evolución de la enseñanza por medio de Internet hacia una metodología integrada que dirige la enseñanza de un idioma con acceso al Internet. Se describen las características de la Instrucción por medio del Internet y como este tipo de Instrucción da soporte para la adquisición de la comprensión auditiva, la comunicación oral, la lectura comprensiva y la redacción. Se hace énfasis muy particular en la relación de la Instrucción en Línea y el desarrollo de autenticidad por medio del Internet. The vast majority of research in the past two decades on the use of computers in education has focused on knowledge acquisition and retention. The focus of this article is to investigate the issues of self-efficacy, attitude, and performance in online courses. Web-based learning will be the term used to describe this type of computer use. The review of literature inquires into the evolution of Computer-Assisted Language Learning towards an integrative approach that leads to Web-based learning. The benefits, components and challenges of Web-based Learning are addressed as well as how this type of approachexploits authentic practice of listening, speaking, reading and writing. This article also probes the relationship Web-based learning and achieving authenticity through the World Wide Web.

  9. DEVELOPING PROBLEM SOLVING SKILLS FOR LIFELONG LEARNING THROUGH WORK-BASED LEARNING AMONG COMMUNITY COLLEGE STUDENTS

    OpenAIRE

    Wan Azlinda Wan Mohamed; Badrul Omar; Mohd Faroul Rafiq Romli

    2010-01-01

    Many training providers are working to improve their curricula to meet the demand of today’s industries. The Malaysian College Communities, one of the major providers for lifelong learning program, had introduced the Work-Based Learning (WBL) concept since 2007 to ensure that their graduates met these demands. One of the key skills required by industry is problem solving skill. The ability to solve a complex or an ill-structured work problem in the workplace is the kind of skill demanded at a...

  10. The Use of Work-Based Learning Pedagogical Perspectives to Inform Flexible Practice within Higher Education

    Science.gov (United States)

    Nottingham, Paula

    2016-01-01

    The renewed emphasis on developing flexible learning practices in higher education (HE) underscores the importance of understanding pedagogies for students who are based in the workplace or undertake significant work-related elements of study. This paper draws on research that explores how work-based learning (WBL) pedagogy operates in UK HE using…

  11. Designing Learning Resources in Synchronous Learning Environments

    DEFF Research Database (Denmark)

    Christiansen, Rene B

    2015-01-01

    Computer-mediated Communication (CMC) and synchronous learning environments offer new solutions for teachers and students that transcend the singular one-way transmission of content knowledge from teacher to student. CMC makes it possible not only to teach computer mediated but also to design...... and create new learning resources targeted to a specific group of learners. This paper addresses the possibilities of designing learning resources within synchronous learning environments. The empirical basis is a cross-country study involving students and teachers in primary schools in three Nordic...... Countries (Denmark, Sweden and Norway). On the basis of these empirical studies a set of design examples is drawn with the purpose of showing how the design fulfills the dual purpose of functioning as a remote, synchronous learning environment and - using the learning materials used and recordings...

  12. WBL to Promote Lifelong Learning among Farmers from Developing Countries: Key Strategies

    Science.gov (United States)

    Misra, Pradeep Kumar

    2010-01-01

    In times of liberalization, privatization and globalization (LPG), countries are looking to establish effective systems of lifelong learning to prepare farmers for changing agricultural sector. But offering lifelong learning to farmers in developing countries) is a vital challenge as majority of them are residing in remote and rural areas and have…

  13. Student Learning-Game Designs

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke

    2016-01-01

    This article presents new knowledge about how students can implement learning and game elements into analogue and digital learning games as a means of learning and teaching curriculum‐based subject matter. The purpose of the analysis is to identify what learning‐game design elements were used...... in four learning games created by students, to investigate how these elements were em83 ployed, to determine what learning trajectories emerged in the two digital game tools and to offer reflections and suggestions regarding the learning processes students experienced when building the various learning...... trajectories for specific learning goals into the digital games. The article examines how specific features in the two digital game tools, Scratch and RGBMaker, afford creation of learning trajectories in various ways, enabling deep learning and gameplay processes for the players of the games. According...

  14. 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...

  15. PERANCANGAN WEB BASED LEARNING SEBAGAI MEDIA PEMBELAJARAN BERBASIS ICT

    Directory of Open Access Journals (Sweden)

    Ricky Firmansyah

    2016-09-01

    Full Text Available ABSTRACT The media is very important component of communication process. The effectiveness of media is very influential on extent to which a communication role will be accepted by the audience with fast and precise, or vice versa. E-Learning is present as ICT based learning media that allows students and teachers interact in different places. Web Based Learning (WBL is used as one part of the E-Learning. This study focuses on designing web-based ICT as a learning medium that is used for students and teacher interaction media that equipped with learning material in content form that will be delivered. Students can learn about learning materials that submitted by teachers through the website anytime and anywhere as long as internet access is available, including taking a test in accordance with the time specified by the teacher. Waterfall method is used as a system development method implemented using the server-side web programming scripting like PHP MySQL. After using the system, questionnaire survey conducted on students and teachers. The results from this study is 71% of the number of students who complete the survey claimed that the system is easy and fun to use and 68% of the number of teachers who complete the survey claimed that this system is very assist with their work, especially in managing test scores. Keywords: design, e-learni

  16. Designing Teaching Materials for Learning Problem Solving in Technology Education

    NARCIS (Netherlands)

    Doornekamp, B.G.

    In the process of designing teaching materials for learning problem solving in technology education, domain-specific design specifications are considered important elements to raise learning outcomes with these materials. Two domain-specific design specifications were drawn up using a four-step

  17. Balancing Design Project Supervision and Learning Facilitation

    DEFF Research Database (Denmark)

    Nielsen, Louise Møller

    2012-01-01

    experiences and expertise to guide the students’ decisions in relation to the design project. This paper focuses on project supervision in the context of design education – and more specifically on how this supervision is unfolded in a Problem Based Learning culture. The paper explores the supervisor......’s balance between the roles: 1) Design Project Supervisor – and 2) Learning Facilitator – with the aim to understand when to apply the different roles, and what to be aware of when doing so. This paper represents the first pilot-study of a larger research effort. It is based on a Lego Serious Play workshop......In design there is a long tradition for apprenticeship, as well as tradition for learning through design projects. Today many design educations are positioned within the University context, and have to be aligned with the learning culture and structure, which they represent. This raises a specific...

  18. A Learning Activity Design Framework for Supporting Mobile Learning

    Directory of Open Access Journals (Sweden)

    Jalal Nouri

    2016-01-01

    Full Text Available This article introduces the Learning Activity Design (LEAD framework for the development and implementation of mobile learning activities in primary schools. The LEAD framework draws on methodological perspectives suggested by design-based research and interaction design in the specific field of technology-enhanced learning (TEL. The LEAD framework is grounded in four design projects conducted over a period of six years. It contributes a new understanding of the intricacies and multifaceted aspects of the design-process characterizing the development and implementation of mobile devices (i.e. smart phones and tablets in curricular activities conducted in Swedish primary schools. This framework is intended to provide both designers and researchers with methodological tools that take account of the pedagogical foundations of technologically-based educational interventions, usability issues related to the interaction with the mobile application developed, multiple data streams generated during the design project, multiple stakeholders involved in the design process and sustainability aspects of the mobile learning activities implemented in the school classroom.

  19. IMS Learning Design Frequently Asked Questions

    NARCIS (Netherlands)

    Tattersall, Colin; Manderveld, Jocelyn; Hummel, Hans; Sloep, Peter; Koper, Rob; De Vries, Fred

    2004-01-01

    This list of frequently asked questions was composed on the basis of questions asked of the Educational Technology Expertise Centrum. The questions addessed are: Where can I find the IMS Learning Design Specification? What is meant by the phrase “Learning Design”? What is the IMS LD Specification

  20. Web-Based versus lecture-based instruction in teaching development theories in teacher education

    Directory of Open Access Journals (Sweden)

    Sami Acar

    2013-12-01

    Full Text Available Web-based learning (WBL has been widely implemented in various educational settings as a learning medium but there is a doubt about its superiority over text or lecture-based, teacher centered traditional education because of inconclusive findings in the related research. The purpose of this study was to examine the effects of WBL on the teacher candidates’ content acquisition in a pedagogical course and on their attitudes toward this we-based course. Post-test only experimental study was conducted in a vocational teacher education program in Turkey. In the experimental group, WBL was conducted for three weeks for three topics: cognitive, moral and personality development and in the control group, lecture-based traditional teaching methods were applied. An achievement test was administered to both groups at the end of the study. According to the results, the groups did not show difference. In addition, the results of the attitude scale revealed that the students in the experimental group, on the average, had positive perceptions toward the web environment, web-based course, course instructor, course assessment, and success in the course. This result pointed out that though the impact of WBL on the acquisition of course topics did not differ between the groups, its positive impact on the students’ impression about teaching-learning process of the course, instructor and course assessment should not be ignored. Within the scope of this study, the results implied that WBL in teacher education might be applied in order to provide better learning environment rather than better knowledge gain.

  1. Introducing the Collaborative E-Learning Design Method (CoED)

    DEFF Research Database (Denmark)

    Ryberg, Thomas; Buus, Lillian; Nyvang, Tom

    2015-01-01

    In this chapter, a specific learning design method is introduced and explained, namely the Collaborative E-learning Design method (CoED), which has been developed through various projects in “e-Learning Lab – Centre for User Driven Innovation, Learning and Design” (Nyvang & Georgsen, 2007). We br...

  2. Efficient Learning Design

    DEFF Research Database (Denmark)

    Godsk, Mikkel

    This paper presents the current approach to implementing educational technology with learning design at the Faculty of Science and Technology, Aarhus University, by introducing the concept of ‘efficient learning design’. The underlying hypothesis is that implementing learning design is more than...... engaging educators in the design process and developing teaching and learning, it is a shift in educational practice that potentially requires a stakeholder analysis and ultimately a business model for the deployment. What is most important is to balance the institutional, educator, and student...... perspectives and to consider all these in conjunction in order to obtain a sustainable, efficient learning design. The approach to deploying learning design in terms of the concept of efficient learning design, the catalyst for educational development, i.e. the learning design model and how it is being used...

  3. Effective e-Learning by Thoughtful Design

    Directory of Open Access Journals (Sweden)

    Gordon Joyes

    2009-11-01

    Full Text Available This paper provides an insight into an e-learning design approach that has been used by the author in a wide range of contexts in Higher Education as part of an ongoing enquiry into transforming online teaching and learning within sustainable 'real' courses. A key driver has been the need to engage learners in Higher Education in moving from consumers to producers of knowledge and to engage in communities of practice through the use of online tools for learning. These developments use an analytic framework to support thoughtful e-learning design and insights into the way his framework has been applied are presented through a number of case studies. This work is shaping Web2.0 technologies to match a learning rather than a social agenda by casting them in particular learning activities within specific contexts for particular learning purposes.Keywords: e-learning, activity theory

  4. Learning Design Development for Blended Learning

    DEFF Research Database (Denmark)

    Hansen, Janne Saltoft

    Learning design development for blended learning We started implementing Blackboard at Aarhus University in 2013. At the Health Faculty Blackboard replaced AULA which was a LMS with functionality for file distribution and only a vague focus on learning tools. Most teachers therefore had...... no experiences with blended leaning and technology supported out-of-class activities. At the pedagogical unit at the Health faculty we wanted to follow the Blackboard implementation with pedagogical tools for learning design to evolve the pedagogical use of the system. We needed to make development of blended...... learning courses easier for the teachers and also ensure quality in the courses. This poster describes the process from development of the learning design to implementation of the learning design at the faculty: 1. How to place demands on a learning design-model and how to develop and use such a model. 2...

  5. Education - employment partnership for VET in the fashion sector

    Science.gov (United States)

    Ursache, M.; Avădanei, M. L.; Ionesi, D. S.; Loghin, E.

    2017-10-01

    The paper presents the objectives, the innovative aspects, the planned outputs and the current results of the project entitled “Education - Employment Partnership for VET in the fashion sector”. The project is co-financed by the European Commission under the Erasmus+ Programme, Key Action 2 - Strategic Partnerships in the Field of Education, Training, Youth and Sport. The project aims mainly the at developing a European teaching and training Toolkit for supporting the implementation of Work-Based Learning (WBL) in all stages of vocational education and training (VET) in the fashion sector. Moreover, the project will support the implementation of quality assurance mechanisms for WBL in VET in the fashion sector with a specific focus on feedback loops between iVET and cVET systems. The project consortium is composed by nine partners from four countries (Romania, Bulgaria, Italy and Netherlands) representing two iVET providers, a university a Chamber of Commerce, a Federation of SMEs connected with fashion industries, one research institution, one company in clothing and fashion sector, two consulting companies with experience in education and training policies. The actual research results presented in the paper are based on the survey oriented to the training needs and the impact and benefits of WBL implementation. The data were collected from educational organizations. Also, examples of good practices showing the different challenges and benefits of WBL implementation, were identified.

  6. Comparing Efficiency of Web Based Learning Contents on Different Media

    Directory of Open Access Journals (Sweden)

    Julija Lapuh Bele

    2009-11-01

    Full Text Available The purpose of the research was to find out what kind of multimedia learning materials gave the most efficient and effective results with regards to learning time and knowledge gained. Different web based learning materials were used as regards presentation mode: static pictures, animations with online text and animations with narrated text. Although the research results showed that learners from WBL contents with static graphics learnt less time than learners from animations, we did not find significant differences in learning time between experimental groups. However, we proved significant differences between three experimental groups in terms of gained knowledge. The learners using learning materials with static graphics performed worse than learners using materials with animations. Furthermore, we did not prove significant differences in gained knowledge between groups that learnt from audio animations and the animations with online text.

  7. Liberating Learning Object Design from the Learning Style of Student Instructional Designers

    Science.gov (United States)

    Akpinar, Yavuz

    2007-01-01

    Learning objects are a new form of learning resource, and the design of these digital environments has many facets. To investigate senior instructional design students' use of reflection tools in designing learning objects, a series of studies was conducted using the Reflective Action Instructional Design and Learning Object Review Instrument…

  8. The Role Of Teachers In Editing And Authoring Units Of Learning Using IMS Learning Design

    NARCIS (Netherlands)

    Griffiths, David; Blat, Josep

    2006-01-01

    The UNFOLD project, funded by the European Commission, runs a Community of Practice for Teachers and Learning Providers that has examined the way in which teachers can work with the IMS Learning Design Specification. The results of this work are presented. Relevant aspects of the specification are

  9. Persuasive Designs for Learning - Learning in Persuasive Design

    DEFF Research Database (Denmark)

    Hansen, Sandra Burri Gram

    and evaluate persuasive learning designs for energy and environment education. Through an exploratory mixed methods approach, I extend my understanding of persuasive design and strive to establish its claim in relation to other more established research areas. I contribute to the field by arguing towards......In this dissertation, the potential of applying persuasive design principles to the development of learning designs in complex organizations is explored, analysed and developed. My research is conducted in collaboration with the Danish Ministry of Defence and the Danish army, where I design, test...... the potential of constructive ethics applied in practice, and with initial steps towards a methodological framework for persuasive design, which bridges between system-oriented and user-centred approaches to design....

  10. Quality specifications in postgraduate medical e-learning: an integrative literature review leading to a postgraduate medical e-learning model.

    Science.gov (United States)

    De Leeuw, R A; Westerman, Michiel; Nelson, E; Ket, J C F; Scheele, F

    2016-07-08

    E-learning is driving major shifts in medical education. Prioritizing learning theories and quality models improves the success of e-learning programs. Although many e-learning quality standards are available, few are focused on postgraduate medical education. We conducted an integrative review of the current postgraduate medical e-learning literature to identify quality specifications. The literature was thematically organized into a working model. Unique quality specifications (n = 72) were consolidated and re-organized into a six-domain model that we called the Postgraduate Medical E-learning Model (Postgraduate ME Model). This model was partially based on the ISO-19796 standard, and drew on cognitive load multimedia principles. The domains of the model are preparation, software design and system specifications, communication, content, assessment, and maintenance. This review clarified the current state of postgraduate medical e-learning standards and specifications. It also synthesized these specifications into a single working model. To validate our findings, the next-steps include testing the Postgraduate ME Model in controlled e-learning settings.

  11. Design of learner-centred constructivism based learning process

    OpenAIRE

    Schreurs, Jeanne; Al-Huneidi, Ahmad

    2012-01-01

    A Learner-centered learning is constructivism based and Competence directed. We define general competencies, domain competencies and specific course competencies. Constructivism based learning activities are based on constructivism theory. For each course module the intended learning level will be defined. A model is built for the design of a learner centered constructivism based and competency directed learning process. The application of it in two courses are presented. Constructivism ba...

  12. Learning by watching Vernacular Iñupiaq-Inuit design learning as inspiration for design education

    Directory of Open Access Journals (Sweden)

    Janne Beate Reitan

    2014-12-01

    Full Text Available In this article, I explore a single case of vernacular clothing design — the practice and learning of design for contemporary Iñupiaq-Inuit clothing made by women from Kaktovik in Northern Alaska — and I hope to contribute to a better understanding of design practice and learning in general. Design research has many unexplored areas, and one of these omissions is vernacular design, or folk design. In my opinion, professional and academic design may well have something to learn from vernacular design, although this research is about vernacular learning and about what, why and how the‘making’ discipline of clothing design is learned. This study was based on observations of and interviews with seamstresses and research-by-design, which includes authorial participation in designing and sewing in adherence to Iñupiaq tradition. All of this was recorded on digital video film. The investigation of Iñupiaq-Inuit clothing design indicates that watching was the most common way of learning, a phenomenon I have chosen to call learning-by-watching, a concept that can be seen as a development of both Schön and Wenger’s theories of learning, as influenced by John Dewey’s theory of learning-by-doing. This study will be discussed in connection with design education, from kindergarten to professional studies in higher education, in the forthcoming research project, Design Literacy, the purpose of which is to develop theory to improve design education in both compulsory and academic design education. Consequently, to improve design education in general, a thorough focus on learning-by-watching in communities of practice would make for more reflective practitioners and more sustainable design practices in the long run.Keywords: Vernacular design, clothing design, design thinking, learning-by-watching, learning-bydoing.

  13. Developing Teachers’ Competences for Designing Inclusive Learning Experiences

    OpenAIRE

    Baldiris Navarro, Silvia Margarita; Zervas, Panagiotis; Fabregat Gesa, Ramon; Sampson, Demetrios G.

    2016-01-01

    Inclusive education, namely the process of providing all learners with equal educational opportunities, is a major challenge for many educational systems worldwide. In order to address this issue, a widely used framework has been developed, namely the Universal Design for Learning (UDL), which aims to provide specific educational design guidelines to ensure accessibility of all learner types to the learning environment. On the other hand, nowadays teachers are provided with ample ...

  14. Teacher Design Knowledge for Technology Enhanced Learning

    NARCIS (Netherlands)

    McKenney, Susan

    2014-01-01

    This presentation shares a framework for investigating the knowledge teachers need to be able to design technology-enhanced learning. Specific activities are undertaken to consider elements within the framework

  15. Designing and Integrating Purposeful Learning in Game Play: A Systematic Review

    Science.gov (United States)

    Ke, Fengfeng

    2016-01-01

    Via a systematic review of the literature on learning games, this article presents a systematic discussion on the design of intrinsic integration of domain-specific learning in game mechanics and game world design. A total of 69 articles ultimately met the inclusion criteria and were coded for the literature synthesis. Exemplary learning games…

  16. Teachers’ Learning Design Practice for Students as Learning Designers

    DEFF Research Database (Denmark)

    Levinsen, Karin Tweddell; Sørensen, Birgitte Holm

    2018-01-01

    that simultaneously scaffold students’ subject-related inquiry, agency, reflection and learning. Research studies have documented that this approach constitutes arenas that support students’ deep learning and mastery of both transdisciplinary and subject matter, along with their acquisition of digital literacy and 21......This paper contributes with elements of an emerging learning design methodology. The paper takes as its starting point the theory of Students as Learning Designers, which was developed by Sørensen and Levinsen and based on more than a decade of research-and-development projects in Danish primary...... schools (first to 10th grade). The research focussed on information and communication technology (ICT) within the Scandinavian tradition of Problem Oriented Project Pedagogy (POPP), Problem Based Learning (PBL) and students’ production. In recent years, the projects that provide the grounding...

  17. 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...

  18. Adolescents with specific learning disabilities - perceptions of specific learning disabilities in the environment of secondary schools

    OpenAIRE

    Pospíšilová, Zuzana

    2012-01-01

    The thesis focuses on adolescents with specific learning disabilities in the milieu of secondary schools. It is divided into a theoretical part and an empirical part. The first part introduces a topic of specific learning disabilities in the developmental stage of adolescence. It first describes the most relevant aspects of adolescent development. The attention is then paid to typical manifestations of specific learning disabilities in adolescence, and also to secondary symptoms usually conne...

  19. State-of-the-art Analysis on the Knowledge and Skills Gaps on the Topic of Industry 4.0 and the Requirements for Work-based Learning in Romania

    Directory of Open Access Journals (Sweden)

    Liviu MOLDOVAN

    2018-06-01

    Full Text Available This paper reports the state-of-the-art analysis on the knowledge and skills gaps on the topic of Industry 4.0 and the requirements for work-based learning (WBL consists of the results from a large-scale survey conducted among two target groups: manufacturing small and mediumsized enterprises (SMEs and vocational education and training (VET providers/trainers/consultants in Romania and cross-sectional analysis of the viewpoints of manufacturing SMEs representatives vs. VET providers. It is part of the Erasmus+ project “Work-based training approach in the field of Industry 4.0 for competitive European Industry”- iNduce 4.0. Based on the results from the researches carried out in Romania are defined the key points concerning the elaboration of the iNduce 4.0 training course and the iNduce 4.0 Practical methodology for WBL. It foresees the awareness of the Industry 4.0 topic, the training modules developed, the needed skills and the proportion of theory and practice.

  20. Learning Design Tools

    NARCIS (Netherlands)

    Griffiths, David; Blat, Josep; Garcia, Rocío; Vogten, Hubert; Kwong, KL

    2005-01-01

    Griffiths, D., Blat, J., Garcia, R., Vogten, H. & Kwong, KL. (2005). Learning Design Tools. In: Koper, R. & Tattersall, C., Learning Design: A Handbook on Modelling and Delivering Networked Education and Training (pp. 109-136). Berlin-Heidelberg: Springer Verlag.

  1. Pedagogical and Design Aspects of a Blended Learning Course

    Directory of Open Access Journals (Sweden)

    Karen Precel, Yoram Eshet-Alkalai, Yael Alberton

    2009-04-01

    Full Text Available Based on recent research reports, the blended learning model, which combines face-to-face and online learning, is now the preferred model for online course design. Its superiority over online learning, which lacks face-to-face interaction, is evident from studies that examined both student achievement and satisfaction. Nevertheless, there is ambiguity in the literature and in the field regarding the proper implementation of blended learning and the optimal proportions between online and F2F components in various learning scenarios. The range of contradictory reports in recent literature on the potential of different blended learning models shows the need for more research on specific blended learning courses in order to establish proper standards for effective course design and implementation. The present evaluation study focuses on students’ perceptions of pedagogical and design issues related to a new model for blended learning used in a graduate-level course at the Open University of Israel. Fifty-eight of the course’s 91 students participated in the study and completed a questionnaire regarding three major aspects of the course design: (1 pedagogy, (2 textbook format (print vs. digital, and (3 learning environment usability. The results illustrate the importance of completing the pedagogical and visual design of online learning in advance. Also, the course model suggests ways to bridge the gaps between students and instructors and students and their peers, which are typical of online learning in general and of open universities in particular.

  2. Applying a learning design methodology in the flipped classroom approach – empowering teachers to reflect and design for learning

    Directory of Open Access Journals (Sweden)

    Evangelia Triantafyllou

    2016-05-01

    Full Text Available One of the recent developments in teaching that heavily relies on current technology is the “flipped classroom” approach. In a flipped classroom the traditional lecture and homework sessions are inverted. Students are provided with online material in order to gain necessary knowledge before class, while class time is devoted to clarifications and application of this knowledge. The hypothesis is that there could be deep and creative discussions when teacher and students physically meet. This paper discusses how the learning design methodology can be applied to represent, share and guide educators through flipped classroom designs. In order to discuss the opportunities arising by this approach, the different components of the Learning Design – Conceptual Map (LD-CM are presented and examined in the context of the flipped classroom. It is shown that viewing the flipped classroom through the lens of learning design can promote the use of theories and methods to evaluate its effect on the achievement of learning objectives, and that it may draw attention to the employment of methods to gather learner responses. Moreover, a learning design approach can enforce the detailed description of activities, tools and resources used in specific flipped classroom models, and it can make educators more aware of the decisions that have to be taken and people who have to be involved when designing a flipped classroom. By using the LD-CM, this paper also draws attention to the importance of characteristics and values of different stakeholders (i.e. institutions, educators, learners, and external agents, which influence the design and success of flipped classrooms. Moreover, it looks at the teaching cycle from a flipped instruction model perspective and adjusts it to cater for the reflection loops educators are involved when designing, implementing and re-designing a flipped classroom. Finally, it highlights the effect of learning design on the guidance

  3. Is there a need for a specific educational scholarship for using e-learning in medical education?

    Science.gov (United States)

    Sandars, John; Goh, Poh Sun

    2016-10-01

    We propose the need for a specific educational scholarship when using e-learning in medical education. Effective e-learning has additional factors that require specific critical attention, including the design and delivery of e-learning. An important aspect is the recognition that e-learning is a complex intervention, with several interconnecting components that have to be aligned. This alignment requires an essential iterative development process with usability testing. Effectiveness of e-learning in one context may not be fully realized in another context unless there is further consideration of applicability and scalability. We recommend a participatory approach for an educational scholarship for using e-learning in medical education, such as by action research or design-based research.

  4. Developing Teachers' Competences for Designing Inclusive Learning Experiences

    Science.gov (United States)

    Navarro, Silvia Baldiris; Zervas, Panagiotis; Gesa, Ramon Fabregat; Sampson, Demetrios G.

    2016-01-01

    Inclusive education, namely the process of providing all learners with equal educational opportunities, is a major challenge for many educational systems worldwide. In order to address this issue, a widely used framework has been developed, namely the Universal Design for Learning (UDL), which aims to provide specific educational design guidelines…

  5. Learning by watching Vernacular Iñupiaq-Inuit design learning as inspiration for design education

    OpenAIRE

    Janne Beate Reitan

    2014-01-01

    In this article, I explore a single case of vernacular clothing design — the practice and learning of design for contemporary Iñupiaq-Inuit clothing made by women from Kaktovik in Northern Alaska — and I hope to contribute to a better understanding of design practice and learning in general. Design research has many unexplored areas, and one of these omissions is vernacular design, or folk design. In my opinion, professional and academic design may well have something to learn from vernacular...

  6. 34 CFR 300.307 - Specific learning disabilities.

    Science.gov (United States)

    2010-07-01

    ... 34 Education 2 2010-07-01 2010-07-01 false Specific learning disabilities. 300.307 Section 300.307... Educational Placements Additional Procedures for Identifying Children with Specific Learning Disabilities § 300.307 Specific learning disabilities. (a) General. A State must adopt, consistent with § 300.309...

  7. CopperCore: a service based approach towards implementing the IMS Learning Design specification.

    NARCIS (Netherlands)

    Vogten, Hubert

    2006-01-01

    This paper presents a service developed by the Open University of the Netherlands, called CopperCore which implements an IMS Learning Design engine as service. The overall architecture is described including a detailed description of the web service application programming interfaces.

  8. Learning Space Service Design

    Directory of Open Access Journals (Sweden)

    Elliot Felix

    2011-12-01

    Full Text Available Much progress has been made in creating informal learning spaces that incorporate technology and flexibly support a variety of activities. This progress has been principally in designing the right combination of furniture, technology, and space. However, colleges and universities do not design services within learning spaces with nearly the same level of sophistication or integration. Nor do they adequately assess their services. This paper calls for a focus on designing services to facilitate better learning experiences. It describes the fundamentals of service design practice, a selection of exemplary spaces, and the implications for design, budgeting, and staffing.

  9. Gestalt-A Learning Theory for Graphic Design Education

    Science.gov (United States)

    Jackson, Ian

    2008-01-01

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

  10. Personalization for Specific Users : Designing Decision Support Systems to Support Stimulating Learning Environments

    NARCIS (Netherlands)

    Maruster, Laura; Faber, Niels R.; van Haren, Rob J.; Salvendy, G; Smith, MJ

    2009-01-01

    Creating adaptive systems becomes increasingly attractive in the context of specific groups of users, such as agricultural users. This group of users seems to differ with respect to information processing, knowledge management and learning styles. In this work we aim to offer directions toward

  11. Problem based Learning versus Design Thinking in Team based Project work

    DEFF Research Database (Denmark)

    Denise J. Stokholm, Marianne

    2014-01-01

    project based learning issues, which has caused a need to describe and compare the two models; in specific the understandings, approaches and organization of learning in project work. The PBL model viewing the process as 3 separate project stages including; problem analysis, problem solving and project......All educations at Aalborg University has since 1974 been rooted in Problem Based Learning (PBL). In 1999 a new education in Industrial design was set up, introducing Design Based Learning (DBL). Even though the two approaches have a lot in common they also hold different understandings of core...... report, with focus on problem solving through analysis. Design Based Learning viewing the process as series of integrated design spaces including; alignment, research, mission, vision, concept, product and process report, with focus on innovative ideation though integration. There is a need of renewing...

  12. Multidimensional (OLAP) Analysis for Designing Dynamic Learning Strategy

    Science.gov (United States)

    Rozeva, A.; Deliyska, B.

    2010-10-01

    Learning strategy in an intelligent learning system is generally elaborated on the basis of assessment of the following factors: learner's time for reaction, content of the learning object, amount of learning material in a learning object, learning object specification, e-learning medium and performance control. Current work proposes architecture for dynamic learning strategy design by implementing multidimensional analysis model of learning factors. The analysis model concerns on-line analytical processing (OLAP) of learner's data structured as multidimensional cube. Main components of the architecture are analysis agent for performing the OLAP operations on learner data cube, adaptation generator and knowledge selection agent for performing adaptive navigation in the learning object repository. The output of the analysis agent is involved in dynamic elaboration of learning strategy that fits best to learners profile and behavior. As a result an adaptive learning path for individual learner and for learner groups is generated.

  13. Designing Learning for Co-Creation

    DEFF Research Database (Denmark)

    Gnaur, Dorina; Larsen-Nielsen, Marie

    2017-01-01

    Designing learning for co-creation - conceptual and practical considerations, Dorina Gnaur and Inger Marie Larsen-Nielsen explore the practical educational point of view. The question they are posing themselves is: how can higher and further education (HE) educate for co-creation, that is, provide...... educational frameworks that respond to the societal demand for co-creation, particularly within the public welfare sector? First, they focus on which organisational and individual requirements an HE learning design should take into account in order to support the diffusion of co-creation competences....... Then they argue for the need to integrate these considerations in the learning design and demonstrate a practical application in the form of a didactical design. They call this a hybrid learning design, in that it takes advantage of technological developments to mediate co-creative learning in multiple learning...

  14. Informing web-based communication curricula in veterinary education: a systematic review of web-based methods used for teaching and assessing clinical communication in medical education.

    Science.gov (United States)

    Artemiou, Elpida; Adams, Cindy L; Toews, Lorraine; Violato, Claudio; Coe, Jason B

    2014-01-01

    We determined the Web-based configurations that are applied to teach medical and veterinary communication skills, evaluated their effectiveness, and suggested future educational directions for Web-based communication teaching in veterinary education. We performed a systematic search of CAB Abstracts, MEDLINE, Scopus, and ERIC limited to articles published in English between 2000 and 2012. The review focused on medical or veterinary undergraduate to clinical- or residency-level students. We selected studies for which the study population was randomized to the Web-based learning (WBL) intervention with a post-test comparison with another WBL or non-WBL method and that reported at least one empirical outcome. Two independent reviewers completed relevancy screening, data extraction, and synthesis of results using Kirkpatrick and Kirkpatrick's framework. The search retrieved 1,583 articles, and 10 met the final inclusion criteria. We identified no published articles on Web based communication platforms in veterinary medicine; however, publications summarized from human medicine demonstrated that WBL provides a potentially reliable and valid approach for teaching and assessing communication skills. Student feedback on the use of virtual patients for teaching clinical communication skills has been positive,though evidence has suggested that practice with virtual patients prompted lower relation-building responses.Empirical outcomes indicate that WBL is a viable method for expanding the approach to teaching history taking and possibly to additional tasks of the veterinary medical interview.

  15. Designing Websites for Learning and Enjoyment: A study of museum experiences

    Directory of Open Access Journals (Sweden)

    Aleck C. H. Lin

    2006-12-01

    Full Text Available This study reports on an exploratory research study that examined the design of websites that encourage both learning and enjoyment. This study examines museum websites that offer educational materials. As part of their mission, most museums provide the general public with educational materials for study and enjoyment. Many museums use the Internet in support of their mission. Museum websites offer excellent opportunity to study learning environments designed for enjoyment. Computer-supported learning of various types has been studied over the years, including computer-aided learning, computer-aided instruction, computer-managed learning, and more recently, learning via the Internet. Some relevant work appears in the literature on pleasure; however, the concept of online learning for enjoyment – specifically when learning is not part of a formal instructional undertaking – has not been well studied and thus is not well understood. This study seeks to redress this gap in the literature, specificallylearning for enjoyment,’ by reporting on a number of semi-structured in-depth interviews with museum and educational experts in Taiwan. Our study identified a number of characteristics required of online learning websites, and we conclude some suggested guidelines for developing an online learning website for enjoyment.

  16. Using IMS Learning Design to model collaborative learning activities

    NARCIS (Netherlands)

    Tattersall, Colin

    2006-01-01

    IMS Learning Design provides a counter to the trend towards designing for lone-learners reading from screens. It guides staff and educational developers to start not with content, but with learning activities and the achievement of learning objectives. It recognises that learning can happen without

  17. Apps i anatomiundervisningen - perspektiver for et nyt learning design

    Directory of Open Access Journals (Sweden)

    Solvej Videbaek

    2016-05-01

    Full Text Available Dansk Formålet med denne artikel var at diskutere, hvordan Learning Design kan anvendes ved implementering af mobile platforme i undervisningen på universitetsniveau. Med udgangspunkt i teoretiske modeller og undervisernes overvejelser diskuteres brug af Learning Design og implementering informationsteknologi med afsæt i anvendelse af applikationer til tablets og smartphones i anatomiundervisningen på Aarhus Universitet. Sekundært præsenterer artiklen resultater fra et pilotprojekt i anatomiundervisningen på medicinstudiet, Aarhus Universitet, der viser, at de studerende er positivt indstillede over for informationsteknologi i undervisningen, at de er teknologiparate, og at anatomiapplikationerne forbedrer de studerendes oplevelse af tredimensional forståelse. Ved anvendelse af et veltilrettelagt Learning Design kan undervisningssessioner og kurser designes til i højere grad at anvende informations- og uddannelsesteknologi i integrerede læringsforløb. English The purpose of the this study was to discuss how Learning Design can be used when implementing mobile learning devices in education at universities. Based on theoretical models and the teachers’ thoughts and reflections, the use of Learning Design and implementation of information technology is discussed on the basis of using tablets and smartphones with anatomy specific applications in anatomy courses at the School of medicine, Aarhus University, Denmark. Secondarily, the results from a pilot project including tablets in anatomy teaching are presented, showing that the students have a positive attitude towards information technology in education, that they are used to using information technology in education, and that anatomy applications improve the students’ understanding of anatomy in three dimensions. By application of a well-designed Learning Design, teaching sessions can implement information- and educational technology in a combination of in-class and out-of-class.

  18. Learning design for science education in the 21st century

    Directory of Open Access Journals (Sweden)

    Churchill Daniel

    2013-01-01

    Full Text Available Contemporary technological and social developments demand transformation of educational practices. Teachers and schools are no longer fountains of knowledge that fill students with information. Rather, their primarily role is to equip students with new literacies, competencies for productive use of information technology, and sufficient disciplinary-specific bases of conceptual knowledge. This requires changes toward student-centered practices. In such contexts, teachers are designers of learning; therefore lesson planning is replaced with a concept of ‘learning design.’ This paper introduces the RASE (Resources-Activity-Support-Evaluation learning design model developed as a framework to assist teachers in designing learning modules. Central to RASE is the emphasis on the design of activities where students engage in using resources and in the production of artifacts that demonstrate learning. The paper also emphasizes the importance of ‘conceptual models’ as a special type of educational multimedia resource, and its role in assisting learning and application of concepts, as opposed to the ‘information transfer’ models. RASE is beginning to emerge as a powerful framework for transformation of teachers and their traditional practices to contemporary, relevant student-centered practices. The model is also an effective framework for productive uses of information technology in education.

  19. Developing a User Oriented Design Methodology for Learning Activities Using Boundary Objects

    Science.gov (United States)

    Fragou, ?lga; Kameas, Achilles

    2013-01-01

    International Standards in High and Open and Distance Education are used for developing Open Educational Resources (OERs). Current issues in e-learning community are the specification of learning chunks and the definition of describing designs for different units of learning (activities, units, courses) in a generic though expandable format.…

  20. Measuring Post-Partum Haemorrhage in Low-Resource Settings: The Diagnostic Validity of Weighed Blood Loss versus Quantitative Changes in Hemoglobin.

    Directory of Open Access Journals (Sweden)

    Esther Cathyln Atukunda

    Full Text Available Accurate estimation of blood loss is central to prompt diagnosis and management of post-partum hemorrhage (PPH, which remains a leading cause of maternal mortality in low-resource countries. In such settings, blood loss is often estimated visually and subjectively by attending health workers, due to inconsistent availability of laboratory infrastructure. We evaluated the diagnostic accuracy of weighed blood loss (WBL versus changes in peri-partum hemoglobin to detect PPH.Data from this analysis were collected as part of a randomized controlled trial comparing oxytocin with misoprostol for PPH (NCT01866241. Blood samples for complete blood count were drawn on admission and again prior to hospital discharge or before blood transfusion. During delivery, women were placed on drapes and had pre-weighed sanitary towels placed around their perineum. Blood was then drained into a calibrated container and the sanitary towels were added to estimate WBL, where each gram of blood was estimated as a milliliter. Sensitivity, specificity, negative and positive predictive values (PPVs were calculated at various blood volume loss and time combinations, and we fit receiver-operator curves using blood loss at 1, 2, and 24 hours compared to a reference standard of haemoglobin decrease of >10%.A total of 1,140 women were enrolled in the study, of whom 258 (22.6% developed PPH, defined as a haemoglobin drop >10%, and 262 (23.0% had WBL ≥500mL. WBL generally had a poor sensitivity for detection of PPH (85% in high prevalence settings when WBL exceeds 750mL.WBL has poor sensitivity but high specificity compared to laboratory-based methods of PPH diagnosis. These characteristics correspond to a high PPV in areas with high PPH prevalence. Although WBL is not useful for excluding PPH, this low-cost, simple and reproducible method is promising as a reasonable method to identify significant PPH in such settings where quantifiable red cell indices are unavailable.

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

    Science.gov (United States)

    Wessa, Patrick; De Rycker, Antoon; Holliday, Ian Edward

    2011-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Patrick Wessa

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

  3. Students as Learning Designers

    DEFF Research Database (Denmark)

    Levinsen, Karin; Sørensen, Birgitte Holm

    2013-01-01

    This paper focuses on students in the youngest classes at primary school as learning designers of ICT-integrated productions. It is based on the project Netbook 1:1 (2009-2012) funded by the municipality of Gentofte and Microsoft Denmark. The paper presents a model for designing ICT-integrated st......This paper focuses on students in the youngest classes at primary school as learning designers of ICT-integrated productions. It is based on the project Netbook 1:1 (2009-2012) funded by the municipality of Gentofte and Microsoft Denmark. The paper presents a model for designing ICT......-integrated student productions which was developed during the project in relation to different subjects. Ownership, iteration and feedforward are the central concepts in this model. Two exemplary cases are presented illustrating the students’ and teachers’ roles as learning designers in relation to the model...

  4. Learning Space Service Design

    Science.gov (United States)

    Felix, Elliot

    2011-01-01

    Much progress has been made in creating informal learning spaces that incorporate technology and flexibly support a variety of activities. This progress has been principally in designing the right combination of furniture, technology, and space. However, colleges and universities do not design services within learning spaces with nearly the same…

  5. Computer-based teaching module design: principles derived from learning theories.

    Science.gov (United States)

    Lau, K H Vincent

    2014-03-01

    The computer-based teaching module (CBTM), which has recently gained prominence in medical education, is a teaching format in which a multimedia program serves as a single source for knowledge acquisition rather than playing an adjunctive role as it does in computer-assisted learning (CAL). Despite empirical validation in the past decade, there is limited research into the optimisation of CBTM design. This review aims to summarise research in classic and modern multimedia-specific learning theories applied to computer learning, and to collapse the findings into a set of design principles to guide the development of CBTMs. Scopus was searched for: (i) studies of classic cognitivism, constructivism and behaviourism theories (search terms: 'cognitive theory' OR 'constructivism theory' OR 'behaviourism theory' AND 'e-learning' OR 'web-based learning') and their sub-theories applied to computer learning, and (ii) recent studies of modern learning theories applied to computer learning (search terms: 'learning theory' AND 'e-learning' OR 'web-based learning') for articles published between 1990 and 2012. The first search identified 29 studies, dominated in topic by the cognitive load, elaboration and scaffolding theories. The second search identified 139 studies, with diverse topics in connectivism, discovery and technical scaffolding. Based on their relative representation in the literature, the applications of these theories were collapsed into a list of CBTM design principles. Ten principles were identified and categorised into three levels of design: the global level (managing objectives, framing, minimising technical load); the rhetoric level (optimising modality, making modality explicit, scaffolding, elaboration, spaced repeating), and the detail level (managing text, managing devices). This review examined the literature in the application of learning theories to CAL to develop a set of principles that guide CBTM design. Further research will enable educators to

  6. Project Selection in the Design Studio: Absence of Learning Environments

    Science.gov (United States)

    Basa, Inci

    2010-01-01

    Project selection is an essential matter of design teaching. Based on observations of a specific curriculum, the author claims that a wide repertoire of subjects including offices, restaurants, hotels, and other public places are used to prepare design students, but that schools and other "learning environments/ schools" are similarly…

  7. Designing mobile learning for children and teenagers living with diabetes

    DEFF Research Database (Denmark)

    Glasemann, Marie

    2016-01-01

    In this dissertation, I conceptualise the design of mobile learning for children and teenagers living with type-1 diabetes. The investigation was conducted as an iterative and participatory design-based process. The insights and implications for design and contextual understanding arise through...... reflective design and by involving the target group. The research examined design participation with a focus on the involvement of youths and an understanding of the youths’ perceptions on using mobile technology for learning about diabetes. Central to the research was a concrete design case divided...... into four studies, where a summer camp for youths with diabetes functioned as site for creating a hybrid “third space” for investigating design participation. Based on my empirical research, which focused specifically on the design of mobile games for youths aged 10 to 16 years addressing the carbohydrate...

  8. Designing Creative Learning Environments

    Directory of Open Access Journals (Sweden)

    Thomas Cochrane

    2015-05-01

    Full Text Available Designing creative learning environments involves not only facilitating student creativity, but also modeling creative pedagogical practice. In this paper we explore the implementation of a framework for designing creative learning environments using mobile social media as a catalyst for redefining both lecturer pedagogical practice, as well as redesigning the curriculum around student generated m-portfolios.

  9. Learning design guided learning analytics in MOOCs

    NARCIS (Netherlands)

    Brouns, Francis; Firssova, Olga

    2016-01-01

    Poster presentation for our paper Brouns, F., & Firssova, O. (2016, October).The role of learning design and learning analytics in MOOCs. Paper presented at 9th EDEN Research Workshop, Oldenburg, Germany.

  10. Lessons Learned from Ares I Upper Stage Structures and Thermal Design

    Science.gov (United States)

    Ahmed, Rafiq

    2012-01-01

    The Ares 1 Upper Stage was part of the vehicle intended to succeed the Space Shuttle as the United States manned spaceflight vehicle. Although the Upper Stage project was cancelled, there were many lessons learned that are applicable to future vehicle design. Lessons learned that are briefly detailed in this Technical Memorandum are for specific technical areas such as tank design, common bulkhead design, thrust oscillation, control of flight and slosh loads, purge and hazardous gas system. In addition, lessons learned from a systems engineering and vehicle integration perspective are also included, such as computer aided design and engineering, scheduling, and data management. The need for detailed systems engineering in the early stages of a project is emphasized throughout this report. The intent is that future projects will be able to apply these lessons learned to keep costs down, schedules brief, and deliver products that perform to the expectations of their customers.

  11. Sequence-specific procedural learning deficits in children with specific language impairment.

    Science.gov (United States)

    Hsu, Hsinjen Julie; Bishop, Dorothy V M

    2014-05-01

    This study tested the procedural deficit hypothesis of specific language impairment (SLI) by comparing children's performance in two motor procedural learning tasks and an implicit verbal sequence learning task. Participants were 7- to 11-year-old children with SLI (n = 48), typically developing age-matched children (n = 20) and younger typically developing children matched for receptive grammar (n = 28). In a serial reaction time task, the children with SLI performed at the same level as the grammar-matched children, but poorer than age-matched controls in learning motor sequences. When tested with a motor procedural learning task that did not involve learning sequential relationships between discrete elements (i.e. pursuit rotor), the children with SLI performed comparably with age-matched children and better than younger grammar-matched controls. In addition, poor implicit learning of word sequences in a verbal memory task (the Hebb effect) was found in the children with SLI. Together, these findings suggest that SLI might be characterized by deficits in learning sequence-specific information, rather than generally weak procedural learning. © 2014 The Authors. Developmental Science Published by John Wiley & Sons Ltd.

  12. Learning and Motivational Processes When Students Design Curriculum-Based Digital Learning Games

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke

    2015-01-01

    This design-based research (DBR) project has developed an overall gamified learning design (big Game) to facilitate the learning process for adult students by inviting them to be their own learning designers through designing digital learning games (small games) in cross-disciplinary subject...... matters. The DBR project has investigated and experimented with which elements, methods, and processes are important when aiming at creating a cognitive complex (Anderson and Krathwohl, 2001) and motivating learning process within a reusable game-based learning design. This project took place in a co......, or programming provide a rich context for learning, since the construction of artefacts, in this case learning games, enables reflection and new ways of thinking. The students learned from reflection and interaction with the tools alone as well as in collaboration with peers. After analysing the students...

  13. Teaching Foreign Languages to Pupils with Specific Learning Disability

    OpenAIRE

    VOLDÁNOVÁ, Veronika

    2015-01-01

    This diploma thesis deals with the topic of specific learning disability. In the theoretical part I define the term specific learning disability and I mention the related terms. I deal with the history, types and causes of specific learning disability, further I describe the possibilities of diagnostics and re-education concerning specific learning disability. I also attend to the situation of a pupil in the family and school background. The main attention is especially paid to teaching forei...

  14. Effectiveness of E-Learning for Students Vocational High School Building Engineering Program

    Science.gov (United States)

    Soeparno; Muslim, Supari

    2018-04-01

    Implementation of vocational learning in accordance with the 2013 curriculum must meet the criteria, one of which is learning to be consistent with advances in technology and information. Technology-based learning in vocational commonly referred to as E-Learning, online (in the network) and WBL (Web-Based Learning). Facts on the ground indicate that based learning technology and information on Vocational High School of Building Engineering is still not going well. The purpose of this research is to know: advantages and disadvantages of learning with E-Learning, conformity of learning with E-Learning with characteristics of students on Vocational High School of Building Engineering and effective learning method based on E-Learning for students on Vocational High School of Building Engineering. Research done by literature method, get the following conclusion as follow: the advantages of E-Learning is learning can be done anywhere and anytime, efficient in accessing materials and tasks, ease of communication and discussion; while the shortage is the need for additional costs for good internet access and lack of social interaction between teachers and students. E-learning is appropriate to basic knowledge competencies, and not appropriate at the level of advanced competencies and skills. Effective E-Learning Based Learning Method on Vocational High School of Building Engineering is a Blended method that is a mix between conventional method and e-learning.

  15. Improving STEM Undergraduate Education with Efficient Learning Design

    DEFF Research Database (Denmark)

    Godsk, Mikkel

    2018-01-01

    The project investigates the potential of Learning Design for efficiently improving STEM undergraduate education with technology. In order to investigate this potential, the project consists of two main studies at Aarhus University: a study of the perspectives of the main stakeholders on Learning...... Design uptake. The project concludes that it is possible to improve STEM undergraduate education with Learning Design for technology-enhanced learning efficiently and that Efficient Learning Design provides a useful concept for qualifying educational decisions....... provided by technology-enhanced learning based on Learning Design, and in particular students’ learning was of a high common interest. However, only the educators were directly interested in Learning Design and its support for design, reuse in their practice and to inform pedagogy. A holistic concept...

  16. Designing for Learning in Coupled Contexts

    DEFF Research Database (Denmark)

    Gleerup, Janne; Heilesen, Simon; Helms, Niels Henrik

    2014-01-01

    In the case discussed in this chapter, involving the training of electrician apprentices at a Danish vocational college, many of the apprentices have difficulties understanding how the two modes of learning, i.e. formal learning at the college and the more informal learning through the in......-service training, relate to one another. This chapter is an account of an experiment in designing for net-based vocational learning with the aim of providing a coupling between widely different learning contexts. The actual design process used is based on a recently developed method for user-driven innovation......, the “quadrant model”, involving apprentices, teachers and masters and journeymen from companies as active and equal cocreators of new pedagogical designs. The final outcome has been three designs for networked learning. They facilitate communication between apprentice and apprentice, college and apprentice...

  17. Team learning center design principles

    Energy Technology Data Exchange (ETDEWEB)

    Daily, B.; Loveland, J.; Whatley, A. [New Mexico State Univ., Las Cruces, NM (United States)] [and others

    1995-06-01

    This is a preliminary report of a multi-year collaboration of the authors addressing the subject: Can a facility be designed for team learning and would it improve the efficiency and effectiveness of team interactions? Team learning in this context is a broad definition that covers all activities where small to large groups of people come together to work, to learn, and to share through team activities. Multimedia, networking, such as World Wide Web and other tools, are greatly enhancing the capability of individual learning. This paper addresses the application of technology and design to facilitate group or team learning. Many organizational meetings need tens of people to come together to do work as a large group and then divide into smaller subgroups of five to ten to work and then to return and report and interact with the larger group. Current facilities were not, in general, designed for this type of meeting. Problems with current facilities are defined and a preliminary design solution to many of the identified problems is presented.

  18. Learner Perspectives on Task Design for Oral-Visual eTandem Language Learning

    Science.gov (United States)

    El-Hariri, Yasmin

    2016-01-01

    Constituting a more specific form of online collaboration, eTandem Language Learning (eTLL) shows great potential for non-formal, self-directed language learning. Research in this field, particularly regarding task design, is still scarce. Focusing on their beliefs and attitudes, this article examines what learners think about how…

  19. Blended e-learning Design: Discussion of Cultural Issues

    Directory of Open Access Journals (Sweden)

    Ahmed A Al-Hunaiyyan

    2008-06-01

    Full Text Available Blended e-learning is becoming an educational issue especially with the new development of e-learning technology and globalization. Educators as the question: can we design these systems to accommodate different cultural groups and various learning strategies. This paper addresses some design issues when selecting a blended e-learning approach; it discusses some cultural elements that affect the design of blended e-learning. The paper also explores issues related to learning design, then emphasizes on the importance of cultural learning objects (CLO and its role in the design of multimedia-based e-learning systems.

  20. Design Guidelines for Collaboration and Participation with Examples from the LN4LD (Learning Network for Learning Design)

    NARCIS (Netherlands)

    Burgos, Daniel; Hummel, Hans; Tattersall, Colin; Brouns, Francis; Koper, Rob

    2007-01-01

    Burgos, D., Hummel, H. G. K., Tattersall, C., Brouns, F., & Koper, R. (2009). Design Guidelines for Collaboration and Participation with Examples from the LN4LD (Learning Network for Learning Design). In L. Lockyer, S. Bennett, S. Agostinho & B. Harper (Eds.), Handbook of Research on Learning Design

  1. Engaging Students On-Line:Does Gender Matter in Adoption of Learning Material Design?

    Directory of Open Access Journals (Sweden)

    Norziani Dahalan

    2013-12-01

    Full Text Available Education is reforming with the birth of the internet. Learning is not solely based on classroom basis but also through on-line. The revolution of Internet has transformed teaching via face-to-face into virtual teaching. The expansion of teaching deliveries suggests that we need interactive mechanism to accommodate course material for on-line students. However, creating on-line materials requires the conception of on-line instructional design. A suitable online material design will allow learners to engage with learning. Learners will have opportunities to develop their own understanding. In addition, suitable learning material will strengthen learner’s knowledge construction from their short-term memory to long-term memory. The purpose of this paper is to discover the learning material design approach based on gender by evaluating lecturer’s adoption of online material design using Keller’s ARCS model. The sample consisting of 30 lecturers from distance education learning reveals that gender differs in their adoption of learning material design specifically on getting attention of the student. The result also shows that relevance and satisfaction contribute to gender differences in learning material adoption. Limitations of the study and practical implications of these findings discussed.

  2. iPad Learning Ecosystem: Developing Challenge-Based Learning Using Design Thinking

    Science.gov (United States)

    Marin, Catalina; Hargis, Jace; Cavanaugh, Cathy

    2013-01-01

    In order to maximize college English language students' learning, product development, 21st Century skills and engagement with real world meaningful challenges, a course was designed to integrate Challenge Based Learning (CBL) and iPad mobile learning technology. This article describes the course design, which was grounded in design thinking, and…

  3. An educational design for organizational Learning

    DEFF Research Database (Denmark)

    Kolbæk, Ditte

    The aim of my study is to explore how employees may learn collaboratively from common work experience in the context of work. The study includes the development of an educational design for learning from work experience. The development of the educational design was initially not a research project......, but a task for me to solve in my role as manager of Organisational Learning, Oracle EMEA (Europe, Middle East and Africa) from 2005 to 2012. The development of the educational design was not planned as a scientific research. However, its success was founded on the feedback from participants, decision...... and b) me as an active participant in the research object. The research area is Educational Research with the theory-driven design of learning environments. (Design-Based Research Collective 2003: 8). Design-based research (DBR) was developed for researching classical classroom training. In this study...

  4. Executive Functioning and Psychopathology in Psychotherapy for Adolescents with Specific Learning Disorders

    Science.gov (United States)

    Kopelman-Rubin, Daphne; Klomek, Anat Brunstein; Al-Yagon, Michal; Mufson, Laura; Apter, Alan; Mikulincer, Mario

    2017-01-01

    This study examined the contribution of executive functioning (EF) to improvements in psychiatric symptomatology following I Can Succeed (ICS; Kopelman-Rubin, 2012) psychotherapy, a skill-enhancement intervention designed to target EF and socio-emotional aspects of specific learning disabilities (SLD). Forty adolescents with SLD underwent ICS in…

  5. Learning and Motivational Processes When Students Design Curriculum‐Based Digital Learning Games

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke

    2016-01-01

    This design‐based research (DBR) project has developed an overall gamified learning design (big Game) to facilitate the learning process for adult students by inviting them to be their own learning designers through designing digital learning games (small games) in cross‐disciplinary subject...... matters. The DBR project has investigated and experimented with which elements, methods, and processes are important when aiming at creating a cognitive complex (Anderson and Krathwohl, 2001) and motivating learning process within a reusable game‐based learning design. This project took place in a co......, or programming provide a rich context for learning, since the construction of artefacts, in this case learning games, enables reflection and new ways of thinking. The students learned from reflection and interaction with the tools alone as well as in collaboration with peers. After analysing the students...

  6. Learning Design Patterns for Hybrid Synchronous Video-Mediated Learning Environments

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke

    2016-01-01

    This article describes an innovative learning environment where remote and face-to-face full-time general upper secondary adult students jointly participate in the same live classes at VUC Storstrøm, an adult learning centre in Denmark. The teachers developed new learning designs as a part of the...... activating and equal learning designs for the students. This article is written on the basis of a chapter in the PhD–thesis by the author....

  7. Persuasive Designs for LearningLearning in Persuasive Design

    DEFF Research Database (Denmark)

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

    2016-01-01

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

  8. Blended e-learning Design: Discussion of Cultural Issues

    OpenAIRE

    Ahmed A Al-Hunaiyyan; Salah AL-Sharhan; Nabeel Al-Huwail

    2008-01-01

    Blended e-learning is becoming an educational issue especially with the new development of e-learning technology and globalization. Educators as the question: can we design these systems to accommodate different cultural groups and various learning strategies. This paper addresses some design issues when selecting a blended e-learning approach; it discusses some cultural elements that affect the design of blended e-learning. The paper also explores issues related to learning design, then emph...

  9. Designing informal learning spaces using student perspectives

    Directory of Open Access Journals (Sweden)

    Matthew David Riddle

    2012-06-01

    Full Text Available This article describes the design of informal learning spaces at an Australian university that support students in the generation of knowledge. Recent learning space design projects at La Trobe have been informed by a number of pre-existing projects, including a small research project on student use of technologies, a national project on learning space design, and a significant curriculum renewal process at the university. It demonstrates the ways in which evidence based on student perspectives and principles developed through applied research in teaching and learning can inform real world learning space design projects in a higher education context.

  10. Design, Implementation and Evaluation of a Learning Object that Supports the Mathematics Learning in Children with Autism Spectrum Disorders

    Directory of Open Access Journals (Sweden)

    Roberto Munoz

    2018-04-01

    Full Text Available Information technologies have been widely used for entertainment and learning purposes by children with Autism Spectrum Disorders (ASD. Nonetheless, learning objects aiming at specific skills development in children with ASD require both a well bounded learning domain and a user-centered design process, considering skill levels of the users and the local geographical context and language. “Proyect@ Matemáticas” is a multi-touch based app designed for developing pre-calculus and functional mathematical skills in children with ASD, according to the Chilean regulations of learning goals for children with special educational necessities. This paper presents the User-centered design process conducted in order to develop the learning object, which included the evaluation by 15 experts in special educational needs, testing by 10 ASD-diagnosed children with different functional levels, and a multidisciplinary development team that also included a graphic designer diagnosed with ASD of high functionality. The development process yields to a validated learning object in terms of interactivity, design, engagement, and usability, from the point of view of the experts, and successful usage tests with ASD diagnosed children in terms of performance and achievement of learning outcomes. The application is currently available for download in the Google Play store for free, and currently has more than 15,000 downloads and an average rating of 4.2 out of 5 points.

  11. Interactive Learning for Graphic Design Foundations

    Science.gov (United States)

    Chu, Sauman; Ramirez, German Mauricio Mejia

    2012-01-01

    One of the biggest problems for students majoring in pre-graphic design is students' inability to apply their knowledge to different design solutions. The purpose of this study is to examine the effectiveness of interactive learning modules in facilitating knowledge acquisition during the learning process and to create interactive learning modules…

  12. Teaching machine learning to design students

    NARCIS (Netherlands)

    Vlist, van der B.J.J.; van de Westelaken, H.F.M.; Bartneck, C.; Hu, J.; Ahn, R.M.C.; Barakova, E.I.; Delbressine, F.L.M.; Feijs, L.M.G.; Pan, Z.; Zhang, X.; El Rhalibi, A.

    2008-01-01

    Machine learning is a key technology to design and create intelligent systems, products, and related services. Like many other design departments, we are faced with the challenge to teach machine learning to design students, who often do not have an inherent affinity towards technology. We

  13. Designing for learning and empowerment

    DEFF Research Database (Denmark)

    Jönsson, Lise Høgh

    2017-01-01

    worked together to develop five new visual and digital methods for interviewing in special education. Thereby enhancing students’ competences, knowledge and proficiency in innovation and research as well as designing a solution aiding people with learning disabilities to communicate with peers......This paper proposes design-based research as a teaching approach to enhance the learning environment of university college students and as a potential tool for empowerment in practice. The paper depicts how students, professors, professional educationalists, and people with learning disabilities...

  14. 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...

  15. With Educational Benefits for All: Campus Inclusion through Learning Communities Designed for Underserved Student Populations

    Science.gov (United States)

    Fink, John E.; Hummel, Mary L.

    2015-01-01

    This chapter explores the practices of learning communities designed for specific, underserved student populations, highlighting on-campus examples and culminating with a synthesized list of core practices from these "inclusive" learning communities.

  16. Preparing for Distance Learning: Designing An Online Student Orientation Course

    Directory of Open Access Journals (Sweden)

    Diane D. Chapman

    2004-01-01

    Full Text Available This paper describes the analysis undertaken to design a 1-credit-hour online orientation course for students new to online learning. An instructional design team, as a part of an advanced instructional design course, worked with a university-based client. The client identified specific problem areas encountered by novice students of online courses and the team designed a comprehensive program to meet those needs. Analysis of the data revealed surprising differences in expectations between instructors of online courses and their students of what an orientation to online learning should include. The team also conducted a task analysis to aid in further identifying the skills, knowledge and attitudes required by students for success in online courses. Findings indicated that there is a need for online learners to understand the time commitment required of an online course and possess or develop strong time management skills. Because of small sample size, results cannot be generalized beyond the respondents. The authors found a mismatch in the perception of instructor technical skills versus student technical skill. Based on their findings, the paper provides recommendations on the appropriate design, development and implementation of an orientation to online learning.

  17. Learning design and feedback processes at scale

    DEFF Research Database (Denmark)

    Ringtved, Ulla L.; Miligan, Sandra; Corrin, Linda

    2016-01-01

    Design for teaching in scaled courses is shifting away from replication of the traditional on-campus or online teaching-learning relationship towards exploiting the distinctive characteristic and potentials of that environment to transform both teaching and learning. This involves consideration...... design and would benefit from learning analytics support? What is the character of analytics that can be deployed to help deliver good design of online learning platforms? What are the theoretical and pedagogical bases inherent in different analytics designs? These and other questions will be examined...

  18. Design of a Networked Learning Master Environment for Professionals

    DEFF Research Database (Denmark)

    Dirckinck-Holmfeld, Lone

    2010-01-01

    The paper is presenting the overall learning design of MIL (Master in ICT and Learning). The learning design is integrating a number of principles: 1. Principles of problem and project based learning 2. Networked learning / learning in communities of practice. The paper will discuss how these pri......The paper is presenting the overall learning design of MIL (Master in ICT and Learning). The learning design is integrating a number of principles: 1. Principles of problem and project based learning 2. Networked learning / learning in communities of practice. The paper will discuss how...

  19. Enhanced learning through design problems

    DEFF Research Database (Denmark)

    Jensen, Bogi Bech; Högberg, Stig; Jensen, Frida av Fløtum

    2012-01-01

    This paper describes a teaching method used in an electrical machines course, where the students learn about electrical machines by designing them. The aim of the course is not to teach design, albeit this is a side product, but rather to teach the fundamentals and the function of electrical...... machines through design. The teaching method is evaluated by a student questionnaire, designed to measure the quality and effectiveness of the teaching method. The results of the questionnaire conclusively show that this method labelled ‘learning through design’ is a very effective way of teaching...

  20. Polyunsaturated fatty acids (PUFAs) for children with specific learning disorders.

    Science.gov (United States)

    Tan, May Loong; Ho, Jacqueline J; Teh, Keng Hwang

    2016-09-28

    involving 116 children, mainly boys between 10 and 18 years of age, met the inclusion criteria. One study was conducted in a school setting, the other at a specialised clinic. Both studies used three months of a combination of omega-3 and omega-6 supplements as the intervention compared with placebo. Although both studies had generally low risk of bias, we judged the risk of reporting bias as unclear in one study, and as high in the other study. In addition, one of the studies was funded by industry and reported active company involvement in the study.None of the studies reported data on the primary outcomes of reading, writing, spelling and mathematics scores, as assessed by standardised tests.Evidence of low quality indicates that supplementation of PUFAs did not increase the risk of gastrointestinal disturbances (risk ratio 1.43, 95% confidence interval 0.25 to 8.15; two studies, 116 children). Investigators reported no other adverse effects.Both studies reported attention deficit hyperactivity disorder (ADHD)-related behaviour outcomes. We were unable to combine the results in a meta-analysis because one study reported findings as a continuous outcome, and the other as a dichotomous outcome. No other secondary outcomes were reported.We excluded one study because it used a cointervention (carnosine), and five other studies because they did not provide a robust diagnosis of a specific learning disorder. We identified one ongoing study and found three studies awaiting classification. Evidence is insufficient to permit any conclusions about the effect of PUFAs on the learning abilities of children with specific learning disorders. Well-designed RCTs with clearly defined populations of children with specific learning disorders who have been diagnosed by standardised diagnostic criteria are needed.

  1. Greek Young Adults with Specific Learning Disabilities Seeking Learning Assessments

    Science.gov (United States)

    Bonti, Eleni; Bampalou, Christina E.; Kouimtzi, Eleni M.; Kyritsis, Zacharias

    2018-01-01

    The purpose of this study is to investigate the reasons why Greek young adults with Specific Learning Disabilities (SLD) seek learning assessments. The study sample consisted of 106 adults meeting Diagnostic and Statistical Manual of Mental Disorders criteria for SLD. Data were collected through self-report records (clinical interview) of adults…

  2. Professional development for design-based learning in engineering education: a case study

    Science.gov (United States)

    Gómez Puente, Sonia M.; van Eijck, Michiel; Jochems, Wim

    2015-01-01

    Design-based learning (DBL) is an educational approach in which students gather and apply theoretical knowledge to solve design problems. In this study, we examined how critical DBL dimensions (project characteristics, design elements, the teacher's role, assessment, and social context) are applied by teachers in the redesign of DBL projects. We conducted an intervention for the professional development of the DBL teachers in the Mechanical Engineering and the Electrical Engineering departments. We used the Experiential Learning Cycle as an educational model for the professionalisation programme. The findings show that the programme encouraged teachers to apply the DBL theoretical framework. However, there are some limitations with regard to specific project characteristics. Further research into supporting teachers to develop open-ended and multidisciplinary activities in the projects that support learning is recommended.

  3. Interactive Multimedia-Based Animation: A Study of Effectiveness on Fashion Design Technology Learning

    Science.gov (United States)

    Wiana, W.

    2018-01-01

    The learning process is believed will reach optimal results if facilitated by diversity of learning’s device from aspects of the approach, method, media or it’s evaluation system, in individually, groups, or as well as classical. One of the learning’s Device can be developed in an attempt to improve the results of the study is Computer Based Learning (CBL). CBL was developed aim to help students to understand the concepts of the learning material which presented interactively by the system and able to provide information and learning process better. This research is closely related to efforts to improve the quality of Fashion design in digital format learning, with specific targets to generate interactive multimedia-based animation as effective media and learning resources for fashion design learning. Applications that are generated may be an option for delivering learning material as well as to engender interest in learning as well as understanding with students against the subject matter so that it can improve the learning achievements of students. The instruments used to collect data is a test sheet of mastering the concept which developed on the basis of indicators understanding the concept of fashion design, the material elements and principles of fashion design as well as application on making fashion design. As for the skills test is done through test performance to making fashion design in digital format. The results of testing against the mastery of concepts and skills of fashion designing in digital formatted shows that experimental group obtained significantly higher qualifications compared to the control group. That means that the use of interactive multimedia-based animation, effective to increased mastery of concepts and skills on making fashion design in digital format.

  4. Design for game based learning platforms

    DEFF Research Database (Denmark)

    Sørensen, Birgitte Holm; Meyer, Bente

    2010-01-01

    This paper focuses on the challenges related to the design of game based learning platforms for formal learning contexts that are inspired by the pupil's leisure time related use of web 2.0. The paper is based on the project Serious Games on a Global Market Place (2007-2011) founded by the Danish...... of web 2.0 and integrates theories of learning, didactics, games, play, communication, multimodality and different pedagogical approaches. In relation to the introduced model the teacher role is discussed.......This paper focuses on the challenges related to the design of game based learning platforms for formal learning contexts that are inspired by the pupil's leisure time related use of web 2.0. The paper is based on the project Serious Games on a Global Market Place (2007-2011) founded by the Danish...... Council for Strategic Research, in which an online game-based platform for English as a foreign language in primary school is studied. The paper presents a model for designing for game based learning platforms. This design is based on cultural and ethnographic based research on children's leisure time use...

  5. Digital Games, Design, and Learning

    Science.gov (United States)

    Clark, Douglas B.; Tanner-Smith, Emily E.; Killingsworth, Stephen S.

    2016-01-01

    In this meta-analysis, we systematically reviewed research on digital games and learning for K–16 students. We synthesized comparisons of game versus nongame conditions (i.e., media comparisons) and comparisons of augmented games versus standard game designs (i.e., value-added comparisons). We used random-effects meta-regression models with robust variance estimates to summarize overall effects and explore potential moderator effects. Results from media comparisons indicated that digital games significantly enhanced student learning relative to nongame conditions (g¯ = 0.33, 95% confidence interval [0.19, 0.48], k = 57, n = 209). Results from value-added comparisons indicated significant learning benefits associated with augmented game designs (g¯ = 0.34, 95% confidence interval [0.17, 0.51], k = 20, n = 40). Moderator analyses demonstrated that effects varied across various game mechanics characteristics, visual and narrative characteristics, and research quality characteristics. Taken together, the results highlight the affordances of games for learning as well as the key role of design beyond medium. PMID:26937054

  6. Learning for design reuse

    DEFF Research Database (Denmark)

    Duffy, Alex; Duffy, Sandra M.

    1996-01-01

    Over the past decade "design assistance", that is, where the computer is viewed as an Intelligent Design Assistant (IDA), has emerged in knowledge based design support and has formed the basic research strategy for the CAD Cantre, University of Strathclyde, since the mid-1980s. Within this philos......Over the past decade "design assistance", that is, where the computer is viewed as an Intelligent Design Assistant (IDA), has emerged in knowledge based design support and has formed the basic research strategy for the CAD Cantre, University of Strathclyde, since the mid-1980s. Within...... this philosophy, an IDA would act as a colleague to a designer, providing guidance, learning from past experiences, carrying out semi- and fully-automated tasks, explaining its reasoning and in essence complementing the designer's own natural skills, and thus leaving the ultimate decision-making, control......, and responsibility with the designer.The ability to learn and evolve has been recognized as one of the key components of an IDA for it to fully support the designer's activities. Consequently, we have been directing our research effort on two main fronts, formalizing our understanding and developing models...

  7. Volunteer Educators' Influence on Youth Participation and Learning in 4-H STEM Learning by Design Programs

    Science.gov (United States)

    Worker, Steven Michael

    The purpose of this study was to describe the co-construction of three 4-H STEM (science, technology, engineering, and mathematics) learning by design programs by volunteer educators and youth participants in the 4-H Youth Development Program. The programs advanced STEM learning through design, a pedagogical approach to support youth in planning, designing, and making shareable artifacts. This pedagogical approach is a special case of project-based learning, related to the practices found in the science learning through design literature as well as the making and tinkering movements. Specifically, I explored adult volunteer educators' roles and pedagogical strategies implementing the 4-H Junk Drawer Robotics curriculum (Mahacek, Worker, and Mahacek, 2011) and how that, in turn, afforded and constrained opportunities for youth to display or report engagement in design practices; learning of STEM content; strengthening tool competencies; dispositions of resilience, reciprocity, and playfulness; and psychological ownership. The curriculum targeted middle school youth with a sequence of science inquiry activities and engineering design challenges. This study employed naturalist and multiple-case study methodology relying on participant observations and video, interviews with educators, and focus groups with youth within three 4-H educational robotics programs organized by adult 4-H volunteer educators. Data collection took place in 2014 and 2015 at Santa Clara with an educator and seven youth; Solano with three educators and eight youth; and Alameda with an educator and seven youth. Data analysis revealed six discrete categories of pedagogy and interactions that I labeled as participation structures that included lecture, demonstration, learning activity, group sharing, scripted build, and design & build. These participation structures were related to the observed pedagogical practices employed by the educators. There was evidence of youth engagement in design

  8. Learning Environments Designed According to Learning Styles and Its Effects on Mathematics Achievement

    Science.gov (United States)

    Özerem, Aysen; Akkoyunlu, Buket

    2015-01-01

    Problem Statement: While designing a learning environment it is vital to think about learner characteristics (learning styles, approaches, motivation, interests… etc.) in order to promote effective learning. The learning environment and learning process should be designed not to enable students to learn in the same manner and at the same level,…

  9. Service-Learning Instructional Design Considerations

    Science.gov (United States)

    Maddrell, Jennifer

    2014-01-01

    This paper explores the design of "service-learning" experiences to engage college students in the real-world application of course subject matter. Service learning is an educational approach that combines community service, academic coursework, and work-based applied learning. Based on data gathered during a series of recent interviews…

  10. Teachers as designers of technology enhanced learning

    NARCIS (Netherlands)

    Kali, Yael; McKenney, Susan; Sagy, Ornit; Voogt, Joke

    2015-01-01

    Design of (technology-enhanced) learning activities and materials is one fruitful process through which teachers learn and become professionals. To facilitate this process, research is needed to understand how teachers learn through design, how this process may be supported, and how teacher

  11. Innovative design with learning reflexiveness for developing the Hamiltonian circuit learning games

    Directory of Open Access Journals (Sweden)

    Meng-Chien Yang

    2018-02-01

    Full Text Available In this study, we use a new proposed framework to develop the Hamiltonian circuit learning games for college students. The framework is for enhancing learners’ activities with learning reflexiveness. The design of these games is based on this framework to achieve the targeted learning outcomes. In recent years, the game-based learning is a very popular research topic. The Hamiltonian circuit is an important concepts for learning many computer science and electric engineering topics, such as IC design routing algorithm. The developed games use guiding rules to enable students to learn the Hamiltonian circuit in complicate graph problem. After the game, the learners are given a reviewing test which using the animation film for explaining the knowledge. This design concept is different from the previous studies. Through this new design, the outcome gets the better learning results under the effect of reflection. The students will have a deeper impression on the subject, and through self-learning and active thinking, in the game will have a deeper experience.

  12. A Well Designed School Environment Facilitates Brain Learning.

    Science.gov (United States)

    Chan, Tak Cheung; Petrie, Garth

    2000-01-01

    Examines how school design facilitates learning by complementing how the brain learns. How the brain learns is discussed and how an artistic environment, spaciousness in the learning areas, color and lighting, and optimal thermal and acoustical environments aid student learning. School design suggestions conclude the article. (GR)

  13. Learning Design for Sustainable Educational and Professional Development

    DEFF Research Database (Denmark)

    Godsk, Mikkel; Bjælde, Ole Eggers; Caspersen, Michael E.

    2015-01-01

    This poster presents the impact of two learning design initiatives at Faculty of Science and Technology, Aarhus University: the professional development module ‘Digital Learning Design’ (DiLD) for assistant professors and postdocs, and the STREAM learning design model for enhancing and transformi...... modules. Both DiLD and the STREAM model have proven to be effective for encouraging educators across all career steps to embrace the potential of educational technology in science higher education and for improving teaching and learning.......This poster presents the impact of two learning design initiatives at Faculty of Science and Technology, Aarhus University: the professional development module ‘Digital Learning Design’ (DiLD) for assistant professors and postdocs, and the STREAM learning design model for enhancing and transforming...

  14. Designing Professional Learning Communities through Understanding the Beliefs of Learning

    Science.gov (United States)

    Ke, Jie; Kang, Rui; Liu, Di

    2016-01-01

    This study was designed to initiate the process of building professional development learning communities for pre-service math teachers through revealing those teachers' conceptions/beliefs of students' learning and their own learning in China. It examines Chinese pre-service math teachers' conceptions of student learning and their related…

  15. Designing “Theory of Machines and Mechanisms” course on Project Based Learning approach

    DEFF Research Database (Denmark)

    Shinde, Vikas

    2013-01-01

    by the industry and the learning outcomes specified by the National Board of Accreditation (NBA), India; this course is restructured on Project Based Learning approach. A mini project is designed to suit course objectives. An objective of this paper is to discuss the rationale of this course design......Theory of Machines and Mechanisms course is one of the essential courses of Mechanical Engineering undergraduate curriculum practiced at Indian Institute. Previously, this course was taught by traditional instruction based pedagogy. In order to achieve profession specific skills demanded...... and the process followed to design a project which meets diverse objectives....

  16. Learning Technology Specification: Principles for Army Training Designers and Developers

    Science.gov (United States)

    2013-09-01

    Bowers & Bowers, 2010; Moreno, 2006; Shönborn, 2011; Watkins & Hufnagel, 2007). • Interactive technologies can help maintain student engagement when...modified to better suit the trainee characteristics, learning objectives, and environmental constraints. • To maintain student engagement when...learning styles (e.g., auditory, visual, tactile) 1 2 3 4 5 Improves student engagement 1 2 3 4 5 Please list any additional factors that are

  17. Meta-Design and the Triple Learning Organization in Architectural Design Process

    Science.gov (United States)

    Barelkowski, Robert

    2017-10-01

    The paper delves into the improvement of Meta-Design methodology being the result of implementation of triple learning organization. Grown from the concept of reflective practice, it offers an opportunity to segregate and hierarchize both criteria and knowledge management and at least twofold application. It induces constant feedback loops recharging the basic level of “design” with second level of “learning from design” and third level of “learning from learning”. While learning from design reflects the absorption of knowledge, structuralization of skills, management of information, learning from learning gives deeper understanding and provides axiological perspective which is necessary when combining cultural, social, and abstract conceptual problems. The second level involves multidisciplinary applications imported from many engineering disciplines, technical sciences, but also psychological background, or social environment. The third level confronts these applications with their respective sciences (wide extra-architectural knowledge) and axiological issues. This distinction may be represented in difference between e.g. purposeful, systemic use of participatory design which again generates experience-by-doing versus use of disciplinary knowledge starting from its theoretical framework, then narrowed down to be relevant to particular design task. The paper discusses the application in two cases: awarded competition proposal of Digital Arts Museum in Madrid and BAIRI university building. Both cases summarize the effects of implementation and expose the impact of triple-loop knowledge circles onto design, teaching the architect or helping them to learn how to manage information flows and how to accommodate paradigm shifts in the architectural design process.

  18. Project Management Approaches for Online Learning Design

    Science.gov (United States)

    Eby, Gulsun; Yuzer, T. Volkan

    2013-01-01

    Developments in online learning and its design are areas that continue to grow in order to enhance students' learning environments and experiences. However, in the implementation of new technologies, the importance of properly and fairly overseeing these courses is often undervalued. "Project Management Approaches for Online Learning Design"…

  19. Design and Development of a Learning Design Virtual Internship Program

    Science.gov (United States)

    Ruggiero, Dana; Boehm, Jeff

    2016-01-01

    Incorporation of practical experience in learning design and technology education has long been accepted as an important step in the developmental process of future learning designers. The proliferation of adult online education has increased the number of graduate students who are in need of a practical internship placement but have limited…

  20. Representation of Coordination Mechanisms in IMS Learning Design to Support Group-based Learning

    NARCIS (Netherlands)

    Miao, Yongwu; Burgos, Daniel; Griffiths, David; Koper, Rob

    2007-01-01

    Miao, Y., Burgos, D., Griffiths, D., & Koper, R. (2008). Representation of Coordination Mechanisms in IMS Learning Design to Support Group-based Learning. In L. Lockyer, S. Bennet, S. Agostinho & B. Harper (Eds.), Handbook of Research on Learning Design and Learning Objects: Issues, Applications and

  1. Designing for Diverse Learning: Case Study of Place-Based Learning in Design and Technologies Pre-Service Teacher Education

    Science.gov (United States)

    Best, Marnie; MacGregor, Denise; Price, Deborah

    2017-01-01

    Place-based learning experiences in Design and Technologies education connect people and place with design processes and products. Drawing on place-based learning, this case study shares the experiences of eight final year pre-service Design and Technologies education students from the University of South Australia as they collaborated with…

  2. Design, Participation, and Social Change: What Design in Grassroots Spaces Can Teach Learning Scientists

    Science.gov (United States)

    Zavala, Miguel

    2016-01-01

    While a science of design (and theory of learning) is certainly useful in design-based research, a participatory design research framework presents an opening for learning scientists to rethink design and learning as processes. Grounded in the autoethnographic investigation of a grassroots organization's design of a local campaign, the author…

  3. Flexible learning and the design of instruction

    NARCIS (Netherlands)

    Collis, Betty; Nikolova, Iliana

    1998-01-01

    The paper deals with the problem of designing flexible learning and instruction. Flexibility is considered both from the learner's and the designer's perspective. The potential of telematics in the design, development and implementation of flexible and distance learning is discussed. A Method for

  4. Designing for Learning and Play - The Smiley Model as Framework

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke

    2016-01-01

    digital games. The Smiley Model inspired and provided a scaffold or a heuristic for the overall gamified learning design –- as well as for the students’ learning game design processes when creating small games turning the learning situation into an engaging experience. The audience for the experiments......This paper presents a framework for designing engaging learning experiences in games – the Smiley Model. In this Design-Based Research project, student-game-designers were learning inside a gamified learning design - while designing and implementing learning goals from curriculum into the small...... was adult upper secondary general students as well as 7th grade primary school students. The intention with this article is to inspire future learning designers that would like to experiment with integrating learning and play....

  5. Designing for Learning in Coupled Contexts

    DEFF Research Database (Denmark)

    Gleerup, Janne; Heilesen, Simon; Helms, Niels Henrik

    2014-01-01

    -service training, relate to one another. This chapter is an account of an experiment in designing for net-based vocational learning with the aim of providing a coupling between widely different learning contexts. The actual design process used is based on a recently developed method for user-driven innovation...

  6. Murder on Grimm Isle: The Impact of Game Narrative Design in an Educational Game-Based Learning Environment

    Science.gov (United States)

    Dickey, Michele D.

    2011-01-01

    The purpose of this research is to investigate the impact of narrative design in a game-based learning environment. Specifically, this investigation focuses the narrative design in an adventure-styled, game-based learning environment for fostering argumentation writing by looking at how the game narrative impacted player/learner (1) intrinsic…

  7. Teaching Strategies to Promote Concept Learning by Design Challenges

    Science.gov (United States)

    Van Breukelen, Dave; Van Meel, Adrianus; De Vries, Marc

    2017-01-01

    Background: This study is the second study of a design-based research, organised around four studies, that aims to improve student learning, teaching skills and teacher training concerning the design-based learning approach called Learning by Design (LBD). Purpose: LBD uses the context of design challenges to learn, among other things, science.…

  8. Specifications in early conceptual design work

    DEFF Research Database (Denmark)

    Hansen, Claus Thorp; Andreasen, Mogens Myrup

    2007-01-01

    In early conceptual design the design team is working in an uncertain situation, where the understanding of a need is limited and not much is known about the solution space. In this situation the design team has to both analyse need and explore solution space. Thus, the team has to formulate design...... specifications, which express attractive product goals, and has to synthesise the product idea. The authors of this paper see a challenge to enhance and improve our understanding of the nature of design specifications as a means to support the synthesis of a product idea. In this empirical study we analyse...... the structure and content of design specifications during early ideation activities, where initial design specifications are formulated and a product idea is synthesised. We have analysed specification documents of 19 teams of novice designers. Our analysis indicates that a productive product design...

  9. Teachers as Designers of Technology Enhanced Learning

    NARCIS (Netherlands)

    Kali, Yael; McKenney, Susan; Sagy, Ornit

    2015-01-01

    While the benefits of teacher involvement in designing technology enhanced learning are acknowledged in the literature, far less is known about shaping that involvement to yield those benefits. Research is needed to understand how teachers learn through design; how teacher design activities may be

  10. Teachers as Designers of Technology Enhanced Learning

    NARCIS (Netherlands)

    Kali, Yael; McKenney, Susan; Sagy, Ornit

    2016-01-01

    While the benefits of teacher involvement in designing technology enhanced learning are acknowledged in the literature, far less is known about shaping that involvement to yield those benefits. Research is needed to understand how teachers learn through design; how teacher design activities may be

  11. Context-Adaptive Learning Designs by Using Semantic Web Services

    Science.gov (United States)

    Dietze, Stefan; Gugliotta, Alessio; Domingue, John

    2007-01-01

    IMS Learning Design (IMS-LD) is a promising technology aimed at supporting learning processes. IMS-LD packages contain the learning process metadata as well as the learning resources. However, the allocation of resources--whether data or services--within the learning design is done manually at design-time on the basis of the subjective appraisals…

  12. Designing informal learning spaces using student perspectives

    OpenAIRE

    Matthew David Riddle; Kay Souter

    2012-01-01

    This article describes the design of informal learning spaces at an Australian university that support students in the generation of knowledge. Recent learning space design projects at La Trobe have been informed by a number of pre-existing projects, including a small research project on student use of technologies, a national project on learning space design, and a significant curriculum renewal process at the university. It demonstrates the ways in which evidence based on student perspectiv...

  13. One-trial overshadowing: Evidence for fast specific fear learning in humans.

    Science.gov (United States)

    Haesen, Kim; Beckers, Tom; Baeyens, Frank; Vervliet, Bram

    2017-03-01

    Adaptive defensive actions necessitate a fear learning system that is both fast and specific. Fast learning serves to minimize the number of threat confrontations, while specific learning ensures that the acquired fears are tied to threat-relevant cues only. In Pavlovian fear conditioning, fear acquisition is typically studied via repetitive pairings of a single cue with an aversive experience, which is not optimal for the examination of fast specific fear learning. In this study, we adopted the one-trial overshadowing procedure from basic learning research, in which a combination of two visual cues is presented once and paired with an aversive electrical stimulation. Using on-line shock expectancy ratings, skin conductance reactivity and startle reflex modulation as indices of fear learning, we found evidence of strong fear after a single conditioning trial (fast learning) as well as attenuated fear responding when only half of the trained stimulus combination was presented (specific learning). Moreover, specificity of fear responding tended to correlate with levels of state and trait anxiety. These results suggest that one-trial overshadowing can be used as a model to study fast specific fear learning in humans and individual differences therein. Copyright © 2016 Elsevier Ltd. All rights reserved.

  14. A Time to Define: Making the Specific Learning Disability Definition Prescribe Specific Learning Disability

    Science.gov (United States)

    Kavale, Kenneth A.; Spaulding, Lucinda S.; Beam, Andrea P.

    2009-01-01

    Unlike other special education categories defined in U.S. law (Individuals with Disabilities Education Act), the definition of specific learning disability (SLD) has not changed since first proposed in 1968. Thus, although the operational definition of SLD has responded to new knowledge and understanding about the construct, the formal definition…

  15. A Framework for the Flexible Content Packaging of Learning Objects and Learning Designs

    Science.gov (United States)

    Lukasiak, Jason; Agostinho, Shirley; Burnett, Ian; Drury, Gerrard; Goodes, Jason; Bennett, Sue; Lockyer, Lori; Harper, Barry

    2004-01-01

    This paper presents a platform-independent method for packaging learning objects and learning designs. The method, entitled a Smart Learning Design Framework, is based on the MPEG-21 standard, and uses IEEE Learning Object Metadata (LOM) to provide bibliographic, technical, and pedagogical descriptors for the retrieval and description of learning…

  16. Case-based learning in VTLE: An effective strategy for improving learning design

    OpenAIRE

    Guàrdia Ortiz, Lourdes; Sangrà, Albert; Maina, Marcelo Fabián

    2014-01-01

    This article presents preliminary research from an instructional design perspective on the design of the case method as an integral part of pedagogy and technology. Key features and benefits using this teaching and learning strategy in a Virtual Teaching and Learning Environment (VTLE) are identified, taking into account the requirements of the European Higher Education Area (EHEA) for a competence-based curricula design. The implications of these findings for a learning object appro...

  17. An urban informatics approach to smart city learning in architecture and urban design education

    Directory of Open Access Journals (Sweden)

    Mirko Guaralda

    2013-08-01

    Full Text Available This study aims to redefine spaces of learning to places of learning through the direct engagement of local communities as a way to examine and learn from real world issues in the city. This paper exemplifies Smart City Learning, where the key goal is to promote the generation and exchange of urban design ideas for the future development of South Bank, in Brisbane, Australia, informing the creation of new design policies responding to the needs of local citizens. Specific to this project was the implementation of urban informatics techniques and approaches to promote innovative engagement strategies. Architecture and Urban Design students were encouraged to review and appropriate real-time, ubiquitous technology, social media, and mobile devices that were used by urban residents to augment and mediate the physical and digital layers of urban infrastructures. Our study’s experience found that urban informatics provide an innovative opportunity to enrich students’ place of learning within the city.

  18. Inclusive E-Learning - Towards an Integrated System Design.

    Science.gov (United States)

    Patzer, Yasmin; Pinkwart, Niels

    2017-01-01

    At first sight there seem to be issues combining technical accessibility guidelines and educational needs when designing inclusive E-Learning. Furthermore Universal Design for Learning seems to contradict individualization. In this paper we address both issues with an inclusive E-Learning design for the LAYA system, which targets disabled and non-disabled learners.

  19. Impact of Computer Aided Learning on Children with Specific Learning Disabilities

    OpenAIRE

    The Spastic Society Of Karnataka , Bangalore

    2004-01-01

    Study conducted by The Spastics Society of Karnataka on behalf of Azim Premji Foundation to assess the effectiveness of computers in enhancing learning for children with specific learning disabilities. Azim Premji Foundation is not liable for any direct or indirect loss or damage whatsoever arising from the use or access of any information, interpretation and conclusions that may be printed in this report.; Study to assess the effectiveness of computers in enhancing learning for children with...

  20. Helping Education Students Understand Learning through Designing

    Science.gov (United States)

    Ronen-Fuhrmann, Tamar; Kali, Yael; Hoadley, Christopher

    2008-01-01

    This article describes a course in which graduate students in education learn practical and theoretical aspects of educational design by creating technologies for learning. The course was built around three themes: "Analyzing technologies," in which students study state-of- the-art technologies and interview their designers; "design studio," in…

  1. Experiencing a Problem-Based Learning Approach for Teaching Reconfigurable Architecture Design

    Directory of Open Access Journals (Sweden)

    Erwan Fabiani

    2009-01-01

    Full Text Available This paper presents the “reconfigurable computing” teaching part of a computer science master course (first year on parallel architectures. The practical work sessions of this course rely on active pedagogy using problem-based learning, focused on designing a reconfigurable architecture for the implementation of an application class of image processing algorithms. We show how the successive steps of this project permit the student to experiment with several fundamental concepts of reconfigurable computing at different levels. Specific experiments include exploitation of architectural parallelism, dataflow and communicating component-based design, and configurability-specificity tradeoffs.

  2. A New Design Approach to Game-Based learning

    DEFF Research Database (Denmark)

    Larsen, Lasse Juel

    2012-01-01

    to ground the student’s reason to learn. This paper proposes a different approach: using visualisation in immersive 3D worlds as both documentation of learning progress and as a reward system which motivates further learning. The overall design idea is to build a game based learning system from three......This paper puts forward a new design perspective for gamebased learning. The general idea is to abandon the long sought-after dream of designing a closed learning system, where students in both primary and secondary school could learn – without the interference of teachers – whatever subject......-based learning system, but will also confront aspects of modern learning theory, especially the notion of reference between the content of an assignment and the reality with which it should or could be connected (situated learning). The second idea promotes a way of tackling the common experience of the average...

  3. What is the teachers’ role when students learn through design of learning games in a scaffolded gamified learning environment?

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke

    The aim of this research project is to create a reusable and flexible gamified learning design where the students are learning subject matters through the design of digital learning games. The students are their own learning designers forming teams that create games. The teams also peer review...... how the use of pre-build learning games in education can be taken a step further into the building of learning games while implementing subject matters from curriculum, not only focussing on the creative game design process. The aim of the form of this learning design is to scaffold the novice....../ play test each others games as a way to qualify the learning taking place around as well as inside the games they are building. The discussion is focusing on how the chosen pedagogical approach is framed within the gamified environment as well as on how the teachers can guide and scaffold the learning...

  4. Design of Learning Objects for Concept Learning: Effects of Multimedia Learning Principles and an Instructional Approach

    Science.gov (United States)

    Chiu, Thomas K. F.; Churchill, Daniel

    2016-01-01

    Literature suggests using multimedia learning principles in the design of instructional material. However, these principles may not be sufficient for the design of learning objects for concept learning in mathematics. This paper reports on an experimental study that investigated the effects of an instructional approach, which includes two teaching…

  5. Teachers as Designers of Technology Enhanced Learning

    Science.gov (United States)

    Kali, Yael; McKenney, Susan; Sagy, Ornit

    2015-01-01

    While the benefits of teacher involvement in designing technology enhanced learning are acknowledged in the literature, far less is known about shaping that involvement to yield those benefits. Research is needed to understand how teachers learn through design; how teacher design activities may be supported; and how teacher involvement in design…

  6. Designing learning environments to promote student learning: ergonomics in all but name.

    Science.gov (United States)

    Smith, Thomas J

    2013-01-01

    This report introduces evidence for the conclusion that a common theme underlies almost all proposed solutions for improving the performance of K-12 students, namely their reliance on the design of educational system environments, features and operations. Two categories of design factors impacting such performance are addressed: (1) 9 factors reliably shown to have a strong influence - namely environmental design of classroom and building facilities, longer exposure to learning, cooperative learning designs, early childhood education, teaching quality, nutritional adequacy, participation in physical activity, good physical fitness, and school-community integration; and (2) 11 factors with an equivocal, varied or weak influence - classroom technology, online learning environments, smaller class size, school choice, school funding, school size, school start times, teacher training level, amount of homework, student self-confidence and informal learning. It is concluded that: (1) student learning outcomes, and more broadly the edifice of education itself, are largely defined in terms of an extensive system of design factors and conditions; (2) the time is long overdue for the educational system to acknowledge the central role of E/HF design as the major influence on student performance and learning; and (3) K-12 educators and administrators should emphasize allocation of resources to design factors reliably shown to have a strongly positive impact on student performance, but should treat expenditure on factors with equivocal, varied or weak influence on such performance with more caution and/or skepticism.

  7. Design Fixation and Cooperative Learning in Elementary Engineering Design Project: A Case Study

    Directory of Open Access Journals (Sweden)

    Yi Luo

    2015-09-01

    Full Text Available This paper presents a case study examining 3rd, 4th and 5th graders’ design fixation and cooperative learning in an engineering design project. A mixed methods instrument, the Cooperative Learning Observation Protocol (CLOP, was adapted to record frequency and class observation on cooperative learning engagement through detailed field notes. Students’ design journals and reflections were also analyzed for an inductive qualitative analysis. The findings indicate three major themes of design fixation: 1 fixation on common features of things; 2 fixation on popular teenage culture; 3 fixation on the first design idea. In the cooperative learning process of elementary engineering design project, although pupils had demonstrated some abilities to solve concrete problems in a logical fashion, the participants encountered a number of obstacles in the group. Dominance, social loafing, and other problems occurring in the group process might have offset certain benefits of cooperative learning. Implications of the findings are also discussed.

  8. Design fixation and cooperative learning in elementary engineering design project: A case study

    Directory of Open Access Journals (Sweden)

    Yi Luo

    2015-09-01

    Full Text Available This paper presents a case study examining 3rd, 4th and 5th graders’ design fixation and cooperative learning in an engineering design project. A mixed methods instrument, the Cooperative Learning Observation Protocol (CLOP, was adapted to record frequency and class observation on cooperative learning engagement through detailed field notes. Students’ design journals and reflections were also analyzed for an inductive qualitative analysis. The findings indicate three major themes of design fixation: 1 fixation on common features of things; 2 fixation on popular teenage culture; 3 fixation on the first design idea. In the cooperative learning process of elementary engineering design project, although pupils had demonstrated some abilities to solve concrete problems in a logical fashion, the participants encountered a number of obstacles in the group. Dominance, social loafing, and other problems occurring in the group process might have offset certain benefits of cooperative learning. Implications of the findings are also discussed.

  9. Developing a Design Methodology for Web 2.0 Mediated Learning

    DEFF Research Database (Denmark)

    Buus, Lillian; Georgsen, Marianne; Ryberg, Thomas

    In this paper we discuss the notion of a learning methodology and situate this within the wider frame of learning design or ?Designing for Learning?. We discuss existing work within this broad area by trying to categorize different approaches and interpretations and we present our development...... of particular ?mediating design artefacts?. We discuss what can be viewed as a lack of attention paid to integrating the preferred teaching styles and learning philosophies of practitioners into design tools, and present a particular method for learning design; the COllaborative E-learning Design method (Co......Ed). We describe how this method has been adopted as part of a learning methodology building on concepts and models presented in the other symposium papers, in particular those of active, problem based learning and web 2.0-technologies. The challenge of designing on the basis of an explicit learning...

  10. Developing a Design Methodology for Web 2.0 Mediated Learning

    DEFF Research Database (Denmark)

    Buus, Lillian; Georgsen, Marianne; Ryberg, Thomas

    2017-01-01

    In this paper we discuss the notion of a learning methodology and situate this within the wider frame of learning design or ?Designing for Learning?. We discuss existing work within this broad area by trying to categorize different approaches and interpretations and we present our development...... of particular ?mediating design artefacts?. We discuss what can be viewed as a lack of attention paid to integrating the preferred teaching styles and learning philosophies of practitioners into design tools, and present a particular method for learning design; the COllaborative E-learning Design method (Co......Ed). We describe how this method has been adopted as part of a learning methodology building on concepts and models presented in the other symposium papers, in particular those of active, problem based learning and web 2.0-technologies. The challenge of designing on the basis of an explicit learning...

  11. Learning LM Specificity for Ganglion Cells

    Science.gov (United States)

    Ahumada, Albert J.

    2015-01-01

    Unsupervised learning models have been proposed based on experience (Ahumada and Mulligan, 1990;Wachtler, Doi, Lee and Sejnowski, 2007) that allow the cortex to develop units with LM specific color opponent receptive fields like the blob cells reported by Hubel and Wiesel on the basis of visual experience. These models used ganglion cells with LM indiscriminate wiring as inputs to the learning mechanism, which was presumed to occur at the cortical level.

  12. Designing for Learning in Coupled Contexts

    DEFF Research Database (Denmark)

    Heilesen, Simon; Mogensen, Kevin; Gleerup, Janne

    2012-01-01

    Vocational training curricula are often designed as a progression of alternating periods of attending school and working as an apprentice in a company. In the case discussed in this paper, involving the training of electrician apprentices at a Danish vocational school, many of the apprentices...... (pupils) have difficulties understanding how the two modes of learning, i.e. formal learning by means of instruction and informal learning through apprenticeship, relate to one another and add up to a meaningful whole. This paper is an account of an experiment in designing for net-based vocational...

  13. Comparison of executive functions in students with and without specific learning disability with the characteristic reading and writing

    Directory of Open Access Journals (Sweden)

    Saba Hasanvandi

    2017-03-01

    Full Text Available Background: The aim of present study was to investigate executive functions included of working memory, organization-planning and reasoning in the children with and without specific learning disability with the characteristic reading and writing. Materials and methods: The design of this research was Ex-Post Facto design. Statistical population was all male students of third grade primary schools in Tehran which were referred to education institution with diagnosis special learning disorders in educational centers. The sample included of 90 students chosen and assigned into 3 groups of 30 students, included of: children who had specific learning disability with characteristic reading, children who had specific learning disability with characteristic writing, normal children were selected by systematic randomized sampling and 3 groups were compared. The data instruments were: Wechsler’ subtests of similarities and digit differences, Andre Ray test, in formal (unofficial reading and dictation test. The obtained data were analyzed with ANOVA. Results: The results showed that there was difference between the group of normal children and other group in executive functions including working memory, organization-planning and reasoning (P<0.05. Also there was difference between two children groups with specific learning disability with  characteristic reading and writing in working memory and reasoning, whereas for organization-planning parameter there were not seen any differences between these two groups (P<0.05. Conclusion: Regarding to obtained results, it is recommended to adoption some ways for improvements of working memory, organization-planning and reasoning

  14. DESIGNING MOTIVATIONAL LEARNING SYSTEMS IN DISTANCE EDUCATION

    Directory of Open Access Journals (Sweden)

    Jale BALABAN-SALI

    2008-07-01

    Full Text Available ABSTRACT The designing of instruction, when considered as a process, is the determination of instructional requirements of the learner and development of functional learning systems in order to meet these requirements. In fact, as a consequence of studies on the development of effective learning systems some instructional design theories have emerged. Among these theories the motivational design theory points out that instructional processes are required to be configured with the strategies which increases the attention, relevance, confidence and satisfaction of the students for an instructional design which ensures the continuity of learning motivation. The studies indicate that the systems which are developed on the basis of mentioned strategies raise the attention of the student during instruction, develop a relevance to the students’ requirements, create a positive expectation for success and help having a satisfaction by reinforcing success. In this article, the empirical studies related with this subject and the suggestions for presenting more effective motivational instructional designs in distance learning are summarized.

  15. Designing Learning Opportunities in Interaction Design: Interactionaries as a means to study and teach student design processes

    Directory of Open Access Journals (Sweden)

    Robert Ramberg

    2013-12-01

    Full Text Available Learning by practice, apprenticeship and paradigmatic examples have been prime paths for learning within interaction design. These have been criticized for being time-consuming and costly, of not being implementable in academic contexts. In this article we suggest and evaluate a pedagogical model to address these problems in design teaching and learning. Results from a time-constrained collaborative design exercise, a so-called “interactionary”, are presented. Student design work is analyzed using the framework of learning design sequences and analysis of the primary transformation unit shows that interactionaries reveal patterns in student design work. Materials are used mainly to document design ideas rather than as a design material to further investigate design ideas and aspects of interaction. In the critiquing sessions, regarded as the secondary transformation unit, many issues hardly addressed during the design work were brought up. Thus, the designers continued to develop their design proposal primed by critique presented by the reviewers. Based on the results, possible teacher interventions to coach student design work are suggested.

  16. Embodied Making and Design Learning - Special Issue from the Learn X Design-conference DRS/CUMULUS, Chicago 2015

    Directory of Open Access Journals (Sweden)

    Marte Sørebø Gulliksen

    2016-06-01

    Full Text Available This issue of FORMakademisk features selected articles developed from papers presented at the symposium Embodied Making and Design Learning at the DRS/CUMULUS-conference LearnXDesign in Chicago, Illinois, June 28–30, 2015. This special issue was developed as an initiative by the symposium conveners. The symposium was developed by researchers from research groups in Norway, Finland and Canada to explore various aspects of embodied making in relation to design learning. The symposium was a full-day event with four sessions, seven paper presentations, a roundtable discussion, a plenary discussion and a workshop. The symposium received positive feedback, attracting many participants and stimulating engaged discussions throughout the conference. This indicates a growing awareness of the topic of embodied making and design learning. This special issue features five articles that together highlight a variety of approaches and examples of current research endeavours in relation to the theme. 

  17. Effects of practice schedule and task specificity on the adaptive process of motor learning.

    Science.gov (United States)

    Barros, João Augusto de Camargo; Tani, Go; Corrêa, Umberto Cesar

    2017-10-01

    This study investigated the effects of practice schedule and task specificity based on the perspective of adaptive process of motor learning. For this purpose, tasks with temporal and force control learning requirements were manipulated in experiments 1 and 2, respectively. Specifically, the task consisted of touching with the dominant hand the three sequential targets with specific movement time or force for each touch. Participants were children (N=120), both boys and girls, with an average age of 11.2years (SD=1.0). The design in both experiments involved four practice groups (constant, random, constant-random, and random-constant) and two phases (stabilisation and adaptation). The dependent variables included measures related to the task goal (accuracy and variability of error of the overall movement and force patterns) and movement pattern (macro- and microstructures). Results revealed a similar error of the overall patterns for all groups in both experiments and that they adapted themselves differently in terms of the macro- and microstructures of movement patterns. The study concludes that the effects of practice schedules on the adaptive process of motor learning were both general and specific to the task. That is, they were general to the task goal performance and specific regarding the movement pattern. Copyright © 2017 Elsevier B.V. All rights reserved.

  18. Development of pedagogical design in technology-rich environments for language teaching and learning

    OpenAIRE

    Jalkanen, Juha

    2015-01-01

    This study explores the development of pedagogical design for language teaching and learning in increasingly technology-rich environments. More specifically, it focuses on the process of design, enactment and analysis of language and literacy pedagogies in technology-rich environments. Two substudies are reported in five articles, each of which approaches pedagogical design from a different perspective. The first substudy examined (a) what pedagogical choices language studen...

  19. Teaching strategies to promote concept learning by design challenges

    Science.gov (United States)

    Van Breukelen, Dave; Van Meel, Adrianus; De Vries, Marc

    2017-07-01

    Background: This study is the second study of a design-based research, organised around four studies, that aims to improve student learning, teaching skills and teacher training concerning the design-based learning approach called Learning by Design (LBD).

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

    Directory of Open Access Journals (Sweden)

    Munir Shuib

    2015-01-01

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

  1. A pedagogical design pattern framework for sharing experiences and enhancing communities of practice within online and blended learning

    Directory of Open Access Journals (Sweden)

    Chresteria Neutszky-Wulff

    2016-12-01

    Full Text Available ”Design patterns” were originally proposed in architecture and later in software engineering as a methodology to sketch and share solutions to recurring design problems. In recent years ”pedagogical design patterns” have been introduced as a way to sketch and share good practices in teaching and learning; specifically in the context of technology-enhanced learning (e-learning. Several attempts have been made to establish a framework for describing and sharing such e-learning patterns, but so far they have had limited success. At a series of workshops in a competence-development project for teachers at the University of Copenhagen a new and simpler pedagogical design pattern framework was developed for interfaculty sharing of experiences and enhancing communities of practice in relation to online and blended learning across the university. In this study, the new pedagogical design pattern framework is applied to describe the learning design in four online and blended learning courses within different academic disciplines: Classical Greek, Biostatistics, Environmental Management in Europe, and Climate Change Impacts, Adaptation and Mitigation. Future perspectives for using the framework for developing new E-learning patterns for online and blended learning courses are discussed.

  2. A Learning and Interaction design framework, from a study on formulating principles for the design of engaging music learning games

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke; Ørngreen, Rikke

    2012-01-01

    Based on a preliminary action research study investigating the design of digital music games and years of experiences from interaction design processes of learning resources, this extended abstract presents a framework that mixes designs for learning principles and game design with a process view...... using a simple interaction design lifecycle. Though the first outset was to design engaging music games, the resulting framework has a more generic character....

  3. Cognitive Clusters in Specific Learning Disorder.

    Science.gov (United States)

    Poletti, Michele; Carretta, Elisa; Bonvicini, Laura; Giorgi-Rossi, Paolo

    The heterogeneity among children with learning disabilities still represents a barrier and a challenge in their conceptualization. Although a dimensional approach has been gaining support, the categorical approach is still the most adopted, as in the recent fifth edition of the Diagnostic and Statistical Manual of Mental Disorders. The introduction of the single overarching diagnostic category of specific learning disorder (SLD) could underemphasize interindividual clinical differences regarding intracategory cognitive functioning and learning proficiency, according to current models of multiple cognitive deficits at the basis of neurodevelopmental disorders. The characterization of specific cognitive profiles associated with an already manifest SLD could help identify possible early cognitive markers of SLD risk and distinct trajectories of atypical cognitive development leading to SLD. In this perspective, we applied a cluster analysis to identify groups of children with a Diagnostic and Statistical Manual-based diagnosis of SLD with similar cognitive profiles and to describe the association between clusters and SLD subtypes. A sample of 205 children with a diagnosis of SLD were enrolled. Cluster analyses (agglomerative hierarchical and nonhierarchical iterative clustering technique) were used successively on 10 core subtests of the Wechsler Intelligence Scale for Children-Fourth Edition. The 4-cluster solution was adopted, and external validation found differences in terms of SLD subtype frequencies and learning proficiency among clusters. Clinical implications of these findings are discussed, tracing directions for further studies.

  4. Reusing open data for learning database design through project development

    Directory of Open Access Journals (Sweden)

    Jose-Norberto MAZÓN

    2015-12-01

    Full Text Available This paper describes a novel methodology based on reusing open data for applying project-based learning in a Database Design subject of a university degree. This methodology is applied to the ARA (Alto Rendimiento Académico or High Academic Performance group taught in the degree in Computer Engineering at the University of Alicante (Spain during 2012/2013, 2013/2014, and 2014/2015. Openness philosophy implies that huge amount of data is available to students in tabular format, ready for reusing. In our teaching experience, students propose an original scenario where different open data can be reused to a specific goal. Then, it is proposed to design a database in order to manage this data in the envisioned scenario. Open data in the subject helps in instilling a creative and entrepreneur attitude in students, as well as encourages autonomous and lifelong learning. Surveys made to students at the end of each year shown that reusing open data within project-based learning methodologies makes more motivated students since they are using real data.

  5. Educating Urban Designers using Augmented Reality and Mobile Learning Technologies

    Directory of Open Access Journals (Sweden)

    Ernest Redondo

    2017-03-01

    Full Text Available This paper describes an educational experience using augmented reality (AR on mobile devices as a  tool for learning urban design concepts and specifically for architecture degree students. In a real project-based exercise, the participants had to design a sculpture to be placed in a public space, checking the suitability of the object as for example the form, scale, location, materials, etc., and taking into account the surroundings. The project is controlled on-site using AR on mobile platforms, encouraging collaborative learning by sharing the 3D models of their proposals, and acting both as producers and consumers of AR content in the process. To assess both the usability of technology, as well as the learning improvement, the class was divided into two groups with equivalent pre-course grades: a control group, who followed the conventional course in the laboratory, and a test group, who used AR technology. At the end of the course, the AR-using group showed a significant increase in academic performance, higher motivation and satisfaction compared to the control group.

  6. A Design Framework for Personal Learning Environments

    NARCIS (Netherlands)

    Rahimi, E.

    2015-01-01

    The purpose of our research was to develop a PLE (personal learning environment) design framework for workplace settings. By doing such, the research has answered this research question, how should a technology-based personal learning environment be designed, aiming at supporting learners to gain

  7. Web Interface Design Principles for Adults’ Self-Directed Learning

    Directory of Open Access Journals (Sweden)

    Mehmet FIRAT

    2016-10-01

    Full Text Available One of the most important features which e-learning tools and environments must possess within the scope of lifelong learning is self-directed learning, which can be considered as a form of self-learning. The aim of this study was to determine, based on the views and recommendations of experts, interface design principles for the development of educational web interfaces that will support the self-directed learning of adults. This descriptive study was conducted with the contribution of 12 academicians specializing in interface design and self-directed learning. Within the scope of the study, new interfaces features were identified based on an evaluation of the literature on interface designs for self-directed learning, and the views of subject experts. Based on the study results, it was determined that interface designs supporting self-directed learning must possess five basic features, which include being user-directed, ensuring variety, being supported by learning analytics, being motivational, and being sharing-oriented.

  8. Supporting Transfer of Learning: Practice-based considerations on the applicability of transfer literature in online design

    DEFF Research Database (Denmark)

    Noesgaard, Signe Schack

    2014-01-01

    for school teachers. The PhD-project is inspired by design-based research and the research into learning transfer. It aims to evaluate if, how, and why an online facilitated, collaborative learning solution can improve the teaching practices of science teachers in Danish elementary schools. Based...... on the ethnographic study, this paper attempts to answer the following questions: what characterizes the work environment at the schools, specifically in regards to collegial support, organizational support, and manager support? How does the empirical research relate to the learning transfer literature? Do...... these characteristics give rise to reconsiderations of applying learning transfer research when designing for competence development?...

  9. The Impact of School Design and Arrangement on Learning Experiences: A Case Study of an Architecturally Significant Elementary School

    Science.gov (United States)

    Churchill, Deirdre Lyne

    2014-01-01

    This qualitative study examined the impact of architectural design and arrangement on the learning experiences of students. Specifically, it examined how school design and arrangement foster interactions and relationships among students and adults relevant to integral learning experiences. This case study was limited to the breadth of knowledge…

  10. Distributed learning process: principles of design and implementation

    Directory of Open Access Journals (Sweden)

    G. N. Boychenko

    2016-01-01

    Full Text Available At the present stage, broad information and communication technologies (ICT usage in educational practices is one of the leading trends of global education system development. This trend has led to the instructional interaction models transformation. Scientists have developed the theory of distributed cognition (Salomon, G., Hutchins, E., and distributed education and training (Fiore, S. M., Salas, E., Oblinger, D. G., Barone, C. A., Hawkins, B. L.. Educational process is based on two separated in time and space sub-processes of learning and teaching which are aimed at the organization of fl exible interactions between learners, teachers and educational content located in different non-centralized places.The purpose of this design research is to fi nd a solution for the problem of formalizing distributed learning process design and realization that is signifi cant in instructional design. The solution to this problem should take into account specifi cs of distributed interactions between team members, which becomes collective subject of distributed cognition in distributed learning process. This makes it necessary to design roles and functions of the individual team members performing distributed educational activities. Personal educational objectives should be determined by decomposition of team objectives into functional roles of its members with considering personal and learning needs and interests of students.Theoretical and empirical methods used in the study: theoretical analysis of philosophical, psychological, and pedagogical literature on the issue, analysis of international standards in the e-learning domain; exploration on practical usage of distributed learning in academic and corporate sectors; generalization, abstraction, cognitive modelling, ontology engineering methods.Result of the research is methodology for design and implementation of distributed learning process based on the competency approach. Methodology proposed by

  11. A model-driven development approach for learning design using the LPCEL Editor

    Directory of Open Access Journals (Sweden)

    Jorge Torres

    2014-01-01

    Full Text Available Complex learning scenarios are represented using Educational Modeling Languages (EMLs. Different people with specific skills usually design these scenarios. The IMS LD is a commonly used EML for which some visual editors are being created in order to assist the authoring process. However, these editors have a limited level of expressiveness and do not provide the facilities for designers to collaborate in the design process. The LPCEL Editor provides a broad level of expressiveness and facilitates the authoring process with an editor that includes: (1 Visual Elements, (2 Intermediate Representation, (3 Learning Patterns, (4 Collaboration tools and (5 Web Services. In order to verify that the components are sufficient, we conducted a user evaluation to analyze their perspective regarding the level of functionality of the tools.

  12. Machine learning-based patient specific prompt-gamma dose monitoring in proton therapy

    Science.gov (United States)

    Gueth, P.; Dauvergne, D.; Freud, N.; Létang, J. M.; Ray, C.; Testa, E.; Sarrut, D.

    2013-07-01

    Online dose monitoring in proton therapy is currently being investigated with prompt-gamma (PG) devices. PG emission was shown to be correlated with dose deposition. This relationship is mostly unknown under real conditions. We propose a machine learning approach based on simulations to create optimized treatment-specific classifiers that detect discrepancies between planned and delivered dose. Simulations were performed with the Monte-Carlo platform Gate/Geant4 for a spot-scanning proton therapy treatment and a PG camera prototype currently under investigation. The method first builds a learning set of perturbed situations corresponding to a range of patient translation. This set is then used to train a combined classifier using distal falloff and registered correlation measures. Classifier performances were evaluated using receiver operating characteristic curves and maximum associated specificity and sensitivity. A leave-one-out study showed that it is possible to detect discrepancies of 5 mm with specificity and sensitivity of 85% whereas using only distal falloff decreases the sensitivity down to 77% on the same data set. The proposed method could help to evaluate performance and to optimize the design of PG monitoring devices. It is generic: other learning sets of deviations, other measures and other types of classifiers could be studied to potentially reach better performance. At the moment, the main limitation lies in the computation time needed to perform the simulations.

  13. Machine learning-based patient specific prompt-gamma dose monitoring in proton therapy

    International Nuclear Information System (INIS)

    Gueth, P; Freud, N; Létang, J M; Sarrut, D; Dauvergne, D; Ray, C; Testa, E

    2013-01-01

    Online dose monitoring in proton therapy is currently being investigated with prompt-gamma (PG) devices. PG emission was shown to be correlated with dose deposition. This relationship is mostly unknown under real conditions. We propose a machine learning approach based on simulations to create optimized treatment-specific classifiers that detect discrepancies between planned and delivered dose. Simulations were performed with the Monte-Carlo platform Gate/Geant4 for a spot-scanning proton therapy treatment and a PG camera prototype currently under investigation. The method first builds a learning set of perturbed situations corresponding to a range of patient translation. This set is then used to train a combined classifier using distal falloff and registered correlation measures. Classifier performances were evaluated using receiver operating characteristic curves and maximum associated specificity and sensitivity. A leave-one-out study showed that it is possible to detect discrepancies of 5 mm with specificity and sensitivity of 85% whereas using only distal falloff decreases the sensitivity down to 77% on the same data set. The proposed method could help to evaluate performance and to optimize the design of PG monitoring devices. It is generic: other learning sets of deviations, other measures and other types of classifiers could be studied to potentially reach better performance. At the moment, the main limitation lies in the computation time needed to perform the simulations. (paper)

  14. LEARNING AND ENVIRONMENTAL DESIGN: Softer Learning Spaces

    Directory of Open Access Journals (Sweden)

    E. Ümran TOPÇU

    2013-07-01

    Full Text Available Learning is a central part of everyone’s life that is often associated with school and  classrooms. Today’ classroom looks and functions like the classroom of an earlier century. Desks lined up in neat rows, facing the teacher and a board or screen is the general condition in many educational institutions. Most of us have sat through classes in plain, hard rooms. Although they did not look very pleasant, we all coped with them. If they could be designed slightly more tolerable, would they help in the betterment of education and learning in any measurable way? This paper aims at describing an attempt to design an alternative classroom. Based on several years of experience, it is observed that there is a demand among students for softer, warmer and more intimate instructional spaces. Students of “People and Environment” Course were asked to select a suitable space to redesign as a “Soft Classroom” within Bahçeşehir University Besiktas Campus  premises. This case study presented a potential research project to etter understand,  how student engagement can be increased by changing learning spaces.

  15. Implementing E-Learning Designed Courses in General Education

    Science.gov (United States)

    Nuangchalerm, Prasart; Sakkumduang, Krissada; Uhwha, Suleepornn; Chansirisira, Pacharawit

    2014-01-01

    The aim of this study is to implement e-learning designed course for general education. The study employed 3 phases for developing e-learning course: contextual study, designing, and implementing. Two courses general education, 217 undergraduate students are participated the study. Research tool consisted of interview about e-learning form and…

  16. Design Fixation and Cooperative Learning in Elementary Engineering Design Project: A Case Study

    Science.gov (United States)

    Luo, Yi

    2015-01-01

    This paper presents a case study examining 3rd, 4th and 5th graders' design fixation and cooperative learning in an engineering design project. A mixed methods instrument, the Cooperative Learning Observation Protocol (CLOP), was adapted to record frequency and class observation on cooperative learning engagement through detailed field notes.…

  17. Reconceptualizing Design Research in the Age of Mobile Learning

    Science.gov (United States)

    Bannan, Brenda; Cook, John; Pachler, Norbert

    2016-01-01

    The purpose of this paper is to begin to examine how the intersection of mobile learning and design research prompts the reconceptualization of research and design individually as well as their integration appropriate for current, complex learning environments. To fully conceptualize and reconceptualize design research in mobile learning, the…

  18. Adaptive e-learning methods and IMS Learning Design. An integrated approach

    NARCIS (Netherlands)

    Burgos, Daniel; Specht, Marcus

    2006-01-01

    Please, cite this publication as: Burgos, D., & Specht, M. (2006). Adaptive e-learning methods and IMS Learning Design. In Kinshuk, R. Koper, P. Kommers, P. Kirschner, D. G. Sampson & W. Didderen (Eds.), Proceedings of the 6th IEEE International Conference on Advanced Learning Technologies (pp.

  19. Using learning materials for design-based interventions

    DEFF Research Database (Denmark)

    Gissel, Stig Toke

    2015-01-01

    This article considers a methodological issue concerning the use of learning materials for interventions in design-based research. When the researcher uses existing or creates new didacticised learning materials for research purposes and tests their applicability in authentic contexts, many...... variables are in play. When using or designing a learning material a lot of choices have to be made and effects are difficult to isolate. The advantage of using learning materials for interventions is that results could have high ecological validity. In the article this methodological issue is exemplified...... through a research project using and developing digital learning materials for developing literacy in the early grades. One of many important choices to be made in elaborating this learning material concerns which texts should be used for supporting students’ literacy development in the lower grades...

  20. Empathy in Distance Learning Design Practice

    Science.gov (United States)

    Matthews, Michael T.; Williams, Gregory S.; Yanchar, Stephen C.; McDonald, Jason K.

    2017-01-01

    The notion of designer empathy has become a cornerstone of design philosophy in fields such as product design, human-computer interaction, and service design. But the literature on instructional designer empathy and learner analysis suggests that distance learning designers are generally quite removed from the learners with whom they could be…

  1. Web-Based Learning (WBL: A challenge for foreign language teachers

    Directory of Open Access Journals (Sweden)

    Allen Quesada Pacheco

    2005-01-01

    Full Text Available En las últimas dos décadas se ha realizado una amplia gama de investigaciones sobre el uso de las computadores a nivel educativo con un enfoque hacia la adquisición y retención del conocimiento. Este artículo investiga temas claves sobre la eficacia, actitud y desarrollo de los cursos en línea. La terminología para describir este tipo de educación se conoce como instrucción mediada por Internet. El marco teórico de este artículo examina la evolución de la enseñanza por medio de Internet hacia una metodología integrada que dirige la enseñanza de un idioma con acceso al Internet. Se describen las características de la Instrucción por medio del Internet y como este tipo de Instrucción da soporte para la adquisición de la comprensión auditiva, la comunicación oral, la lectura comprensiva y la redacción. Se hace énfasis muy particular en la relación de la Instrucción en Línea y el desarrollo de autenticidad por medio del Internet.

  2. Visual paired-associate learning: in search of material-specific effects in adult patients who have undergone temporal lobectomy.

    Science.gov (United States)

    Smith, Mary Lou; Bigel, Marla; Miller, Laurie A

    2011-02-01

    The mesial temporal lobes are important for learning arbitrary associations. It has previously been demonstrated that left mesial temporal structures are involved in learning word pairs, but it is not yet known whether comparable lesions in the right temporal lobe impair visually mediated associative learning. Patients who had undergone left (n=16) or right (n=18) temporal lobectomy for relief of intractable epilepsy and healthy controls (n=13) were administered two paired-associate learning tasks assessing their learning and memory of pairs of abstract designs or pairs of symbols in unique locations. Both patient groups had deficits in learning the designs, but only the right temporal group was impaired in recognition. For the symbol location task, differences were not found in learning, but again a recognition deficit was found for the right temporal group. The findings implicate the mesial temporal structures in relational learning. They support a material-specific effect for recognition but not for learning and recall of arbitrary visual and visual-spatial associative information. Copyright © 2010 Elsevier Inc. All rights reserved.

  3. The Office Software Learning and Examination System Design Based on Fragmented Learning Idea

    Directory of Open Access Journals (Sweden)

    Xu Ling

    2016-01-01

    Full Text Available Fragmented learning is that through the segmentation of learning content or learning time, make learners can use the fragmented time for learning fragmentated content, have the characteristics of time flexibility, learning targeted and high learning efficiency. Based on the fragmented learning ideas, combined with the teaching idea of micro class and interactive teaching, comprehensive utilization of flash animation design software, .NET development platform, VSTO technology, multimedia development technology and so on, design and develop a system integrated with learning, practice and examination of the Office software, which is not only conducive to the effective and personalized learning of students, but also conducive to the understanding the students’ situation of teachers, and liberate teachers from the heavy labor of mechanical, focus on promoting the formation of students’ knowledge system.

  4. Visual Perceptual Learning and its Specificity and Transfer: A New Perspective

    Directory of Open Access Journals (Sweden)

    Cong Yu

    2011-05-01

    Full Text Available Visual perceptual learning is known to be location and orientation specific, and is thus assumed to reflect the neuronal plasticity in the early visual cortex. However, in recent studies we created “Double training” and “TPE” procedures to demonstrate that these “fundamental” specificities of perceptual learning are in some sense artifacts and that learning can completely transfer to a new location or orientation. We proposed a rule-based learning theory to reinterpret perceptual learning and its specificity and transfer: A high-level decision unit learns the rules of performing a visual task through training. However, the learned rules cannot be applied to a new location or orientation automatically because the decision unit cannot functionally connect to new visual inputs with sufficient strength because these inputs are unattended or even suppressed during training. It is double training and TPE training that reactivate these new inputs, so that the functional connections can be strengthened to enable rule application and learning transfer. Currently we are investigating the properties of perceptual learning free from the bogus specificities, and the results provide some preliminary but very interesting insights into how training reshapes the functional connections between the high-level decision units and sensory inputs in the brain.

  5. Designerly Learning: Workshops for Schools at the Design Museum

    Science.gov (United States)

    Charman, Helen

    2010-01-01

    This paper presents qualitative research recently undertaken by the Head of Learning at the Design Museum. The research explores how learning in the museum's workshop programme for schools is conceptualised by the museum educators who devise and teach on the programme. The study is framed by an epistemological stance of social constructionism, in…

  6. Conceptual Design of a Mobile Application for Geography Fieldwork Learning

    Directory of Open Access Journals (Sweden)

    Xiaoling Wang

    2017-11-01

    Full Text Available The use of mobile applications on smartphones has a vast potential to support learning in the field. However, all learning technologies should be properly designed. To this end, we adopt User-Centered Design (UCD to design a mobile application, called GeoFARA (Geography Fieldwork Augmented Reality Application, for university geography fieldwork. This paper is about the conceptual design of GeoFARA based on its use and user requirements. The paper first establishes a review of selected existing mobile AR applications for outdoor use, in order to identify the innovative aspects and the improvements of GeoFARA. Thereafter, we present the results of use and user requirements derived from (1 an online survey of the current use of tools in undergraduate geography fieldwork, (2 a field experiment in which the use of paper maps and a mobile mapping tool were compared, (3 investigations during a human geography fieldwork, (4 post-fieldwork surveys among undergraduates from two universities, (5 our use case, and (6 a use scenario. Based on these requirements, a conceptual design of GeoFARA is provided in terms of technical specifications, main contents, functionalities, as well as user interactions and interfaces. This conceptual design will guide the future prototype development of GeoFARA.

  7. Machine learning paradigms in design optimization: Applications in turbine aerodynamic design

    Science.gov (United States)

    Goel, Sanjay

    Mechanisms of incorporating machine learning paradigms in design optimization have been investigated in the current research. The primary focus of the work is on machine learning algorithms which use computational models that are analogous to the hypothesized principles of natural or biological learning. Examples from structural and aerodynamic optimization have been used to demonstrate the potential of the proposed schemes. The first strategy examined in the current work seeks to improve the convergence of optimization problems by pruning the search space of weak variables. Such variables are identified by learning from a database of existing designs using neural networks. By using clustering techniques, different sets of weak variables are identified in different regions of the design space. Parameter sensitivity information obtained in the process of identifying weak variables provides accurate heuristics for formulating design rules. The impact of this methodology on obtaining converged designs has been investigated for a turbine design problem. Optimization results from a three-stage power turbine and an aircraft engine turbine are presented in this thesis. The second scheme is an evolutionary design optimization technique which gets progressively 'smarter' during the optimization process by learning from computed domain knowledge. This technique employs adaptive learning mechanisms (classifiers) which recognize the influence of the design variables on the problem solution and then generalize them to dynamically create or change design rules during optimization. This technique, when applied to a constrained optimization problem, shows progressive improvement in convergence of search, as successive generations of rules evolve by learning from the environment. To investigate this methodology, a truss optimization problem is solved with an objective of minimizing the truss weight subject to stress constraints in the truss members. A distinct convergent trend is

  8. LEARNING STYLES AND STUDENTS’ PERFORMANCE IN DESIGN PROBLEM SOLVING

    Directory of Open Access Journals (Sweden)

    Elçin Tezel

    2010-07-01

    Full Text Available Design curricula and all core design studio courses are prepared for performance attainment by giving theoretical and professional training. However students’ performance may be affected by both the constraints set on a design problem, and their learning styles. This study explores the performance of interior architectural students in relation to their learning styles (as proposed by Kolb’s Experiential Learning Theory, and different types of constraints set on design problems. Design performance, measured as conceptual development, form and spatial configuration, structural innovation and ergonomics, and craftsmanship, was found to change throughout the two bipolar continuum of the learning cycle with regard to two design conditions characterized by different types of constraint use.

  9. IMS Learning Design Specification (version 1.0)

    NARCIS (Netherlands)

    Koper, Rob; Olivier, Bill; Anderson, Thor

    2003-01-01

    Information Model is the core document with the actual specification, the other documents and schema's are derived from the Information Model. When you see any inconsistency between documents, look at the Information Model for the correct interpretation.

  10. Universal Design for Learning in Teaching Large Lecture Classes

    Science.gov (United States)

    Dean, Tereza; Lee-Post, Anita; Hapke, Holly

    2017-01-01

    To augment traditional lecture with instructional tools that provide options for content representation, learner engagement, and learning expression, we followed the Universal Design for Learning (UDL) principles to design and implement a learning environment for teaching and learning in large lecture classes. To this end, we incorporated four…

  11. Forum on specification and Design Languages

    CERN Document Server

    Maehne, Torsten

    2015-01-01

    This book brings together a selection of the best papers from the sixteenth edition of the Forum on specification and Design Languages Conference (FDL), which was held in September 2013 in Paris, France. FDL is a well-established international forum devoted to dissemination of research results, practical experiences and new ideas in the application of specification, design and verification languages to the design, modeling and verification of integrated circuits, complex hardware/software embedded systems, and mixed-technology systems. • Covers applications of formal methods for specification, verification and debug; • Includes embedded analog and mixed-signal system design; • Enables model-driven engineering for embedded systems design and development.

  12. Synchronous E-Learning: Reflections and Design Considerations

    Science.gov (United States)

    Tabak, Filiz; Rampal, Rohit

    2014-01-01

    This paper is a personal reflection on the design, development, and delivery of online synchronous conferencing as a pedagogical tool complementing traditional, face-to-face content delivery and learning. The purpose of the paper is to demonstrate how instructors can combine collaborative and virtual learning principles in course design. In…

  13. Learning speaker-specific characteristics with a deep neural architecture.

    Science.gov (United States)

    Chen, Ke; Salman, Ahmad

    2011-11-01

    Speech signals convey various yet mixed information ranging from linguistic to speaker-specific information. However, most of acoustic representations characterize all different kinds of information as whole, which could hinder either a speech or a speaker recognition (SR) system from producing a better performance. In this paper, we propose a novel deep neural architecture (DNA) especially for learning speaker-specific characteristics from mel-frequency cepstral coefficients, an acoustic representation commonly used in both speech recognition and SR, which results in a speaker-specific overcomplete representation. In order to learn intrinsic speaker-specific characteristics, we come up with an objective function consisting of contrastive losses in terms of speaker similarity/dissimilarity and data reconstruction losses used as regularization to normalize the interference of non-speaker-related information. Moreover, we employ a hybrid learning strategy for learning parameters of the deep neural networks: i.e., local yet greedy layerwise unsupervised pretraining for initialization and global supervised learning for the ultimate discriminative goal. With four Linguistic Data Consortium (LDC) benchmarks and two non-English corpora, we demonstrate that our overcomplete representation is robust in characterizing various speakers, no matter whether their utterances have been used in training our DNA, and highly insensitive to text and languages spoken. Extensive comparative studies suggest that our approach yields favorite results in speaker verification and segmentation. Finally, we discuss several issues concerning our proposed approach.

  14. Persuasive Design in Teaching and Learning

    DEFF Research Database (Denmark)

    Behringer, Reinhold; Øhrstrøm, Peter

    2013-01-01

    studies, and language learning. At the International Workshop of EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET 2013), the results of the project were presented, and an overview of related research was given. One of the main conclusions of EuroPLOT has been that the specific......The EuroPLOT project (2010-2013) has developed Persuasive Learning and Technologies (PLOTs) and has evaluated them in four real-world case studies, which cover the widely different teaching scenarios of uni- versity education, adult learning in industry, informal learning at a museum, literature...

  15. Design Specifications for Adaptive Real-Time Systems

    Science.gov (United States)

    1991-12-01

    TICfl \\ E CT E Design Specifications for JAN’\\ 1992 Adaptive Real - Time Systems fl Randall W. Lichota U, Alice H. Muntz - December 1991 \\ \\\\/ 0 / r...268-2056 Technical Report CMU/SEI-91-TR-20 ESD-91-TR-20 December 1991 Design Specifications for Adaptive Real - Time Systems Randall W. Lichota Hughes...Design Specifications for Adaptive Real - Time Systems Abstract: The design specification method described in this report treats a software

  16. A "Knowledge Trading Game" for Collaborative Design Learning in an Architectural Design Studio

    Science.gov (United States)

    Wang, Wan-Ling; Shih, Shen-Guan; Chien, Sheng-Fen

    2010-01-01

    Knowledge-sharing and resource exchange are the key to the success of collaborative design learning. In an architectural design studio, design knowledge entails learning efforts that need to accumulate and recombine dispersed and complementary pieces of knowledge. In this research, firstly, "Knowledge Trading Game" is proposed to be a way for…

  17. Virtual classroom design for Blended Learning: Human Development and Quality of Life

    Directory of Open Access Journals (Sweden)

    Juan Carlos Morales Intriago

    2017-03-01

    Full Text Available The explosive development in all areas of knowledge has evolved the scenarios of generation and transfer of knowledge, in terms of media, channels and supports, parallel to this appear new resources that optimize the processes of vocational training, whether formal, non-formal and informal. The EVA or Virtual Learning Environments evolve the traditional way of teaching a Blended environment, which is, combining classroom education with online training processes. The present work designs a training process set in Blended Learning for the subject Human Development and Quality of Life, summarizing in 8 steps the construction of the virtual and face-to-face environment, where starting from the common to the specific, the system is described systemically. The methodology applied in the present work was of Bibliographic and documentary type. To achieve the proposed objective, a systemic design was designed that divided the research into two stages: the exploration stage and the design stage. In the exploration stage, a large bibliographical collection was revised and in the design stage the virtual classroom model of the subject was constructed. Product of the investigation is a guide that guides step by step in the construction of virtual environments set in the Blended Learning.

  18. Lost in Space: Designing for Learning

    Science.gov (United States)

    La Marca, Susan

    2010-01-01

    The design of a learning space, and the many factors that come together to create that space, impact on how we feel and behave in that space and ultimately how we learn. This paper will discuss the importance of mission statements, policy and planning in light of how we create spaces that are learning-driven, human-centred and flexible. Of…

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

    Science.gov (United States)

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

    2016-01-01

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

  20. Learning Design for a Successful Blended E-learning Environment: Cultural Dimensions

    OpenAIRE

    Al-Huwail, N.; Gulf Univ. for Science & Technology; Al-Sharhan, S.; Gulf Univ. for Science & Technology; Al-Hunaiyyan, A.; Gulf Univ. for Science & Technology

    2007-01-01

    Blended e-learning is becoming an educational issue especially with the new development of e-learning technology and globalization. This paper presents a new framework for delivery environment in blended e-learning. In addition, new concepts related to the learning strategies and multimedia design in blended e-learning are introduced. The work focuses on the critical cultural factors that affect a blended elearning system. Since it is common that good systems may fail due to cultural issues, ...

  1. Towards a theory of product design specifications

    DEFF Research Database (Denmark)

    Hansen, Claus Thorp; Andreasen, Mogens Myrup

    2004-01-01

    , which express the customers¿ need and perception of value. In this paper we will scrutinize this assumption. We outline the roles and tasks of the product design specification in order to identify the requirements on a theory of product design specifications and we identify existing theory elements....... In the design methodology literature we find guidelines and methods to compile a product design specification. The contributions are based on the common underlying assumption that it is meaningful and the only feasible approach to interpret the result of a need analysis into a set of technical specifications...... to build such a theory of product design specifications upon....

  2. Should Your School Offer Apprenticeship Training?

    Science.gov (United States)

    Lewis, Morgan V.; Stone, James R., III

    2011-01-01

    Apprenticeship is one of several approaches to work-based learning (WBL). Apprenticeships have all the features needed to prepare workers for occupations that require extended study to attain competence. Apprentices begin with relatively simple tasks and progress to those requiring more complex skills. Apprenticeship has had a long history in the…

  3. Engaging design materials, formats and Framings in specific, situated co-designing

    DEFF Research Database (Denmark)

    Agger Eriksen, Mette

    Engaging co-designers in specific situations of co- designing often also means engaging tangible working materials. However, it can be challenging, so rather than seeing it as applying design methods, the paper propose applying what I call a micro-material perspective. The practical concept captu......-design situations" clustered in three quite well- known types of co-design situations framed for; Exploring Current Use(r) Practices, Mapping Networks and Co-Designing (Possible) Futures.......Engaging co-designers in specific situations of co- designing often also means engaging tangible working materials. However, it can be challenging, so rather than seeing it as applying design methods, the paper propose applying what I call a micro-material perspective. The practical concept...... captures both paying attention to the physical design materials, the formats of their exploration and the framings of focus when understanding and planning such specific co-design situations. To exemplify applying the perspective, the paper describes and discusses six specific examples of "co...

  4. The Design of Mechatronics Simulator for Improving the Quality of Student Learning Course in Mechatronics

    Science.gov (United States)

    Kustija, J.; Hasbullah; Somantri, Y.

    2018-02-01

    Learning course on mechatronics specifically the Department of Electrical Engineering Education FPTK UPI still using simulation-aided instructional materials and software. It is still not maximizing students’ competencies in mechatronics courses required to skilfully manipulate the real will are implemented both in industry and in educational institutions. The purpose of this study is to submit a design of mechatronic simulator to improve student learning outcomes at the course mechatronics viewed aspects of cognitive and psychomotor. Learning innovation products resulting from this study is expected to be a reference and a key pillar for all academic units at UPI in implementing the learning environment. The method used in this research is quantitative method with the approach of Research and Development (R and D). Steps being taken in this study includes a preliminary study, design and testing of the design of mechatronic simulator that will be used in the course of mechatronics in DPTE FPTK UPI. Results of mechatronic design simulator which has been in testing using simulation modules and is expected to motivate students to improve the quality of learning good study results in the course of mechatronic expected to be realized.

  5. Online Repositories of Learning Designs: Pipedreams and Possibilities

    NARCIS (Netherlands)

    McKenney, Susan

    2013-01-01

    McKenney, S. (2013, 28 January-1 February). Online Repositories of Learning Designs: Pipedreams and Possibilities. Position paper for the Alpine Rendezvous Workshop on Teacher-led inquiry and learning design, Villard‐de‐Lans, Vercors, France.

  6. Designing Reflection and Symmetry Learning by Using Math Traditional Dance in Primary School

    Directory of Open Access Journals (Sweden)

    Yullys Helsa

    2011-01-01

    Full Text Available The innovation of education is an important point of Pendidikan Matematika Realistik Indonesia (PMRI, one of them through traditional dance as a context of national cultural. Dance that collaborated with concept of mathematics, it is called Math Traditional Dance. This research aims to produce learning line (specific the material of reflection and symmetry. The research method used is design research that consisted of preparing for the experiments, teaching experiments, and retrospective analysis. Data collected through observation, interviews, documentation and field notes. This research was conducted with 22 students in MIN 2 Palembang. From the try out that is obtained from the formal to the informal learning described in the learning process, so that support learning process of mirroring and symmetry for the students in grade four in elementary school.Key words: PMRI, math traditional dance, design research, learning path, mirroring and symmetry DOI: http://dx.doi.org/10.22342/jme.2.1.782.79-94

  7. Design of dialogic eLearning-to-learn: metalearning as pedagogical methodology

    DEFF Research Database (Denmark)

    Sorensen, Elsebeth Korsgaard

    2008-01-01

    This paper presents a perspective emphasising Meta learning (ML) as the most significant and pertinent feature for promoting a democratic, collaborative eLearning-to-Learn (eL2L) phenomenon in a global context. Through attempting to understand and clarify the powers of pedagogical design of global...... networked e Learning based on Learning-to-Learn (L2L), it makes a plea for L2L in a dialogic global learning context, offering a vision of global democratic citizens able to engage in critical dialogue with fellow learners. http://www.inderscience.com/search/index.php?action=record&rec_id=17675&prev...

  8. Pedagogy framework design in social networked-based learning: Focus on children with learning difficulties

    Directory of Open Access Journals (Sweden)

    Samira Sadat Sajadi

    2014-09-01

    Full Text Available This paper presents an investigation on the theory of constructivism applicable for learners with learning difficulties, specifically learners with Attention Deficit Hyperactivity Disorder (ADHD. The primary objective of this paper is to determine whether a constructivist technology enhanced learning pedagogy could be used to help ADHD learners cope with their educational needs within a social-media learning environment. Preliminary work is stated here, in which we are seeking evidence to determine the viability of a constructivist approach for learners with ADHD. The novelty of this research lies in the proposals to support ADHD learners to overcome their weaknesses with appropriate pedagogically sound interventions. As a result, a framework has been designed to illuminate areas in which constructivist pedagogies require to address the limitations of ADHD learners. An analytical framework addressing the suitability of a constructivist learning for ADHD is developed from a combination of literature and expert advice from those involved in the education of learners with ADHD. This analytical framework is married to a new model of pedagogy, which the authors have derived from literature analysis. Future work will expand this model to develop a constructivist social network-based learning and eventually test it in specialist schools with ADHD learners.

  9. Appropriate teaching and learning strategies for the architectural design process in pedagogic design studios

    Directory of Open Access Journals (Sweden)

    Ashraf M. Soliman

    2017-06-01

    Full Text Available The national qualification framework of a country requires a certain level of knowledge and complexity of skills for an academic degree to be recognized. For architectural programs, student workload is heavy on design courses. Therefore, each course must be carefully developed to ensure that students are not overloaded. Teaching and learning strategies have different implications for courses, which occasionally result in overloading the students. This research aims to study the three main pillars of teaching and learning strategies for each design phase in pedagogic design studios. The most appropriate model for each teaching and learning strategy, including a set of the three main pillars, is then identified for each design phase. A practical strategy for managing design studios is also determined. The aforementioned three pillars are as follows: teaching and learning methods, assigned tasks or study aspects, and design communication techniques. Two research methods, namely, a literature review and a survey among design educators, are adopted. The literature review examines aspects that contribute to the design process and its phases, teaching methods, design skills, communication methods, and studio management strategies. On the basis of the literature review, the background of developments and practices in the design education process are used as constructive tools to develop the survey for design educators. Through the survey, the pillars of teaching and learning strategies that are frequently practiced in design studios are evaluated. Results of this study are classified into three ranks using the nature break classification method for numerical values. Subsequently, three priority models that correspond to teaching and learning strategies, as well as to the required skills and capabilities, are established. A group-based strategy with an interdisciplinary approach is also determined to be the most suitable technique for managing the

  10. Perceptual learning is specific to the trained structure of information.

    Science.gov (United States)

    Cohen, Yamit; Daikhin, Luba; Ahissar, Merav

    2013-12-01

    What do we learn when we practice a simple perceptual task? Many studies have suggested that we learn to refine or better select the sensory representations of the task-relevant dimension. Here we show that learning is specific to the trained structural regularities. Specifically, when this structure is modified after training with a fixed temporal structure, performance regresses to pretraining levels, even when the trained stimuli and task are retained. This specificity raises key questions as to the importance of low-level sensory modifications in the learning process. We trained two groups of participants on a two-tone frequency discrimination task for several days. In one group, a fixed reference tone was consistently presented in the first interval (the second tone was higher or lower), and in the other group the same reference tone was consistently presented in the second interval. When following training, these temporal protocols were switched between groups, performance of both groups regressed to pretraining levels, and further training was needed to attain postlearning performance. ERP measures, taken before and after training, indicated that participants implicitly learned the temporal regularity of the protocol and formed an attentional template that matched the trained structure of information. These results are consistent with Reverse Hierarchy Theory, which posits that even the learning of simple perceptual tasks progresses in a top-down manner, hence can benefit from temporal regularities at the trial level, albeit at the potential cost that learning may be specific to these regularities.

  11. Human reinforcement learning subdivides structured action spaces by learning effector-specific values.

    Science.gov (United States)

    Gershman, Samuel J; Pesaran, Bijan; Daw, Nathaniel D

    2009-10-28

    Humans and animals are endowed with a large number of effectors. Although this enables great behavioral flexibility, it presents an equally formidable reinforcement learning problem of discovering which actions are most valuable because of the high dimensionality of the action space. An unresolved question is how neural systems for reinforcement learning-such as prediction error signals for action valuation associated with dopamine and the striatum-can cope with this "curse of dimensionality." We propose a reinforcement learning framework that allows for learned action valuations to be decomposed into effector-specific components when appropriate to a task, and test it by studying to what extent human behavior and blood oxygen level-dependent (BOLD) activity can exploit such a decomposition in a multieffector choice task. Subjects made simultaneous decisions with their left and right hands and received separate reward feedback for each hand movement. We found that choice behavior was better described by a learning model that decomposed the values of bimanual movements into separate values for each effector, rather than a traditional model that treated the bimanual actions as unitary with a single value. A decomposition of value into effector-specific components was also observed in value-related BOLD signaling, in the form of lateralized biases in striatal correlates of prediction error and anticipatory value correlates in the intraparietal sulcus. These results suggest that the human brain can use decomposed value representations to "divide and conquer" reinforcement learning over high-dimensional action spaces.

  12. Impact of an education program on parental knowledge of specific learning disability

    OpenAIRE

    Karande Sunil; Mehta Vishal; Kulkarni Madhuri

    2007-01-01

    Background :A supportive home environment is one of the factors that can favorably determine the outcome of specific learning disability (SpLD) in a school-going child. However, there is no reliable information available on parental knowledge about SpLD. Aims :To investigate parental knowledge of SpLD and to evaluate the impact of an educational intervention on it. Settings and Design : Prospective questionnaire-based study conducted in our clinic. Materials and Methods : From April to Novemb...

  13. Low Achieving Eighth Graders Learn to Crack Word Problems: A Design Research Project for Aligning a Strategic Scaffolding Tool to Students' Mental Processes

    Science.gov (United States)

    Prediger, Susanne; Krägeloh, Nadine

    2015-01-01

    Topic-specific didactical design research provides means not only to investigate how to learn but also what to learn, i.e., for specifying learning contents by analyzing students' comprehension processes in detail. This important characteristic of didactical design research is exemplarily shown for students' difficulties in finding symbolic…

  14. The FITS model: an improved Learning by Design approach

    NARCIS (Netherlands)

    Drs. Ing. Koen Michels; Prof. Dr. Marc de Vries; MEd Dave van Breukelen; MEd Frank Schure

    2016-01-01

    Learning by Design (LBD) is a project-based inquiry approach for interdisciplinary teaching that uses design contexts to learn skills and conceptual knowledge. Research around the year 2000 showed that LBD students achieved high skill performances but disappointing conceptual learning gains. A

  15. Collaboration Between Art Teacher Students and Communication and Digital Media Students Promoting Subject Specific Didactics in Digital Visual Learning Design

    DEFF Research Database (Denmark)

    Buhl, Mie; Skov, Kirsten

    . Student art teachers and teacher trainers took part in the design process performed by communication students. The project took its point of the departure in the act of Danish teacher education where student teachers must be educated in the practical use of digital visual media for art practices aiming......, drawing or video. Thus, the project suggested the development of a visual learning design for achieving augmented reality (AR) experiences in urban environments and sharing them on social media. The purpose was to explore adequate approaches to work with digital media in visual arts education based...... on practices and reflective processes. The theoretical framework for our discussion of the empirical project draws on current discussions of learning designs and digital media in visual arts education (Peppler 2010, Rasmussen 2015, Buhl & Ejsing-Duun, 2015; Buhl, 2016). Methodology The choice of empirical...

  16. A predictive validity study of the Learning Style Questionnaire (LSQ) using multiple, specific learning criteria

    NARCIS (Netherlands)

    Kappe, F.R.; Boekholt, L.; den Rooyen, C.; van der Flier, H.

    2009-01-01

    Multiple and specific learning criteria were used to examine the predictive validity of the Learning Style Questionnaire (LSQ). Ninety-nine students in a college of higher learning in The Netherlands participated in a naturally occurring field study. The students were categorized into one of four

  17. The E-learning Cabaret: do's and don'ts in E-Learning Design

    NARCIS (Netherlands)

    Westera, Wim

    2009-01-01

    Westera, W. (2006). The E-Learning Cabaret: do's and don'ts in E-Learning Design. Book of Abstracts, 12th International Conference on Technology Supported Learning & Teaching, Online Educa Berlin (pp. 169-171). November, 29-December, 1, 2006, Berlin, Germany: ICWE-GmbH.

  18. Organizational learning and organizational design

    OpenAIRE

    Curado, Carla

    2006-01-01

    Literature review Approach This paper explores a new idea presenting the possible relationship between organizational learning and organizational design. The establishment of this relation is based upon extensive literature review. Findings Organizational learning theory has been used to understand several organizational phenomena, like resources and competencies, tacit knowledge or the role of memory in the organization; however, it is difficult to identify fits and consequent misf...

  19. Acttention – Influencing Communities of Practice with Persuasive Learning Designs

    DEFF Research Database (Denmark)

    Hansen, Sandra Burri Gram; Ryberg, Thomas

    2015-01-01

    design within this more established field of research and development. Rather than focus on improving learning technologies or motivating the interest in a subject, persuasive designs may be more efficient when used to influence the communities of practice in educational institutions.......Based on the preliminary results of implementing and testing a persuasive learning initiative in the Danish Military, this paper discusses and develops the notion of persuasive learning designs. It is suggested that the acquirement of new knowledge is fundamental to persuasion, and that persuasive...... learning designs distinguish themselves by leading to sustainable change to the learner’s attitude and/or behaviour. A practical example of persuasive learning designs is provided in terms of the interactive location-based learning game Acttention, which has been developed and tested on behalf...

  20. Comunidades virtuales, grupos y proyectos de investigación sobre ims learning design. Status quo, factores clave y retos inmediatos [Virtual communities, research groups and projects on IMS Learning Design. State of the art, key factors and forthcoming challenges

    Directory of Open Access Journals (Sweden)

    Daniel Burgos

    2005-12-01

    Full Text Available We carry out a report showing the state of the art about virtual communities, research groups and projects focused on the e-learning specification IMS Learning Design or directly related to it. This specification is currently becoming the most flexible and supported de facto standard for modelling full learning processes, as a complement for any structure of educational contents. Afterwards, as a consequence of the previous study, we develop a reading and a further analysis of the current panorama, and describe the key factors that show the relevance and impact of IMS Learning Design and also the main forthcoming challenges. Realizamos una descripción del estado del arte sobre las comunidades virtuales, los grupos de trabajo y los proyectos de investigación centrados en la especificación de e-learning IMS Learning Design o desarrollados en torno a ella. Esta especificación se está convirtiendo de facto en el estándar más versátil y respaldado para modelar procesos completos de aprendizaje como complemento de estructuras de contenidos educativos. Posteriormente, y como consecuencia del estudio, desarrollamos un análisis y lectura del panorama actual con una indicación de los factores clave que muestran su impacto y relevancia y los principales retos a abordar en un futuro inmediato.

  1. Integrated Design Process in Problem-Based Learning

    DEFF Research Database (Denmark)

    Knudstrup, Mary-Ann

    2004-01-01

    This article reports and reflects on the learning achievements and the educational experiences in connection with the first years of the curriculum in Architecture at Aalborg University ?s Civil Engineer Education in Architecture & Design. In the article I will focus on the learning activity and ...... the students need in order to concentrate, mobilize creativity and find the personal design language which is a precondition for making good architecture....... and the method that are developed during the semester when working with an Integrated Design Process combining architecture, design, functional aspects, energy consumption, indoor environment, technology, and construction. I will emphasize the importance of working with different tools in the design process, e...

  2. Conduct disorders as a result of specific learning disorders

    OpenAIRE

    VOKROJOVÁ, Nela

    2012-01-01

    This thesis focuses on relationship between specific learning disorders and conduct disorders in puberty. The theoretical part explains the basic terms apearing in the thesis such as specific learning disorders, conduct disorders, puberty and prevention of conduct disorder formation. It presents Czech and foreign research which have already been done in this and related areas. The empirical part uses a quantitative method to measure anxiety and occurrence of conduct disorders in second grade ...

  3. Application Design Of Interactive Multimedia Development Based Motion Graphic On Making Fashion Design Learning In Digital Format

    OpenAIRE

    Winwin Wiana

    2017-01-01

    This study is a research and development aimed at developing multimedia interactive learning based animation as an effort to improve student learning motivation in learning Fashion Design Technology apart from this study also aims to design a learning program courses Fashion Design Technology with a focus on optimizing the use of interactive media in learning process. From this study showed 1 A preliminary study found that the problems faced by students when studying Fashion Design Technology...

  4. Learning design: reflections upon the current landscape

    Directory of Open Access Journals (Sweden)

    Brock Craft

    2012-08-01

    Full Text Available The mounting wealth of open and readily available information and the accelerated evolution of social, mobile and creative technologies call for a re-conceptualisation of the role of educators: from providers of knowledge to designers of learning. This call is reverberated by the rising trend of research in learning design (LD. Addressing this, the Art and Science of Learning Design workshop brought together leading voices in the field, and provided a forum for discussing its key issues. It focused on three major themes: (1 practices, methods and methodologies, (2 tools and resources and (3 theoretical frameworks. This paper proposes a definition of LD, reviews the main contributions from the workshop, and suggests some challenges for future research.

  5. Designing and Evaluating Conative Game-Based Learning Scenarios

    DEFF Research Database (Denmark)

    Schønau-Fog, Henrik

    2014-01-01

    It is an essential prerequisite to design for motivation in game-based learning applications, tools and activities. However, how is it possible to design and evaluate motivational game-based learning scenarios in a systematic process-oriented manner based on conation and player engagement? While...... of ‘continuation desire’ such as interfacing with the scenario, exploration and socialising. This paper aims to combine the concepts of Player Engagement, Conation and Continuation Desire by focusing on the conative aspects which are the essential drivers for the desire to continue any learning activity......-based learning scenarios....

  6. Designing the Electronic Classroom: Applying Learning Theory and Ergonomic Design Principles.

    Science.gov (United States)

    Emmons, Mark; Wilkinson, Frances C.

    2001-01-01

    Applies learning theory and ergonomic principles to the design of effective learning environments for library instruction. Discusses features of electronic classroom ergonomics, including the ergonomics of physical space, environmental factors, and workstations; and includes classroom layouts. (Author/LRW)

  7. Evaluating Learning Management System (LMS)-facilitated Delivery of Universal Design for Learning (UDL)

    Science.gov (United States)

    Bryans Bongey, Sarah

    This quantitative study involved 157 students in two sections of an undergraduate class in general biology, as well as one instructor who taught both sections of the course. It used resources from the Center for Applied Special Technologies (CAST) to evaluate the viability of a Learning Management System (LMS) to provide Universal Design for Learning (UDL). It also measured and tracked the instructor's level of efficacy in sustaining UDL approaches throughout the semester. In an effort to identify the UDL's specific outcomes or benefits to students, this study used a pre- and post- test to identify the treatment's impact on student engagement. Findings indicated that the LMS could be designed to comply with UDL guidelines, and the instructor was able to establish a high level of efficacy in maintaining that UDL design. However, based on the statistical analysis of pre- and post-test responses from control vs. treatment groups of students, the treatment was seen to have no significant effect in the area of student engagement. Overall, the study added to the literature by suggesting (a) the viability of the LMS as a means of providing UDL approaches, (b) the promise of the LMS as a tool faculty can use to deliver UDL with a high level of efficacy, and (c) the design's lack of effect in the area of student engagement. The fact that this study was limited to a single brand of LMS (Blackboard), a single instructor, and a single group of students underscores the need for further research.

  8. Designing and Developing Supplemental Technology of PACI Model Materials through Blended Learning Methods

    Directory of Open Access Journals (Sweden)

    Effendi Limbong

    2017-06-01

    Full Text Available The 21st century English teachers and lecturers are required to have competencies in translating Content Knowledge (CK, integrating various Pedagogical Knolwedge (PK and implementing Technological Knowledge (TK in order to produce effective and efficient teaching. This research reveals and describes researchers efforts and pre-service EFL teachers (PSEFLTs roles in designing and developing the supplemental teaching and learning materials with PowerPoint, Audacity, Camtasia and Internet. To transform researcher roles and model to introduce and implement Technological, Pedagogical, and Content Knowledge (TPACK framework, this research implemented blended learning: traditional face to face (F2F and Facebook closed-group discussion (FBcgD based on Project-Based Learning (PBL. This research employed the qualitative autobiography narrative of self-study from the researchers experiences to implement blended learning. Semi-structure interviews were conducted with four PSEFLTs of group A and five PSEFLTs of group B to seek the PSEFLTs experiences in designing and developing PACI model. The results suggested that blended learning is can effectively and efficiently integrate and implement the design and development of a PACI model. Most importantly both of researcher and two groups realized that in integration of TPACK during a Computer Literacy course, the subject matter may be shaped by the application of technology; teaching as well as learning might be changed by the use of technology and the way to represent and communicate specific lessons to students.

  9. Collaborative Design of Technology-Enhanced Learning: What Can We Learn from Teacher Talk?

    Science.gov (United States)

    McKenney, Susan; Boschman, Ferry; Pieters, Jules; Voogt, Joke

    2016-01-01

    The collaborative design of technology-enhanced learning is seen as a practical and effective professional development strategy, especially because teachers learn from each other as they share and apply knowledge. But how teacher design team participants draw on and develop their knowledge has not yet been investigated. This qualitative…

  10. The FITS model: an improved Learning by Design approach

    OpenAIRE

    Michels, Koen; Vries, de, Marc; Breukelen, van, Dave; Schure, Frank

    2016-01-01

    Learning by Design (LBD) is a project-based inquiry approach for interdisciplinary teaching that uses design contexts to learn skills and conceptual knowledge. Research around the year 2000 showed that LBD students achieved high skill performances but disappointing conceptual learning gains. A series of exploratory studies, previous to the study in this paper, indicated how to enhance concept learning. Small-scale tested modifications, based on explicit teaching and scaffolding, were promisin...

  11. The Implementation of Service-Learning in Graduate Instructional Design Coursework

    Science.gov (United States)

    Stefaniak, Jill E.

    2015-01-01

    This paper describes the design of service-learning experiences with a graduate-level instructional design course. Service-learning provides students with real-life experiences in a situated-learning environment. Students were tasked with working on an instructional design project in a real-world setting to gain consultative experience. This paper…

  12. A framework for studying teacher learning by design

    NARCIS (Netherlands)

    Voogt, Joke; McKenney, Susan; Janssen, Fred; Berry, Amanda; Kicken, Wendy; Coenders, Fer

    2012-01-01

    Voogt, J., McKenney, S., Janssen, F., Berry, A., Kicken, W., & Coenders, F. (2012, 2-6 July). A framework for studying teacher learning by design. Paper presentation at the Teachers as Designers of Technology Enhanced Learning pre-conference workshop in conjunction with the ISLS annual meeting,

  13. Creating by Reusing Learning Design Solutions

    NARCIS (Netherlands)

    Hernández-Leo, Davinia; Harrer, Andreas; Dodero, Juan Manuel; Asensio-Pérez, Juan; Burgos, Daniel

    2006-01-01

    Hernández-Leo, D., Harrer, A., Dodero, J. M., Asension-Pérez, J. I., & Burgos, D. (2006). Creating by reusing Learning Design solutions. Proceedings of 8th Simposo Internacional de Informática Educativa, León, Spain: IEEE Technical Committee on Learning Technology. Retrieved October 3rd, 2006, from

  14. The Astro Learning Design Player

    NARCIS (Netherlands)

    Sharples, Paul; Wilson, Scott; Popat, Kris; Griffiths, David; Beauvoir, Phillip

    2010-01-01

    Sharples, Paul Wilson, S., Popat, K., Griffiths, D., Beauvoir, P. (2009) The Astro Learning Design Player. This software is distributed under the three clause BSD license, copyright TENCompetence Foundation

  15. Implementing Project Based Learning Approach to Graphic Design Course

    Science.gov (United States)

    Riyanti, Menul Teguh; Erwin, Tuti Nuriah; Suriani, S. H.

    2017-01-01

    The purpose of this study was to develop a learning model based Commercial Graphic Design Drafting project-based learning approach, was chosen as a strategy in the learning product development research. University students as the target audience of this model are the students of the fifth semester Visual Communications Design Studies Program…

  16. Metadata and Ontologies in Learning Resources Design

    Science.gov (United States)

    Vidal C., Christian; Segura Navarrete, Alejandra; Menéndez D., Víctor; Zapata Gonzalez, Alfredo; Prieto M., Manuel

    Resource design and development requires knowledge about educational goals, instructional context and information about learner's characteristics among other. An important information source about this knowledge are metadata. However, metadata by themselves do not foresee all necessary information related to resource design. Here we argue the need to use different data and knowledge models to improve understanding the complex processes related to e-learning resources and their management. This paper presents the use of semantic web technologies, as ontologies, supporting the search and selection of resources used in design. Classification is done, based on instructional criteria derived from a knowledge acquisition process, using information provided by IEEE-LOM metadata standard. The knowledge obtained is represented in an ontology using OWL and SWRL. In this work we give evidence of the implementation of a Learning Object Classifier based on ontology. We demonstrate that the use of ontologies can support the design activities in e-learning.

  17. D.3.3 PLOT Persuasive Learning Design Framework

    DEFF Research Database (Denmark)

    Gram-Hansen, Sandra Burri

    2012-01-01

    In this third and final deliverable of WP3: Persuasive Learning Designs, the theoretical cross field between persuasion and learning and the practical analysis of the technological learning tools and products which are currently related to the PLOT project, namely the GLOMaker and the 3ET tool......, are linked together as persuasive learning designs are defined and exemplified through the four e-PLOT cases. Based on the literary study of D.3.1 as well as the subsequent discussions and reflections regarding the theoretical foundation and practical application of persuasive learning technologies......-PLOT work cases. In conclusion, the report presents a number of suggestions regarding the improvement of the two learning tools, which from a theoretical perspective will enhance the persuasive potential, and which can be taken into consideration in WP4 and 5....

  18. Context and Deep Learning Design

    Science.gov (United States)

    Boyle, Tom; Ravenscroft, Andrew

    2012-01-01

    Conceptual clarification is essential if we are to establish a stable and deep discipline of technology enhanced learning. The technology is alluring; this can distract from deep design in a surface rush to exploit the affordances of the new technology. We need a basis for design, and a conceptual unit of organization, that are applicable across…

  19. Collaboration between student art teachers and communication and digital media students promoting subject specific didactics in digital visual learning design

    DEFF Research Database (Denmark)

    Skov, Kirsten; Buhl, Mie

    into account. Our discussion of the potential for developing digital learning application from a collaborative approach is based on the visual design products, interviews and written reports, as well as shared experiences from the stakeholders in the project. Results: The project revealed three digital visual......=pdf Dunleavy, M. & Dede, C. (2014). Augmented reality teaching and learning. in. J.M. Spector, M.D. Merrill, J. Elen & M.J. Bishop (eds), The handbook og research for educational communications and technology New York: Springer http://isites.harvard.edu/fs/docs/icb.topic1116077.files....../DunleavyDedeARfinal.pdf Rasmussen, H. (2015). Digital Picture Production and Picture aesthetic Competency in It-didactic Design. Risk and opportunities for visual arts education in Europe. Proceedings, InSEA conferene, Lisbon, Portugal...

  20. Learning design som systematisk alternativ til one-hit wonders

    DEFF Research Database (Denmark)

    Godsk, Mikkel; Hansen, Janne Saltoft

    2016-01-01

    In 2011 an ambitious policy for educational IT was issued at Aarhus University (AU). The policy includes a number of focus areas of which particularly the acquisition and implementation of a common e‐learning platform, training of educators, and the development of teaching are of the highest...... priority (Aarhus Universitet, 2011). Due to limited funds there has been a need for an extraordinary systematic and effective way to manage the work of implementation and development. This meant that Faculty of Science and Technology (ST) in 2013 developed a learning design framework, STREAM (Godsk, 2013...... of coherent teaching (Conole & Fill, 2005; Fink, 2013). This operationalisation meant that the learning design approach could also be used to pedagogically qualify the implementation and deployment of the university's new e­‐learning platform, Blackboard Learn. In the article we describe our learning design...

  1. Research Notes ~ Elements of Effective e-Learning Design

    Directory of Open Access Journals (Sweden)

    Andrew R. Brown

    2005-03-01

    Full Text Available Preparing and developing e-learning materials is a costly and time consuming enterprise. This paper highlights the elements of effective design that we consider assist in the development of high quality materials in a cost efficient way. We introduce six elements of design and discuss each in some detail. These elements focus on paying attention to the provision of a rich learning activity, situating this activity within an interesting story line, providing meaningful opportunities for student reflection and third party criticism, considering appropriate technologies for delivery, ensuring that the design is suitable for the context in which it will be used, and bearing in mind the personal, social, and environmental impact of the designed activities. Along the way, we describe how these design elements can be effectively utilized by contextualizing them with examples from an e-learning initiative.

  2. A New Design Approach to game or play based learning

    DEFF Research Database (Denmark)

    Larsen, Lasse Juel

    to ground the students sense of meaning. This paper proposes another approach: using visualization in immersive 3D-worlds as documentation of learning progress while at the same time constituting a reward system which motivate further learning. The overall design idea is to build a game based learning......Abstract: The present paper proposes a new design perspective for game based learning. The general idea is to abandon the long and sought after dream of designing a closed learning system, where students from elementary school to high school without teachers’ interference could learn whatever...... game based learning system, but also confront aspects of modern learning theory especially the notion of reference between content of an assignment and the reality with which it should or could be connected (situated learning). The second idea promotes a way to tackle the common experience...

  3. Managing the Complexity of Design Problems through Studio-Based Learning

    Science.gov (United States)

    Cennamo, Katherine; Brandt, Carol; Scott, Brigitte; Douglas, Sarah; McGrath, Margarita; Reimer, Yolanda; Vernon, Mitzi

    2011-01-01

    The ill-structured nature of design problems makes them particularly challenging for problem-based learning. Studio-based learning (SBL), however, has much in common with problem-based learning and indeed has a long history of use in teaching students to solve design problems. The purpose of this ethnographic study of an industrial design class,…

  4. Computational learning on specificity-determining residue-nucleotide interactions

    KAUST Repository

    Wong, Ka-Chun; Li, Yue; Peng, Chengbin; Moses, Alan M.; Zhang, Zhaolei

    2015-01-01

    The protein–DNA interactions between transcription factors and transcription factor binding sites are essential activities in gene regulation. To decipher the binding codes, it is a long-standing challenge to understand the binding mechanism across different transcription factor DNA binding families. Past computational learning studies usually focus on learning and predicting the DNA binding residues on protein side. Taking into account both sides (protein and DNA), we propose and describe a computational study for learning the specificity-determining residue-nucleotide interactions of different known DNA-binding domain families. The proposed learning models are compared to state-of-the-art models comprehensively, demonstrating its competitive learning performance. In addition, we describe and propose two applications which demonstrate how the learnt models can provide meaningful insights into protein–DNA interactions across different DNA binding families.

  5. Computational learning on specificity-determining residue-nucleotide interactions

    KAUST Repository

    Wong, Ka-Chun

    2015-11-02

    The protein–DNA interactions between transcription factors and transcription factor binding sites are essential activities in gene regulation. To decipher the binding codes, it is a long-standing challenge to understand the binding mechanism across different transcription factor DNA binding families. Past computational learning studies usually focus on learning and predicting the DNA binding residues on protein side. Taking into account both sides (protein and DNA), we propose and describe a computational study for learning the specificity-determining residue-nucleotide interactions of different known DNA-binding domain families. The proposed learning models are compared to state-of-the-art models comprehensively, demonstrating its competitive learning performance. In addition, we describe and propose two applications which demonstrate how the learnt models can provide meaningful insights into protein–DNA interactions across different DNA binding families.

  6. Engineered waste-package-system design specification

    International Nuclear Information System (INIS)

    1983-05-01

    This report documents the waste package performance requirements and geologic and waste form data bases used in developing the conceptual designs for waste packages for salt, tuff, and basalt geologies. The data base reflects the latest geotechnical information on the geologic media of interest. The parameters or characteristics specified primarily cover spent fuel, defense high-level waste, and commercial high-level waste forms. The specification documents the direction taken during the conceptual design activity. A separate design specification will be developed prior to the start of the preliminary design activity

  7. Rich services in interoperable Learning Designs: can the circle be squared?

    OpenAIRE

    Griffiths, David

    2009-01-01

    Griffiths, D. (2009). Rich services in interoperable Learning Designs: Can the circle be squared?. Presented at Opening Up Learning Design, European LAMS and Learning Design Conference 2009. July, 6-9, 2009, Milton Keynes, United Kingdom.

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

    Directory of Open Access Journals (Sweden)

    Stephen Temple

    2010-07-01

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

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

    Science.gov (United States)

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

    2017-01-01

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

  10. Design Framework for an Adaptive MOOC Enhanced by Blended Learning

    DEFF Research Database (Denmark)

    Gynther, Karsten

    2016-01-01

    The research project has developed a design framework for an adaptive MOOC that complements the MOOC format with blended learning. The design framework consists of a design model and a series of learning design principles which can be used to design in-service courses for teacher professional...

  11. [Designing the Annual Meeting and Active Learning System].

    Science.gov (United States)

    Kawamura, Kazumi

    2018-01-01

     At the 10th Annual Meeting of the Japanese Society for Pharmaceutical Palliative Care and Sciences our theme centered on active learning systems where adult learners engage on their own initiative. Many of the participants were pharmacists active in clinical practices. Regardless of their specialized skill-sets, pharmacists are constantly faced with difficult challenges in their daily work. Passive, one-way lectures are one resource for them, but unfortunately such lectures provide limited insights for resolving concrete problems. The present meeting aimed to show participants how to obtain information they need to solve specific real-world problems. This paper summarizes how we planned this year's meeting, including details about the debate symposium, social lunch, and online questionnaires. All these elements had the end goal of enabling learners proactivity to become their own best resource for learning. It is sincerely hoped that the design and execution of this meeting will prove resourceful for future annual meetings.

  12. Learning styles and courseware design

    OpenAIRE

    Valley, Karen

    1997-01-01

    In this paper we examine how (courseware) can accommodate differences in preferred learning style. A review of the literature on learning styles is followed by a discussion of the implications of being able to accurately classify learners, and key issues that must be addressed are raised. We then present two courseware design solutions that take into account individual learning‐style preference: the first follows on from traditional research in this area and assumes that learners can be class...

  13. Teacher-Led Design of an Adaptive Learning Environment

    Science.gov (United States)

    Mavroudi, Anna; Hadzilacos, Thanasis; Kalles, Dimitris; Gregoriades, Andreas

    2016-01-01

    This paper discusses a requirements engineering process that exemplifies teacher-led design in the case of an envisioned system for adaptive learning. Such a design poses various challenges and still remains an open research issue in the field of adaptive learning. Starting from a scenario-based elicitation method, the whole process was highly…

  14. Food Design Thinking: A Branch of Design Thinking Specific to Food Design

    Science.gov (United States)

    Zampollo, Francesca; Peacock, Matthew

    2016-01-01

    Is there a need for a set of methods within Design Thinking tailored specifically for the Food Design process? Is there a need for a branch of Design Thinking dedicated to Food Design alone? Chefs are not generally trained in Design or Design Thinking, and we are only just beginning to understand how they ideate and what recourses are available to…

  15. A Study of an Architecture Design Learning Process Based on Social Learning, Course Teaching, Interaction, and Analogical Thinking

    Directory of Open Access Journals (Sweden)

    Yun-Wu Wu

    2014-01-01

    Full Text Available The students in the vocational education of architecture design in Taiwan often face many learning obstacles, such as no problem solving ability and lack of creativity. Therefore, this study used a social learning model as a learning strategy in the architecture design learning process to solve related learning difficulties. Firstly, this study used cognitive development teaching activities and a learning process based on analogical thinking and analogical reasoning to build the social learning model. Secondly, the social learning model of this study was implemented in the teaching of a required course of architecture design for 120 freshmen in China University of Technology. The questionnaire survey results were then statically analyzed and compared to measure the differences in the students’ knowledge about architecture designs before and after the teaching in this study. In this study, the social learning model is proven helpful in inspiring the students’ creativity by converting new knowledge of architecture design into schemas and hence retaining the new knowledge for future application. The social learning model can be applied in the teaching of architecture design in other schools, while more research can be conducted in the future to further confirm its feasibility to promote effective learning.

  16. Specific Deficit in Implicit Motor Sequence Learning following Spinal Cord Injury.

    Directory of Open Access Journals (Sweden)

    Ayala Bloch

    Full Text Available Physical and psychosocial rehabilitation following spinal cord injury (SCI leans heavily on learning and practicing new skills. However, despite research relating motor sequence learning to spinal cord activity and clinical observations of impeded skill-learning after SCI, implicit procedural learning following spinal cord damage has not been examined.To test the hypothesis that spinal cord injury (SCI in the absence of concomitant brain injury is associated with a specific implicit motor sequence learning deficit that cannot be explained by depression or impairments in other cognitive measures.Ten participants with SCI in T1-T11, unharmed upper limb motor and sensory functioning, and no concomitant brain injury were compared to ten matched control participants on measures derived from the serial reaction time (SRT task, which was used to assess implicit motor sequence learning. Explicit generation of the SRT sequence, depression, and additional measures of learning, memory, and intelligence were included to explore the source and specificity of potential learning deficits.There was no between-group difference in baseline reaction time, indicating that potential differences between the learning curves of the two groups could not be attributed to an overall reduction in response speed in the SCI group. Unlike controls, the SCI group showed no decline in reaction time over the first six blocks of the SRT task and no advantage for the initially presented sequence over the novel interference sequence. Meanwhile, no group differences were found in explicit learning, depression, or any additional cognitive measures.The dissociation between impaired implicit learning and intact declarative memory represents novel empirical evidence of a specific implicit procedural learning deficit following SCI, with broad implications for rehabilitation and adjustment.

  17. The Effects of a Systematically Designed Online Learning Environment on Preservice Teachers' Professional Knowledge

    Science.gov (United States)

    Evens, Marie; Larmuseau, Charlotte; Dewaele, Katrien; Van Craesbeek, Leen; Elen, Jan; Depaepe, Fien

    2017-01-01

    This study examines the effects of an online learning environment on preservice teachers' pedagogical content knowledge (PCK), content knowledge (CK) (related to French in primary teacher education), and pedagogical knowledge (PK) in a quasi-experimental design. More specifically, the following research question is addressed: Is a systematically…

  18. Constructivism Based Learning: Design and Practice

    Directory of Open Access Journals (Sweden)

    Lia Kurniawati

    2016-06-01

    Full Text Available Abstract One of many problems in the madrasahs is that learning processes less-involve students actively (teacher-centered, thus, it affects to the improvement of learning outcomes and quality of the graduates. The purposes of this study are , firstly, to analyze what type of constructivism learning models, which can be developed to overcome madrasahs’ problems. Secondly, how to design and implement a learning plan based on the developed constructivism models. This research was conducted at Private Islamic Elementary School  (Madrasah Ad-Diyanah Ciputat, South Tangerang. Research method used in this study is descriptive-qualitative research. The results showed that the active learning models based on constructivism are suitable to be developed in the Madarasah, which were the models of Problem Based Learning (PBM, Realistic Learning, Inquiry Learning and Thematic Learning and also how the development of the learning processes from the lesson plans to the learning implementation showed a paradigm shifting from teacher-centered to student-centered. Abstrak Salah satu permasalahan di madrasah-madrasah adalah proses pembelajaran yang kurang melibatkan siswa secara aktif (berpusat pada guru, sehingga hal ini mengakibatkan pada peningkatan hasil belajar dan kualitas lulusan. Tujuan dari penelitian ini adalah, pertama, untuk menganalisis jenis model pembelajaran konstruktivisme apa yang dapat dikembangkan untuk mengatasi permasalahan di madrasah. Ke dua, bagaimana merancang dan melaksanakan rencana pembelajaran berdasarkan model konstruktivisme yang dikembangkan. Penelitian ini dilaksanakan di Sekolah Dasar Swasta (madrasah Ad-Diayanah Ciputat, Tangerang Selatan. Metode penelitian yang digunakan adalah metode deskriptif-kualitatif. Hasil penelitian menunjukkan bahwa model pembelajaran aktif yang berbasis konstruktivisme sesuai untuk dikembangkan di madrasah, yakni model pembelajaran Problem Based Learning (PBL, Pembelajaran Realistis, Pembelajaran

  19. Designing Scientific Academic Conferences as a Learning Environment: How to Stimulate Active Learning at Academic Conferences?

    DEFF Research Database (Denmark)

    Verbeke, Johan

    2015-01-01

    conference design and an appropriate learning environment are available. The overall conference design, however, is a crucial aspect in the learning of the participants and deserves special attention from conference organizers. Method: I have organized around 15 carefully designed conferences (and attended...... architecture, arts and design) and on the way knowledge sharing and knowledge development was stimulated at these events. These conferences included less traditional conference designs, collective learning and explicit sharing of understanding between participants. Results: Collaboration in small groups...... for discussing and learning makes a huge difference in sharing and developing new knowledge. This paper aims to highlight the importance and raise awareness of different methods of stimulating the construction of knowledge by conference participants. I hope it will inspire future conference organizers and help...

  20. Designing Reflection and Symmetry Learning by Using Math Traditional Dance in Primary School

    Directory of Open Access Journals (Sweden)

    Yullys Helsa

    2011-01-01

    Full Text Available The innovation of education is an important point of Pendidikan Matematika Realistik Indonesia (PMRI, one of them through traditional dance as a context of national cultural. Dance that collaborated with concept of mathematics, it is called Math Traditional Dance. This research aims to produce learning line (specific the material of reflection and symmetry. The research method used is design research that consisted of preparing for the experiments, teaching experiments, and retrospective analysis. Data collected through observation, interviews, documentation and field notes. This research was conducted with 22 students in MIN 2 Palembang. From the try out that is obtained from the formal to the informal learning described in the learning process, so that support learning process of mirroring and symmetry for the students in grade four in elementary school.

  1. The specificity of learned parallelism in dual-memory retrieval.

    Science.gov (United States)

    Strobach, Tilo; Schubert, Torsten; Pashler, Harold; Rickard, Timothy

    2014-05-01

    Retrieval of two responses from one visually presented cue occurs sequentially at the outset of dual-retrieval practice. Exclusively for subjects who adopt a mode of grouping (i.e., synchronizing) their response execution, however, reaction times after dual-retrieval practice indicate a shift to learned retrieval parallelism (e.g., Nino & Rickard, in Journal of Experimental Psychology: Learning, Memory, and Cognition, 29, 373-388, 2003). In the present study, we investigated how this learned parallelism is achieved and why it appears to occur only for subjects who group their responses. Two main accounts were considered: a task-level versus a cue-level account. The task-level account assumes that learned retrieval parallelism occurs at the level of the task as a whole and is not limited to practiced cues. Grouping response execution may thus promote a general shift to parallel retrieval following practice. The cue-level account states that learned retrieval parallelism is specific to practiced cues. This type of parallelism may result from cue-specific response chunking that occurs uniquely as a consequence of grouped response execution. The results of two experiments favored the second account and were best interpreted in terms of a structural bottleneck model.

  2. Representing adaptive and adaptable Units of Learning. How to model personalized eLearning in IMS Learning Design

    OpenAIRE

    Burgos, Daniel; Tattersall, Colin; Koper, Rob

    2006-01-01

    Burgos, D., Tattersall, C., & Koper, E. J. R. (2007). Representing adaptive and adaptable Units of Learning. How to model personalized eLearning in IMS Learning Design. In B. Fernández Manjon, J. M. Sanchez Perez, J. A. Gómez Pulido, M. A. Vega Rodriguez & J. Bravo (Eds.), Computers and Education: E-learning - from theory to practice. Germany: Kluwer.

  3. Application of a repetitive process setting to design of monotonically convergent iterative learning control

    Science.gov (United States)

    Boski, Marcin; Paszke, Wojciech

    2015-11-01

    This paper deals with the problem of designing an iterative learning control algorithm for discrete linear systems using repetitive process stability theory. The resulting design produces a stabilizing output feedback controller in the time domain and a feedforward controller that guarantees monotonic convergence in the trial-to-trial domain. The results are also extended to limited frequency range design specification. New design procedure is introduced in terms of linear matrix inequality (LMI) representations, which guarantee the prescribed performances of ILC scheme. A simulation example is given to illustrate the theoretical developments.

  4. Application Design Of Interactive Multimedia Development Based Motion Graphic On Making Fashion Design Learning In Digital Format

    Directory of Open Access Journals (Sweden)

    Winwin Wiana

    2017-05-01

    Full Text Available This study is a research and development aimed at developing multimedia interactive learning based animation as an effort to improve student learning motivation in learning Fashion Design Technology apart from this study also aims to design a learning program courses Fashion Design Technology with a focus on optimizing the use of interactive media in learning process. From this study showed 1 A preliminary study found that the problems faced by students when studying Fashion Design Technology is the student is not optimal when learning designing clothes based computer technology both in terms of learning content learning mechanisms that still uses a linear media and limitations of highly structured learning time. 2 Animation multimedia has the following characteristics a media of learning is convergent interactive self-contained in the sense of giving convenience to users without the guidance of others as multimedia applications can present the material to see more interesting and informative. 3 Design of multimedia learning software developed include the creation of flowcharts storyboards and drafting manuscript of interactive multimedia based animation. 4 Based on the results of validation by multimedia experts obtained an average percentage of 85.55 viability of the material experts obtained an average percentage of 90.84 viability and by students as users gained an average percentage of 96.38 eligibility so it can be said that the standard of the feasibility of interactive multimedia based animation developed is included in the category of Very High or Very Good. Furthermore experts agree that the development of interactive multimedia based animation on learning Fashion Design Technology can be used with some aspects that need to be improved to obtain higher levels of feasibility more optimal.

  5. Designing blended learning interventions for the 21st century student.

    Science.gov (United States)

    Eagleton, Saramarie

    2017-06-01

    The learning requirements of diverse groups of students in higher education challenge educators to design learning interventions that meet the need of 21st century students. A model was developed to assist lecturers, especially those that are new to the profession, to use a blended approach to design meaningful learning interventions for physiology. The aim of the model is to encourage methodical development of learning interventions, while the purpose is to provide conceptual and communication tools that can be used to develop appropriate operational learning interventions. A whole brain approach that encourages challenging the four quadrants is encouraged. The main arguments of the model are to first determine the learning task requirements, as these will inform the design and development of learning interventions to facilitate learning and the assessment thereof. Delivery of the content is based on a blended approach. Copyright © 2017 the American Physiological Society.

  6. Hard-Rock Stability Analysis for Span Design in Entry-Type Excavations with Learning Classifiers

    Directory of Open Access Journals (Sweden)

    Esperanza García-Gonzalo

    2016-06-01

    Full Text Available The mining industry relies heavily on empirical analysis for design and prediction. An empirical design method, called the critical span graph, was developed specifically for rock stability analysis in entry-type excavations, based on an extensive case-history database of cut and fill mining in Canada. This empirical span design chart plots the critical span against rock mass rating for the observed case histories and has been accepted by many mining operations for the initial span design of cut and fill stopes. Different types of analysis have been used to classify the observed cases into stable, potentially unstable and unstable groups. The main purpose of this paper is to present a new method for defining rock stability areas of the critical span graph, which applies machine learning classifiers (support vector machine and extreme learning machine. The results show a reasonable correlation with previous guidelines. These machine learning methods are good tools for developing empirical methods, since they make no assumptions about the regression function. With this software, it is easy to add new field observations to a previous database, improving prediction output with the addition of data that consider the local conditions for each mine.

  7. Hard-Rock Stability Analysis for Span Design in Entry-Type Excavations with Learning Classifiers.

    Science.gov (United States)

    García-Gonzalo, Esperanza; Fernández-Muñiz, Zulima; García Nieto, Paulino José; Bernardo Sánchez, Antonio; Menéndez Fernández, Marta

    2016-06-29

    The mining industry relies heavily on empirical analysis for design and prediction. An empirical design method, called the critical span graph, was developed specifically for rock stability analysis in entry-type excavations, based on an extensive case-history database of cut and fill mining in Canada. This empirical span design chart plots the critical span against rock mass rating for the observed case histories and has been accepted by many mining operations for the initial span design of cut and fill stopes. Different types of analysis have been used to classify the observed cases into stable, potentially unstable and unstable groups. The main purpose of this paper is to present a new method for defining rock stability areas of the critical span graph, which applies machine learning classifiers (support vector machine and extreme learning machine). The results show a reasonable correlation with previous guidelines. These machine learning methods are good tools for developing empirical methods, since they make no assumptions about the regression function. With this software, it is easy to add new field observations to a previous database, improving prediction output with the addition of data that consider the local conditions for each mine.

  8. Towards a Web-Based Handbook of Generic, Process-Oriented Learning Designs

    Science.gov (United States)

    Marjanovic, Olivera

    2005-01-01

    Process-oriented learning designs are innovative learning activities that include a set of inter-related learning tasks and are generic (could be used across disciplines). An example includes a problem-solving process widely used in problem-based learning today. Most of the existing process-oriented learning designs are not documented, let alone…

  9. Reinventing Learning: A Design-Research Odyssey

    Science.gov (United States)

    Abrahamson, Dor

    2015-01-01

    Design research is a broad, practice-based approach to investigating problems of education. This approach can catalyze the development of learning theory by fostering opportunities for transformational change in scholars' interpretation of instructional interactions. Surveying a succession of design-research projects, I explain how challenges in…

  10. Content-Based VLE Designs Improve Learning Efficiency in Constructivist Statistics Education

    Science.gov (United States)

    Wessa, Patrick; De Rycker, Antoon; Holliday, Ian Edward

    2011-01-01

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

  11. Task-Specific Training and Job Design

    OpenAIRE

    Felipe Balmaceda

    2006-01-01

    This paper provides a simple theoretical framework based on a new type of human capital introduced by Gibbons and Waldman (2004), called task-specific training, to understand job design. Mainly, in the presence of task-specific training, promotions might result ex-post in the underutilization of human capital and thus firms at the time of designing jobs should attempt to diversify this risk.

  12. Students as Learning Designers in Innovation Education

    DEFF Research Database (Denmark)

    Magnussen, Rikke; Sørensen, Birgitte Holm

    2014-01-01

    This paper, which concerns criteria for developing technology-enhanced innovation education, discusses how teacher and student relationships change in these learning spaces. The case study in this paper involves a school in Denmark where teachers and students, aged 6-14, were involved in developing...... and testing new forms of technology-enhanced innovation education as part of the establishment of an EduTechLab at the school. Established in new facilities at the school, the lab contained learning technologies such as Nao robots, sensor kits, and 3D visualisation and printing facilities. The goal of the Edu......TechLab project was to establish a creative learning environment for students and teachers that would support innovative practice with new forms of learning technology. Part of this goal was to involve students in innovative design processes in order for them to experiment with their own design solutions to case...

  13. Motivating Students through Positive Learning Experiences: A Comparison of Three Learning Designs for Computer Programming Courses

    Science.gov (United States)

    Lykke, Marianne; Coto, Mayela; Jantzen, Christian; Mora, Sonia; Vandel, Niels

    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…

  14. Learning How to Design a Technology Supported Inquiry-Based Learning Environment

    Science.gov (United States)

    Hakverdi-Can, Meral; Sonmez, Duygu

    2012-01-01

    This paper describes a study focusing on pre-service teachers' experience of learning how to design a technology supported inquiry-based learning environment using the Internet. As part of their elective course, pre-service science teachers were asked to develop a WebQuest environment targeting middle school students. A WebQuest is an…

  15. Design, Analysis and User Acceptance of Architectural Design Education in Learning System Based on Knowledge Management Theory

    Science.gov (United States)

    Wu, Yun-Wu; Lin, Yu-An; Wen, Ming-Hui; Perng, Yeng-Hong; Hsu, I-Ting

    2016-01-01

    The major purpose of this study is to develop an architectural design knowledge management learning system with corresponding learning activities to help the students have meaningful learning and improve their design capability in their learning process. Firstly, the system can help the students to obtain and share useful knowledge. Secondly,…

  16. Multimodal designs for learning in contexts of diversity

    Directory of Open Access Journals (Sweden)

    Arlene Archer

    2014-12-01

    Full Text Available This paper aims to identify multimodal designs for learning in diverse and developing contexts, where access to resources remains vastly unequal. Using case studies from South African education, the paper explores ways of surfacing the range of students’ resources which are often not noticed or valued in formal educational settings. The studies showcased here demonstrate how ethnographic and textually-based approaches can be combined. Opening up the semiotic space of the classroom through multimodal designs for learning is important for finding innovative ways of addressing access, diversity, and past inequalities. This is of relevance not only to South Africa, but a range of global contexts. The paper argues that multimodal designs for learning can involve interrogating the relation between ‘tradition’ and ‘modernity’; harnessing students’ creative practices as resources for pedagogy; developing metalanguages for critical reflection; creating less regulated pedagogical spaces in order to enable useful teaching and learning practices.

  17. Designing for expansive science learning and identification across settings

    Science.gov (United States)

    Stromholt, Shelley; Bell, Philip

    2017-10-01

    In this study, we present a case for designing expansive science learning environments in relation to neoliberal instantiations of standards-based implementation projects in education. Using ethnographic and design-based research methods, we examine how the design of coordinated learning across settings can engage youth from non-dominant communities in scientific and engineering practices, resulting in learning experiences that are more relevant to youth and their communities. Analyses highlight: (a) transformative moments of identification for one fifth-grade student across school and non-school settings; (b) the disruption of societal, racial stereotypes on the capabilities of and expectations for marginalized youth; and (c) how youth recognized themselves as members of their community and agents of social change by engaging in personally consequential science investigations and learning.

  18. [Specific learning disabilities - from DSM-IV to DSM-5].

    Science.gov (United States)

    Schulte-Körne, Gerd

    2014-09-01

    The publication of the DSM-5 means changes in the classification and recommendations for diagnosis of specific learning disabilities. Dyslexia and dyscalculia have been reintroduced into the DSM. Three specific learning disorders - impairment in reading, impairment in the written expression, and impairment in mathematics, described by subskills - are now part of the DSM-5. Three subcomponents of the reading disorder are expressly differentiated: word reading accuracy, reading rate, and fluency and reading comprehension. Impaired subskills of the specific learning disorder with impairment in written expression are spelling accuracy, grammar and punctuation accuracy, and clarity and organization of written expression. Four subskills are found in the mathematics disorder: number sense, memorization of arithmetic facts, accurate or fluent calculation, and accurate math reasoning. Each impaired academic domain and subskill should be recorded. A description of the severity degree was also included. The diagnosis is based on a variety of methods, including medical history, clinical interview, school report, teacher evaluation, rating scales, and psychometric tests. The IQ discrepancy criterion was abandoned, though that of age or class discrepancy criterion was retained. The application of a discrepancy is recommended by 1 to 2.5 SD. All three specific developmental disorders are common (prevalence 5 %-15 %), occur early during the first years of formal schooling, and persist into adulthood.

  19. The roles and uses of design principles for developing the trialogical approach on learning

    Directory of Open Access Journals (Sweden)

    Kari Kosonen

    2011-12-01

    Full Text Available In the present paper, the development and use of a specific set of pedagogical design principles in a large research and development project are analysed. The project (the Knowledge Practices Laboratory developed technology and a pedagogical approach to support certain kinds of collaborative knowledge creation practices related to the ‘trialogical' approach on learning. The design principles for trialogical learning are examined from three main developmental perspectives that were emphasised in the project: theory, pedagogy, and technology. As expected, the design principles had many different roles but not as straightforward or overarching as was planned. In their outer form they were more resistant to big changes than was expected but they were elaborated and specified during the process. How theories change in design-based research is discussed on the basis of the analysis. Design principles are usually seen as providing a bridge between theory and practice, but the present case showed that also complementary, more concrete frameworks are needed for bridging theory to practical pedagogical or technical design solutions.

  20. Designing Science Learning Environments That Support Emerging Bilingual Students to Problematize Electrical Phenomena

    Science.gov (United States)

    Suarez, Enrique A.

    This dissertation investigates how emerging bilingual students make sense of natural phenomena through engaging in certain epistemic practices of science, and the elements of the learning environment that created those opportunities. Specifically, the dissertation focuses on how emerging bilingual students problematized electrical phenomena, like electric flow and electrical resistance, and how the design features of the environment (e.g., sequencing of activities, linguistic practices) may have supported students as they made sense of phenomena. The first study describes how for students presented and evaluated mechanistic models of electric flow, focusing specifically on how students identified and negotiated a disagreement between their explanatory models. The results from this study highlight the complexity of students' disagreements, not only because of the epistemological aspects related to presenting and evaluating knowledge, but also due to interpersonal dynamics and the discomfort associated with disagreeing with another person. The second study focuses on the design features of the learning environment that supported emerging bilingual students' investigations of electrical phenomena. The findings from this study highlight how a carefully designed set of activities, with the appropriate material resources (e.g., experimental tools), could support students to problematize electrical resistance. The third study describes how emerging bilingual students engaged in translanguaging practices and the contextual features of the learning environment that created and hindered opportunities for translanguaging. The findings from this study identify and articulate how emerging bilingual students engaged in translanguaging practices when problematizing electrical resistance, and strengthen the perspective that, in order to be equitable for emerging bilingual students, science learning environments need to act as translanguaging spaces. This dissertation makes three

  1. Representing adaptive and adaptable Units of Learning. How to model personalized eLearning in IMS Learning Design

    NARCIS (Netherlands)

    Burgos, Daniel; Tattersall, Colin; Koper, Rob

    2006-01-01

    Burgos, D., Tattersall, C., & Koper, E. J. R. (2007). Representing adaptive and adaptable Units of Learning. How to model personalized eLearning in IMS Learning Design. In B. Fernández Manjon, J. M. Sanchez Perez, J. A. Gómez Pulido, M. A. Vega Rodriguez & J. Bravo (Eds.), Computers and Education:

  2. A Learning Model for L/M Specificity in Ganglion Cells

    Science.gov (United States)

    Ahumada, Albert J.

    2016-01-01

    An unsupervised learning model for developing LM specific wiring at the ganglion cell level would support the research indicating LM specific wiring at the ganglion cell level (Reid and Shapley, 2002). Removing the contributions to the surround from cells of the same cone type improves the signal-to-noise ratio of the chromatic signals. The unsupervised learning model used is Hebbian associative learning, which strengthens the surround input connections according to the correlation of the output with the input. Since the surround units of the same cone type as the center are redundant with the center, their weights end up disappearing. This process can be thought of as a general mechanism for eliminating unnecessary cells in the nervous system.

  3. Designing effective eLearning for healthcare professionals

    International Nuclear Information System (INIS)

    Delf, P.

    2013-01-01

    Overview: eLearning has been identified as a versatile, economic method of delivering education, adopted by many education providers. Yet, little research has been undertaken into its impact as a sole method of delivery and effectiveness for imparting new knowledge or skills. This may have particular implications for busy healthcare practitioners wishing to access an educational programme to maintain, or extend their knowledge base in response to service needs. Aims and methodology: Following an action research approach and using an instructional design methodology, a discrete eLearning resource was devised and constructed to prepare non-medical healthcare practitioners to report radionuclide bone scans. Volunteers were recruited from across the UK to assess and establish the feasibility and efficacy of the module. Results: In terms of versatility, access, design and content, the module achieved resonance, with knowledge gains and transferability demonstrated, particularly amongst less experienced volunteers, suggesting a positive influence of the eLearning approach. Conclusions: Owing to the small-scale nature of the study, the capability of eLearning, as a sole educational medium to establish emergent skills, can only be cautiously expressed. However, as a tool for blended learning, continuing professional development, or audit purposes, it demonstrated its potential, confirming the place for this type of resource within the professional learning arena

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

    Science.gov (United States)

    Aleong, Richard James Chung Mun

    There is a societal need for design education to prepare holistic engineers with the knowledge, skills, and attitudes to innovate and compete globally. Design skills are paramount to the espoused values of higher education, as institutions of higher learning strive to develop in students the cognitive abilities of critical thinking, problem solving, and creativity. To meet these interests from industry and academia, it is important to advance the teaching and learning of engineering design. This research aims to understand how engineering students learn and think about design, as a way for engineering educators to optimize instructional practice and curriculum development. Qualitative research methodology was used to investigate the meaning that engineering students' ascribe to engineering design. The recruitment of participants and corresponding collection of data occurred in two phases using two different data collection techniques. The first phase involved the distribution of a one-time online questionnaire to all first year, third year, and fourth year undergraduate engineering students at three Canadian Universities. After the questionnaire, students were asked if they would be willing to participate in the second phase of data collection consisting of a personal interview. A total of ten students participated in interviews. Qualitative data analysis procedures were conducted on students' responses from the questionnaire and interviews. The data analysis process consisted of two phases: a descriptive phase to code and categorize the data, followed by an interpretative phase to generate further meaning and relationships. The research findings present a conceptual understanding of students' descriptions about engineering design, structured within two educational orientations: a learning studies orientation and a curriculum studies orientation. The learning studies orientation captured three themes of students' understanding of engineering design: awareness

  5. Design of Feedback in Interactive Multimedia Language Learning Environments

    Directory of Open Access Journals (Sweden)

    Vehbi Türel

    2012-01-01

    Full Text Available In interactive multimedia environments, different digital elements (i. e. video, audio, visuals, text, animations, graphics and glossary can be combined and delivered on the same digital computer screen (TDM 1997: 151, CCED 1987, Brett 1998: 81, Stenton 1998: 11, Mangiafico 1996: 46. This also enables effectively provision and presentation of feedback in pedagogically more efficient ways, which meets not only the requirement of different teaching and learning theories, but also the needs of language learners who vary in their learning-style preferences (Robinson 1991: 156, Peter 1994: 157f.. This study aims to bring out the pedagogical and design principles that might help us to more effectively design and customise feedback in interactive multimedia language learning environments. While so doing, some examples of thought out and customized computerised feedback from an interactive multimedia language learning environment, which were designed and created by the author of this study and were also used for language learning purposes, will be shown.

  6. A specific implicit sequence learning deficit as an underlying cause of dyslexia? Investigating the role of attention in implicit learning tasks.

    Science.gov (United States)

    Staels, Eva; Van den Broeck, Wim

    2017-05-01

    Recently, a general implicit sequence learning deficit was proposed as an underlying cause of dyslexia. This new hypothesis was investigated in the present study by including a number of methodological improvements, for example, the inclusion of appropriate control conditions. The second goal of the study was to explore the role of attentional functioning in implicit and explicit learning tasks. In a 2 × 2 within-subjects design 4 tasks were administered in 30 dyslexic and 38 control children: an implicit and explicit serial reaction time (RT) task and an implicit and explicit contextual cueing task. Attentional functioning was also administered. The entire learning curves of all tasks were analyzed using latent growth curve modeling in order to compare performances between groups and to examine the role of attentional functioning on the learning curves. The amount of implicit learning was similar for both groups. However, the dyslexic group showed slower RTs throughout the entire task. This group difference reduced and became nonsignificant after controlling for attentional functioning. Both implicit learning tasks, but none of the explicit learning tasks, were significantly affected by attentional functioning. Dyslexic children do not suffer from a specific implicit sequence learning deficit. The slower RTs of the dyslexic children throughout the entire implicit sequence learning process are caused by their comorbid attention problems and overall slowness. A key finding of the present study is that, in contrast to what was assumed for a long time, implicit learning relies on attentional resources, perhaps even more than explicit learning does. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  7. Design of a Blended Learning Environment Based on Merrill’s Principles

    Science.gov (United States)

    Simarmata, Janner; Djohar, Asari; Purba, Janulis; Juanda, Enjang A.

    2018-01-01

    Designing blended learning courses requires a systematic approach, in instructional design decisions and implementations, instructional principles help educators not only to specify the elements of the course, but also to provide a solid base from which to build the technology. The blended learning course was designed based on Merrill’s First Principles of Instruction with five phases. This paper helps inform educators about how to develop appropriate learning styles and preferences according to students’ learning needs.

  8. Task-specificity of unilateral anodal and dual-M1 tDCS effects on motor learning.

    Science.gov (United States)

    Karok, Sophia; Fletcher, David; Witney, Alice G

    2017-01-08

    Task-specific effects of transcranial direct current stimulation (tDCS) on motor learning were investigated in 30 healthy participants. In a sham-controlled, mixed design, participants trained on 3 different motor tasks (Purdue Pegboard Test, Visuomotor Grip Force Tracking Task and Visuomotor Wrist Rotation Speed Control Task) over 3 consecutive days while receiving either unilateral anodal over the right primary motor cortex (M1), dual-M1 or sham stimulation. Retention sessions were administered 7 and 28 days after the end of training. In the Purdue Pegboard Test, both anodal and dual-M1 stimulation reduced average completion time approximately equally, an improvement driven by online learning effects and maintained for about 1 week. The Visuomotor Grip Force Tracking Task and the Visuomotor Wrist Rotation Speed Control Task were associated with an advantage of dual-M1 tDCS in consolidation processes both between training sessions and when testing at long-term retention; both were maintained for at least 1 month. This study demonstrates that M1-tDCS enhances and sustains motor learning with different electrode montages. Stimulation-induced effects emerged at different learning phases across the tasks, which strongly suggests that the influence of tDCS on motor learning is dynamic with respect to the functional recruitment of the distributed motor system at the time of stimulation. Divergent findings regarding M1-tDCS effects on motor learning may partially be ascribed to task-specific consequences and the effects of offline consolidation. Copyright © 2016 Elsevier Ltd. All rights reserved.

  9. Methodological Reflections: Designing and Understanding Computer-Supported Collaborative Learning

    Science.gov (United States)

    Hamalainen, Raija

    2012-01-01

    Learning involves more than just a small group of participants, which makes designing and managing collaborative learning processes in higher education a challenging task. As a result, emerging concerns in current research have pointed increasingly to teacher orchestrated learning processes in naturalistic learning settings. In line with this…

  10. Low-literates’ support needs for societal participation learning : Empirical grounding of theory- and model-based design

    NARCIS (Netherlands)

    Schouten, D.G.M.; Paulissen, R.T.; Hanekamp, M.; Groot, A.; Neerincx, M.A.; Cremers, A.H.M.

    2017-01-01

    Specialized learning support software can address the low societal participation of low-literate Dutch citizens. We use the situated Cognitive Engineering method to iteratively create a design specification for the envisioned system VESSEL: a Virtual Environment to Support the Societal participation

  11. Positioning health professional identity

    DEFF Research Database (Denmark)

    Lund, Ole; Krogh Christensen, Mette; Mørcke, Anne Mette

    2017-01-01

    Drawing on positioning theory, the purpose of this paper is to characterize the activities and positions of students and supervisors at workplaces and on-campus skills training sites across the higher health professional educations of medicine, sports science, and nursing. Furthermore, the study ...... explored the impact of work-based learning (WBL) and skills training on students’ personal professional identity development....

  12. Interference in Ballistic Motor Learning: Specificity and Role of Sensory Error Signals

    Science.gov (United States)

    Lundbye-Jensen, Jesper; Petersen, Tue Hvass; Rothwell, John C.; Nielsen, Jens Bo

    2011-01-01

    Humans are capable of learning numerous motor skills, but newly acquired skills may be abolished by subsequent learning. Here we ask what factors determine whether interference occurs in motor learning. We speculated that interference requires competing processes of synaptic plasticity in overlapping circuits and predicted specificity. To test this, subjects learned a ballistic motor task. Interference was observed following subsequent learning of an accuracy-tracking task, but only if the competing task involved the same muscles and movement direction. Interference was not observed from a non-learning task suggesting that interference requires competing learning. Subsequent learning of the competing task 4 h after initial learning did not cause interference suggesting disruption of early motor memory consolidation as one possible mechanism underlying interference. Repeated transcranial magnetic stimulation (rTMS) of corticospinal motor output at intensities below movement threshold did not cause interference, whereas suprathreshold rTMS evoking motor responses and (re)afferent activation did. Finally, the experiments revealed that suprathreshold repetitive electrical stimulation of the agonist (but not antagonist) peripheral nerve caused interference. The present study is, to our knowledge, the first to demonstrate that peripheral nerve stimulation may cause interference. The finding underscores the importance of sensory feedback as error signals in motor learning. We conclude that interference requires competing plasticity in overlapping circuits. Interference is remarkably specific for circuits involved in a specific movement and it may relate to sensory error signals. PMID:21408054

  13. Reduced autobiographical memory specificity is associated with impaired discrimination learning in anxiety disorder patients

    Science.gov (United States)

    Lenaert, Bert; Boddez, Yannick; Vervliet, Bram; Schruers, Koen; Hermans, Dirk

    2015-01-01

    Associative learning plays an important role in the development of anxiety disorders, but a thorough understanding of the variables that impact such learning is still lacking. We investigated whether individual differences in autobiographical memory specificity are related to discrimination learning and generalization. In an associative learning task, participants learned the association between two pictures of female faces and a non-aversive outcome. Subsequently, six morphed pictures functioning as generalization stimuli (GSs) were introduced. In a sample of healthy participants (Study 1), we did not find evidence for differences in discrimination learning as a function of memory specificity. In a sample of anxiety disorder patients (Study 2), individuals who were characterized by low memory specificity showed deficient discrimination learning relative to high specific individuals. In contrast to previous findings, results revealed no effect of memory specificity on generalization. These results indicate that impaired discrimination learning, previously shown in patients suffering from an anxiety disorder, may be—in part—due to limited memory specificity. Together, these studies emphasize the importance of incorporating cognitive variables in associative learning theories and their implications for the development of anxiety disorders. In addition, re-analyses of the data (Study 3) showed that patients suffering from panic disorder showed higher outcome expectancies in the presence of the stimulus that was never followed by an outcome during discrimination training, relative to patients suffering from other anxiety disorders and healthy participants. Because we used a neutral, non-aversive outcome (i.e., drawing of a lightning bolt), these data suggest that learning abnormalities in panic disorder may not be restricted to fear learning, but rather reflect a more general associative learning deficit that also manifests in fear irrelevant contexts. PMID

  14. Teaching Power Electronics with a Design-Oriented and Project-Based Learning Method at the Technical University of Denmark

    DEFF Research Database (Denmark)

    Zhang, Zhe; Hansen, Claus Thorp; Andersen, Michael A. E.

    2016-01-01

    Power electronics is a fast developing technology within the electrical engineering field. This paper presents the results and experiences gained from DesignOriented Project Based Learning of switch-mode power supply design within a power electronics course at the Technical University of Denmark...... (DTU). Project-based learning (PBL) is known to be a motivating and problem-centered teaching method that not only places students at the core of the teaching and learning activities but also gives students the ability to transfer their acquired scientific knowledge into industrial practices. Students...... are asked to choose a specification from different power converter applications such as a fuel cell power conditioning converter, a light-emitting diode (LED) driver or a battery charger. Based upon their choice, the students select topology, design magnetic components, calculate input/output filters...

  15. Universal Design for Learning: Critical Need Areas for People with Learning Disabilities

    Science.gov (United States)

    Strobel, Wendy; Arthanat, Sajay; Bauer, Stephen; Flagg, Jennifer

    2007-01-01

    The primary market research outlined in this paper was conducted by the Rehabilitation Engineering Research Center on Technology Transfer to identify critical technology needs for people with learning disabilities. Based on the research conducted, the underlying context of these technology needs is Universal Design for Learning (UDL). The paper…

  16. Blended Learning at the Boundary: Designing a New Internship

    Science.gov (United States)

    Heckman, Robert; Østerlund, Carsten S.; Saltz, Jeffrey

    2015-01-01

    This paper explores how blended learning can enhance learning at the boundary between academia and industry, and make possible the design of a new kind of internship. Boundary theory proposes that socio-cultural discontinuities between different environments create opportunities for learning. Blended learning pedagogy makes it possible to make the…

  17. Design of intelligent comfort control system with human learning and minimum power control strategies

    International Nuclear Information System (INIS)

    Liang, J.; Du, R.

    2008-01-01

    This paper presents the design of an intelligent comfort control system by combining the human learning and minimum power control strategies for the heating, ventilating and air conditioning (HVAC) system. In the system, the predicted mean vote (PMV) is adopted as the control objective to improve indoor comfort level by considering six comfort related variables, whilst a direct neural network controller is designed to overcome the nonlinear feature of the PMV calculation for better performance. To achieve the highest comfort level for the specific user, a human learning strategy is designed to tune the user's comfort zone, and then, a VAV and minimum power control strategy is proposed to minimize the energy consumption further. In order to validate the system design, a series of computer simulations are performed based on a derived HVAC and thermal space model. The simulation results confirm the design of the intelligent comfort control system. In comparison to the conventional temperature controller, this system can provide a higher comfort level and better system performance, so it has great potential for HVAC applications in the future

  18. Designing on-demand education for simultaneous development of domain-specific and self-directed learning skills

    NARCIS (Netherlands)

    Taminiau, E.M.C.; Kester, L.; Corbalan Perez, G.; Spector, J.M.; Kirschner, P.A.; Merriënboer, J.J.G. van

    2015-01-01

    On-demand education enables individual learners to choose their learning pathways according to their own learning needs. They must use self-directed learning (SDL) skills involving self-assessment and task selection to determine appropriate pathways for learning. Learners who lack these skills must

  19. Designing on-demand education for simultaneous development of domain-specific and self-directed learning skills

    NARCIS (Netherlands)

    Taminiau, Bettine; Kester, Liesbeth; Corbalan, Gemma; Spector, J. Michael; Kirschner, Paul A.; Van Merriënboer, Jeroen

    2016-01-01

    On-demand education enables individual learners to choose their learning pathways according to their own learning needs. They must use self-directed learning (SDL) skills involving self-assessment and task selection to determine appropriate pathways for learning. Learners who lack these skills must

  20. Design Principles for Cell Phone Learning in EFL

    Science.gov (United States)

    Wang, Feihong

    2010-01-01

    Cell phone learning (C-learning), as an instructional approach, has been gaining more and more attention in the field of teaching English as a foreign language (EFL) in the last 10 years. While studies have proved C-learning an effective instructional approach in research settings, a review of literature indicates the lack of design principles to…

  1. Applied CAL on Problem Based Learning Using Gagne’s Instructional Design

    Directory of Open Access Journals (Sweden)

    Sri Sundari Purbohadi

    2014-10-01

    Full Text Available Abstract— In the Problem-Based Learning (PBL model, students are expected to study independently. One of the methods that can improve the ability or skill of learners is using Computer Assisted Learning (CAL. Implementation of CAL in PBL should be able to create Self-Directed Learning (SDL culture through appropriate instructional design and interesting modules. In this paper, the CAL software is developed using multimedia learning principles, convenient appearance, and user-friendly navigation. The CAL’s learning content is designed using Gagne's instructional design. The experiment proved the CAL was able to give effect size 0.89 and developed self-directed learning culture. From the interviews, students were very glad and interested to use the CAL modules because they can learn anytime and can reach the course objectives without a lecturer.

  2. Preparing Instructional Designers for Game-Based Learning: Part 1

    Science.gov (United States)

    Hirumi, Atsusi; Appelman, Bob; Rieber, Lloyd; Van Eck, Richard

    2010-01-01

    Like many rapidly growing industries, advances in video game technology are far outpacing research on its design and effectiveness. Relatively little is understood about how to apply what we know about teaching and learning to optimize game-based learning. For the most part, instructional designers know little about game development and video game…

  3. Learning to Be: The Modelling of Art and Design Practice in University Art and Design Teaching

    Science.gov (United States)

    Budge, Kylie

    2016-01-01

    Learning to be an artist or designer is a complex process of becoming. Much of the early phase of "learning to be" occurs during the time emerging artists and designers are students in university art/design programmes, both undergraduate and postgraduate. Recent research reveals that a critical role in assisting students in their…

  4. 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…

  5. Pedagogical quality in e-learning

    DEFF Research Database (Denmark)

    Dalsgaard, Christian

    2005-01-01

    The article is concerned with design and use of e-learning technology to develop education qualitatively. The purpose is to develop a framework for a pedagogical evaluation of e-learning technology. The approach is that evaluation and design must be grounded in a learning theoretical approach....... Finally, on the basis of the frameworks, the article discusses e-learning technology and, more specifically, design of virtual learning environments and learning objects. It is argued that e-learning technology is not pedagogically neutral, and that it is therefore necessary to focus on design...

  6. Designing Nordic Technology-Enhanced Learning

    Science.gov (United States)

    Cerratto-Pargman, Teresa; Jarvela, Sanna M.; Milrad, Marcelo

    2012-01-01

    The latest developments of information and communication technologies (ICT) and its large penetration in different sectors of our society pose new challenges and demands in the field of education. This special issue entitled "Designing Nordic technology-enhanced learning (TEL)", presents and discusses how researchers in the Nordic…

  7. Introducing blended e-learning course design

    DEFF Research Database (Denmark)

    Gyamfi, Samuel Adu; Ryberg, Thomas

    2012-01-01

    In the face of diminishing education budgets in higher education, blended learning has been found to be a viable and effective approach to deliver high-quality, up-to-date, on-demand solutions to developing cross-curricular skills of undergraduates. However, research has also shown that blended...... learning solutions do not often live up to the potential of the approach or fail to produce the intended results because the students are not always equipped to handle the technical, psychological and organisational challenges of blended learning approaches. This project surveyed seventy-five first year...... the students’ e-readiness for an implementation of a blend-ed course design....

  8. DESIGNING ENGLISH LEARNING MATERIALS TO FOSTER CHILDREN‟S CREATIVITY

    Directory of Open Access Journals (Sweden)

    C. Murni Wahyanti

    2017-04-01

    Full Text Available Learning materials form an important part of English teaching-learning processes in Elementary schools. In many cases, teachers and students rely on the learning materials available and the materials dictate teachers‘ strategies. Despite the availability of commercially produced materials, it is considered necessary for teachers to construct or adapt learning materials. Teachers know better about their students‘ ability, needs and interests. In addition, the materials can be more contextual. Good materials should foster children‘s creative thinking since creativity is one of the important skills children need to develop. Features of creativity involve using imagination, generating ideas and questions, experimenting with alternatives, being original and making judgment. This presentation will focus on how to develop learning materials that can foster children‘s creativity. It will discuss about why teachers need to design their own materials, principles for designing effective English learning materials, the concepts and components of creativity and the importance of creativity in language learning. Examples of how to apply features of creativity in the English learning materials for children will be provided.

  9. Interactivity, Game Creation, Design, Learning, and Innovation

    DEFF Research Database (Denmark)

    This book constitutes the proceedings of two conferences: The 5th International Conference on ArtsIT, Interactivity and Game Creation (ArtsIT 2016) and the First International Conference on Design, Learning and Innovation (DLI 2016). ArtsIT is reflecting trends in the expanding field of digital art......, interactive art, and how game creation is considered an art form. The decision was made to augment the title of ArtsIT to be in future known as “The International Conference on Interactivity, Game Creation, Design, Learning, and Innovation”. The event was hosted in Esbjerg, Denmark in May 2016 and attracted...

  10. Agent-specific learning signals for self-other distinction during mentalising.

    Directory of Open Access Journals (Sweden)

    Sam Ereira

    2018-04-01

    Full Text Available Humans have a remarkable ability to simulate the minds of others. How the brain distinguishes between mental states attributed to self and mental states attributed to someone else is unknown. Here, we investigated how fundamental neural learning signals are selectively attributed to different agents. Specifically, we asked whether learning signals are encoded in agent-specific neural patterns or whether a self-other distinction depends on encoding agent identity separately from this learning signal. To examine this, we tasked subjects to learn continuously 2 models of the same environment, such that one was selectively attributed to self and the other was selectively attributed to another agent. Combining computational modelling with magnetoencephalography (MEG enabled us to track neural representations of prediction errors (PEs and beliefs attributed to self, and of simulated PEs and beliefs attributed to another agent. We found that the representational pattern of a PE reliably predicts the identity of the agent to whom the signal is attributed, consistent with a neural self-other distinction implemented via agent-specific learning signals. Strikingly, subjects exhibiting a weaker neural self-other distinction also had a reduced behavioural capacity for self-other distinction and displayed more marked subclinical psychopathological traits. The neural self-other distinction was also modulated by social context, evidenced in a significantly reduced decoding of agent identity in a nonsocial control task. Thus, we show that self-other distinction is realised through an encoding of agent identity intrinsic to fundamental learning signals. The observation that the fidelity of this encoding predicts psychopathological traits is of interest as a potential neurocomputational psychiatric biomarker.

  11. Colouring the Gaps in Learning Design: Aesthetics and the Visual in Learning

    Science.gov (United States)

    Carroll, Fiona; Kop, Rita

    2016-01-01

    The visual is a dominant mode of information retrieval and understanding however, the focus on the visual dimension of Technology Enhanced Learning (TEL) is still quite weak in relation to its predominant focus on usability. To accommodate the future needs of the visual learner, designers of e-learning environments should advance the current…

  12. Lessons Learned from Applying Design Thinking in a NASA Rapid Design Study in Aeronautics

    Science.gov (United States)

    McGowan, Anna-Maria; Bakula, Casey; Castner, Raymond

    2017-01-01

    In late 2015, NASA's Aeronautics Research Mission Directorate (ARMD) funded an experiment in rapid design and rapid teaming to explore new approaches to solving challenging design problems in aeronautics in an effort to cultivate and foster innovation. This report summarizes several lessons learned from the rapid design portion of the study. This effort entailed learning and applying design thinking, a human-centered design approach, to complete the conceptual design for an open-ended design challenge within six months. The design challenge focused on creating a capability to advance experimental testing of autonomous aeronautics systems, an area of great interest to NASA, the US government as a whole, and an entire ecosystem of users and developers around the globe. A team of nine civil servant researchers from three of NASA's aeronautics field centers with backgrounds in several disciplines was assembled and rapidly trained in design thinking under the guidance of the innovation and design firm IDEO. The design thinking process, while used extensively outside the aerospace industry, is less common and even counter to many practices within the aerospace industry. In this report, several contrasts between common aerospace research and development practices and design thinking are discussed, drawing upon the lessons learned from the NASA rapid design study. The lessons discussed included working towards a design solution without a set of detailed design requirements, which may not be practical or even feasible for management to ascertain for complex, challenging problems. This approach allowed for the possibility of redesigning the original problem statement to better meet the needs of the users. Another lesson learned was to approach problems holistically from the perspective of the needs of individuals that may be affected by advances in topic area instead of purely from a technological feasibility viewpoint. The interdisciplinary nature of the design team also

  13. Teaching Parametric Urban Design in a Blended Learning Format

    DEFF Research Database (Denmark)

    Steinø, Nicolai

    2015-01-01

    On the basis of a theoretical discussion of the concept of blended learning, this paper presents the pre- paration, execution and evaluation of a 5 ECTS blended learning course on parametric urban design for a group of some 50 BSc students of architecture and design at Aalborg university...... and curriculum develop- ment, and di culties to nd time for research. Despite the general consensus that developing online/blended learning courses requires both technical support, complex software installations, and substantial preparation time, it is shown that free web ser- vices and low-tech adaptations...... of traditional teaching assets are su cient to get started with blended learning with only little extra e ort. While the pilot blended learning course which provided the insights for this paper has room for impro- vement, it represents a decent rst shot at developing blended learning courses for higher education...

  14. The Design and Analysis of Learning Effects for a Game-based Learning System

    OpenAIRE

    Wernhuar Tarng; Weichian Tsai

    2010-01-01

    The major purpose of this study is to use network and multimedia technologies to build a game-based learning system for junior high school students to apply in learning “World Geography" through the “role-playing" game approaches. This study first investigated the motivation and habits of junior high school students to use the Internet and online games, and then designed a game-based learning system according to situated and game-based learning theories. A teaching experiment was conducted to...

  15. Architectural Design and the Learning Environment: A Framework for School Design Research

    Science.gov (United States)

    Gislason, Neil

    2010-01-01

    This article develops a theoretical framework for studying how instructional space, teaching and learning are related in practice. It is argued that a school's physical design can contribute to the quality of the learning environment, but several non-architectural factors also determine how well a given facility serves as a setting for teaching…

  16. LdShake: Learning Design Solutions Sharing and Co-Edition

    Science.gov (United States)

    Hernandez-Leo, Davinia; Romeo, Lauren; Carralero, Miguel A.; Chacon, Jonathan; Carrio, Mar; Moreno, Pau; Blat, Josep

    2011-01-01

    Two important challenges that teachers are currently facing are the sharing and the collaborative authoring of their learning design solutions, such as didactical units and learning materials. On the one hand, there are tools that can be used for the creation of design solutions and only some of them facilitate the co-edition. However, they do not…

  17. Web Interface Design Principles for Adults' Self-Directed Learning

    Science.gov (United States)

    Firat, Mehmet; Sakar, A. Nurhan; Kabakci Yurdakul, Isil

    2016-01-01

    One of the most important features which e-learning tools and environments must possess within the scope of lifelong learning is self-directed learning, which can be considered as a form of self-learning. The aim of this study was to determine, based on the views and recommendations of experts, interface design principles for the development of…

  18. "Mastery Learning" Como Metodo Psicoeducativo para Ninos con Problemas Especificos de Aprendizaje. ("Mastery Learning" as a Psychoeducational Method for Children with Specific Learning Problems.)

    Science.gov (United States)

    Coya, Liliam de Barbosa; Perez-Coffie, Jorge

    1982-01-01

    "Mastery Learning" was compared with the "conventional" method of teaching reading skills to Puerto Rican children with specific learning disabilities. The "Mastery Learning" group showed significant gains in the cognitive and affective domains. Results suggested Mastery Learning is a more effective method of teaching…

  19. Designing future learning. A posthumanist approach to researching design processes

    DEFF Research Database (Denmark)

    Juelskjær, Malou

    I investigate how a design process – leading up to the design of a new education building - enact, transform and highlight tacit everyday practices and experiences in an education setting, whereby becoming an art of managing. I apply a post-humanist performative perspective, highlighting entangled...... agencies rather than focusing on human agency. I focus on the design process rather than the designer. The design process accelerated and performed past and future experiences of schooling, learning, teaching. This called for analytical attention to agential forces of not only the material but also...... and temporalities matter in design processes. Furthermore, the analysis emphasise how design translate affective economies and that attention to those affective economies are vital for the result of the design process....

  20. How was the activity? A visualization support for a case of location-based learning design

    OpenAIRE

    Hernández Leo, Davinia; Melero Merino, Javier; Sun, Jing; Santos Rodríguez, Patrícia; Blat, Josep

    2014-01-01

    Over the last few years the use of mobile technologies has brought the formulation of location-based learning approaches shaping new or enhanced educational activities. Involving teachers in the design of these activities is important because the designs need to be aligned with the requirements of the specific educational settings. Yet, analysing the implementation of the activities with students is also critical, not only for assessment purposes but also for enabling the identifi...

  1. The Effects of Computer Graphic Organizers on the Persuasive Writing of Hispanic Middle School Students with Specific Learning Disabilities

    Science.gov (United States)

    Unzueta, Caridad H.; Barbetta, Patricia M.

    2012-01-01

    A multiple baseline design investigated the effects of computer graphic organizers on the persuasive composition writing skills of four Hispanic students with specific learning disabilities. Participants reviewed the elements of persuasive writing and then developed compositions using a word processing program. Baseline planning was done with a…

  2. What Does Design and Technology Learning Really Look Like?

    Science.gov (United States)

    Southall, Mary

    2016-01-01

    This paper presents findings from a research study investigating the relationship between "intended" learning and "actual" learning in Design and Technology lessons (Southall, 2015). The research focused upon the "pre active" phase of the teaching-learning process, that is the teacher's planning processes and…

  3. Informal Workplace Learning among Nurses: Organisational Learning Conditions and Personal Characteristics That Predict Learning Outcomes

    Science.gov (United States)

    Kyndt, Eva; Vermeire, Eva; Cabus, Shana

    2016-01-01

    Purpose: This paper aims to examine which organisational learning conditions and individual characteristics predict the learning outcomes nurses achieve through informal learning activities. There is specific relevance for the nursing profession because of the rapidly changing healthcare systems. Design/Methodology/Approach: In total, 203 nurses…

  4. Explicit teaching and scaffolding to enhance concept learning by design challenges

    NARCIS (Netherlands)

    MEd Maurice Smeets; MEd Dave van Breukelen; Prof. Dr. Marc de Vries

    2016-01-01

    This paper presents a mixed methods study in which 21 first-year student teachers took part that investigated learning outcomes of a modified learning by design task. The study is part of a series of studies that aims to improve student learning, teaching skills and teacher training. Design-based

  5. A Framework for Adaptive Learning Design in a Web-Conferencing Environment

    Science.gov (United States)

    Bower, Matt

    2016-01-01

    Many recent technologies provide the ability to dynamically adjust the interface depending on the emerging cognitive and collaborative needs of the learning episode. This means that educators can adaptively re-design the learning environment during the lesson, rather than purely relying on preemptive learning design thinking. Based on a…

  6. Designing e-learning solutions with a client centred approach

    DEFF Research Database (Denmark)

    Ørngreen, Rikke; Nielsen, Janni; Levinsen, Karin

    2008-01-01

      This paper claims that the strategies applied in designing e-learning solutions tend to focus on how to proceed after the precondition, e.g., learners requirements, pedagogical choice, etc., have been decided upon. Investigating the HCI research field, we find that the methodological approaches...... as the organisation that has initiated the e-learning project and needs to manage the e-learning system after its development. Through the Client Centred Design and in close collaboration with the client, three strategic issues are uncovered and strategic models are presented for each. These models are complementary...... perspectives in a Client Centred framework that is useable as the starting point for others in developing large scale e-learning projects....

  7. Curriculum learning designs: teaching health assessment skills for advanced nursing practitioners through sustainable flexible learning.

    Science.gov (United States)

    Fitzgerald, Les; Wong, Pauline; Hannon, John; Solberg Tokerud, Marte; Lyons, Judith

    2013-10-01

    Innovative curriculum designs are vital for effective learning in contemporary nursing education where traditional modes of delivery are not adequate to meet the learning needs of postgraduate students. This instance of postgraduate teaching in a distributed learning environment offered the opportunity to design a flexible learning model for teaching advanced clinical skills. To present a sustainable model for flexible learning that enables specialist nurses to gain postgraduate qualifications without on-campus class attendance by teaching and assessing clinical health care skills in an authentic workplace setting. An action research methodology was used to gather evidence and report on the process of curriculum development of a core unit, Comprehensive Health Assessment (CHA), within 13 different postgraduate speciality courses. Qualitative data was collected from 27 teaching academics, 21 clinical specialist staff, and 7 hospital managers via interviews, focus groups and journal reflections. Evaluations from the initial iteration of CHA from 36 students were obtained. Data was analyzed to develop and evaluate the curriculum design of CHA. The key factors indicated by participants in the curriculum design process were coordination and structuring of teaching and assessment; integration of content development; working with technologies, balancing specialities and core knowledge; and managing induction and expectations. A set of recommendations emerged as a result of the action research process. These included: a constructive alignment approach to curriculum design; the production of a facilitator's guide that specifies expectations and unit information for academic and clinical education staff; an agreed template for content authors; and the inclusion of synchronous communication for real-time online tutoring. The highlight of the project was that it built curriculum design capabilities of clinicians and students which can sustain this alternative model of online

  8. Do we need teachers as designers of technology enhanced learning?

    NARCIS (Netherlands)

    Kirschner, Paul A.

    2016-01-01

    In this special issue, five teams of researchers discuss different aspects of the teacher as designer of technology enhanced learning situations. This final contribution critically discusses if and how teachers as designers of technology enhanced learning might (not) be feasible or even desirable.

  9. Design and validation of general biology learning program based on scientific inquiry skills

    Science.gov (United States)

    Cahyani, R.; Mardiana, D.; Noviantoro, N.

    2018-03-01

    Scientific inquiry is highly recommended to teach science. The reality in the schools and colleges is that many educators still have not implemented inquiry learning because of their lack of understanding. The study aims to1) analyze students’ difficulties in learning General Biology, 2) design General Biology learning program based on multimedia-assisted scientific inquiry learning, and 3) validate the proposed design. The method used was Research and Development. The subjects of the study were 27 pre-service students of general elementary school/Islamic elementary schools. The workflow of program design includes identifying learning difficulties of General Biology, designing course programs, and designing instruments and assessment rubrics. The program design is made for four lecture sessions. Validation of all learning tools were performed by expert judge. The results showed that: 1) there are some problems identified in General Biology lectures; 2) the designed products include learning programs, multimedia characteristics, worksheet characteristics, and, scientific attitudes; and 3) expert validation shows that all program designs are valid and can be used with minor revisions. The first section in your paper.

  10. Learning design Rashomon I – supporting the design of one lesson through different approaches

    Directory of Open Access Journals (Sweden)

    Donatella Persico

    2013-08-01

    Full Text Available This paper presents and compares a variety of approaches that have been developed to guide the decision-making process in learning design. Together with the companion Learning Design Rashomon II (Prieto et al., 2013, devoted to existing tools to support the same process, it aims to provide a view on relevant research results in this field. The common thread followed in these two contributions is inspired by Kurosawa's Rashomon film, which takes multiple perspectives on the same action. Similarly, in this paper, Rashomon I, a lesson on “Healthy Eating” is analysed according to five different approaches, while the Rashomon II paper is used to exemplify the affordances of different tools. For this reason, this paper does not follow the conventional structure of research papers (research question, method, results and discussion, but rather it moves from an introduction providing the rationale for the paper, to a description of the five different approaches to learning design (the 4SPPIces Model, the 4Ts, the e-Design Template, the Design Principles Database and the Design Narrative and then to a discussion of their similarities and differences to inform the choice of potential users.

  11. Applying multimedia design principles enhances learning in medical education.

    Science.gov (United States)

    Issa, Nabil; Schuller, Mary; Santacaterina, Susan; Shapiro, Michael; Wang, Edward; Mayer, Richard E; DaRosa, Debra A

    2011-08-01

    The Association of American Medical Colleges' Institute for Improving Medical Education's report entitled 'Effective Use of Educational Technology' called on researchers to study the effectiveness of multimedia design principles. These principles were empirically shown to result in superior learning when used with college students in laboratory studies, but have not been studied with undergraduate medical students as participants. A pre-test/post-test control group design was used, in which the traditional-learning group received a lecture on shock using traditionally designed slides and the modified-design group received the same lecture using slides modified in accord with Mayer's principles of multimedia design. Participants included Year 3 medical students at a private, midwestern medical school progressing through their surgery clerkship during the academic year 2009-2010. The medical school divides students into four groups; each group attends the surgery clerkship during one of the four quarters of the academic year. Students in the second and third quarters served as the modified-design group (n=91) and students in the fourth-quarter clerkship served as the traditional-design group (n=39). Both student cohorts had similar levels of pre-lecture knowledge. Both groups showed significant improvements in retention (paffect transfer of learning. Further research on applying the principles of multimedia design to medical education is needed to verify the impact it has on the long-term learning of medical students, as well as its impact on other forms of multimedia instructional programmes used in the education of medical students. © Blackwell Publishing Ltd 2011.

  12. Vulnerability Assessment by Learning Attack Specifications in Graphs

    NARCIS (Netherlands)

    Nunes Leal Franqueira, V.; Lopes, Raul H.C.

    This paper presents an evolutionary approach for learning attack specifications that describe attack scenarios. The objective is to find vulnerabilities in computer networks which minimise the cost of an attack with maximum impact. Although we focus on Insider Threat, the proposed approach applies

  13. An Exploratory Study of Self-Regulated Learning Strategies in a Design Project by Students in Grades 9-12

    Science.gov (United States)

    Lawanto, Oenardi; Butler, Deborah; Cartier, Sylvie; Santoso, Harry; Lawanto, Kevin; Clark, David

    2013-01-01

    This exploratory study evaluated self-regulated learning (SRL) strategies of 27 students in grades 9-12 during an engineering design project. The specific focus of the study was on student task interpretation and its relation to planning and cognitive strategies in design activities. Two research questions guided the study: (1) To what degree was…

  14. Enhanced Learning through Design Problems--Teaching a Components-Based Course through Design

    Science.gov (United States)

    Jensen, Bogi Bech; Hogberg, Stig; Jensen, Frida av Flotum; Mijatovic, Nenad

    2012-01-01

    This paper describes a teaching method used in an electrical machines course, where the students learn about electrical machines by designing them. The aim of the course is not to teach design, albeit this is a side product, but rather to teach the fundamentals and the function of electrical machines through design. The teaching method is…

  15. MOOC Design – Dissemination to the Masses or Facilitation of Social Learning and a Deep Approach to Learning?

    DEFF Research Database (Denmark)

    Christensen, Inger-Marie F.; Dam Laursen, Mette; Bøggild, Jacob

    2016-01-01

    This article accounts for the design of the massive open online course (MOOC) Hans Christian Andersen’s Fairy tales on FutureLearn and reports on the effectiveness of this design in terms of engaging learners in social learning and encouraging a deep approach to learning. A learning pathway...... and increased educator feedback. Course data show that that some learners use the space provided for social interaction and mutual support. A learning pathway that engages learners in discussion and progression from week to week facilitates a deep approach to learning. However, this requires more support from...

  16. Forward-Oriented Designing for Learning as a Means to Achieve Educational Quality

    Science.gov (United States)

    Ghislandi, Patrizia M. M.; Raffaghelli, Juliana E.

    2015-01-01

    In this paper, we reflect on how Design for Learning can create the basis for a culture of educational quality. We explore the process of Design for Learning within a blended, undergraduate university course through a teacher-led inquiry approach, aiming at showing the connections between the process of Design for Learning and academic…

  17. Collaborative learning in higher education : design, implementation and evaluation of group learning activities

    NARCIS (Netherlands)

    Hei, de M.S.A.

    2016-01-01

    In higher education, group learning activities (GLAs) are frequently implemented in online, blended or face-to-face educational contexts. A major problem for the design and implementation of good quality GLAs that lead to the desired learning outcomes is that many approaches to GLAs have been

  18. Site-specific design optimization of wind turbines

    DEFF Research Database (Denmark)

    Fuglsang, P.; Bak, C.; Schepers, J.G.

    2002-01-01

    This article reports results from a European project, where site characteristics were incorporated into the design process of wind turbines, to enable site-specific design. Two wind turbines of different concept were investigated at six different sites comprising normal flat terrain, offshore...... and complex terrain wind farms. Design tools based on numerical optimization and aeroelastic calculations were combined with a cost model to allow optimization for minimum cost of energy. Different scenarios were optimized ranging from modifications of selected individual components to the complete design...... of a new wind turbine. Both annual energy yield and design-determining loads depended on site characteristics, and this represented a potential for site-specific design. The maximum variation in annual energy yield was 37% and the maximum variation in blade root fatigue loads was 62%. Optimized site...

  19. The lasting effects of process-specific versus stimulus-specific learning during infancy.

    Science.gov (United States)

    Hadley, Hillary; Pickron, Charisse B; Scott, Lisa S

    2015-09-01

    The capacity to tell the difference between two faces within an infrequently experienced face group (e.g. other species, other race) declines from 6 to 9 months of age unless infants learn to match these faces with individual-level names. Similarly, the use of individual-level labels can also facilitate differentiation of a group of non-face objects (strollers). This early learning leads to increased neural specialization for previously unfamiliar face or object groups. The current investigation aimed to determine whether early conceptual learning between 6 and 9 months leads to sustained behavioral advantages and neural changes in these same children at 4-6 years of age. Results suggest that relative to a control group of children with no previous training and to children with infant category-level naming experience, children with early individual-level training exhibited faster response times to human faces. Further, individual-level training with a face group - but not an object group - led to more adult-like neural responses for human faces. These results suggest that early individual-level learning results in long-lasting process-specific effects, which benefit categories that continue to be perceived and recognized at the individual level (e.g. human faces). © 2014 John Wiley & Sons Ltd.

  20. Improving Learning in a Traditional, Large-Scale Science Module with a Simple and Efficient Learning Design

    DEFF Research Database (Denmark)

    Godsk, Mikkel

    2014-01-01

    the impact on teaching and learning in terms of how the teacher and the students used the materials and the impact on the students’ performance and satisfaction. The article concludes that replacing face-to-face lectures with webcasts and online activities has the potential to improve learning in terms...... of a better student performance, higher student satisfaction, and a higher degree of flexibility for the students. In addition, the article discusses implications of using learning design for educational development, how learning design may help breaking with the perception that facilitating blended learning...... is a daunting process, and, ultimately, its potential for addressing some of the grand challenges in science education and the political agenda of today....

  1. Pervasive Learning

    DEFF Research Database (Denmark)

    Helms, Niels Henrik; Larsen, Lasse Juel

    2009-01-01

    , it is not a specific place where you can access scarce information. Pervasive or ubiquitous communication opens up for taking the organizing and design of learning landscapes a step further. Furthermore it calls for theoretical developments, which can open up for a deeper understanding of the relationship between...... emerging contexts, design of contexts and learning....

  2. Designing Game “Belajar Hanacaraka” As A Javanese Script Learning Media

    Directory of Open Access Journals (Sweden)

    Yonathan Happy Setiawan

    2018-01-01

    Full Text Available This paper discusses the design of games used as a medium of learning. The learning material is about Javanese script, which is taught from elementary to high school. Although it has been taught since elementary school, but not many students have mastered this material. The method of delivering the material used by the lecturers is usually by lecturing so that students become tired and bored, because they are forced to remember without understanding the basic concepts. The lack of an attractive and modern learning tool becomes another obstacle to the difficulty of studying the Javanese script. Games usually used as entertainment, now can be used for learning. Through the game, the learning process becomes more fun. Therefore it will be designed an educational game used for learning Javanese script. But to design the right educational game, research is needed. With the presence of this game is expected players can learn Javanese script material while playing.

  3. Getting Their Hands Dirty: Qualitative Study on Hands-on Learning for Architectural Students in Design-build Course

    Directory of Open Access Journals (Sweden)

    Zunaibi B. Abdullah

    2011-06-01

    Full Text Available This qualitative study provides an in-depth perspective of hands-on learning through the observation and analysis of architectural students' views in a design-build program at the University of Nebraska-Lincoln during the fall semester of 2008. Qualitative data was gathered from 14 participants involved in the construction of a low energy double-storey house in the city of Lincoln, Nebraska. The study inventoried the requisite characteristics of a design-build course. Participants' views and activities were studied to ascribe the qualitative benefits of hands-on learning. In addition, students' motivation towards hands-on activities were evaluated in reference to student confidence and independence levels towards their future career as architects, designers or other design-build professionals. The findings showed the design-build course could offer a specific knowledge that link between theoretical subjects and the practical expect of building contractions.

  4. Empowering the Design and the Sharing of Learning Plans by Means of Net Technologies: The IAMEL System

    Science.gov (United States)

    Bottino, Rosa Maria; Ott, Michela; Tavella, Mauro

    This paper reports on the research work carried out by the authors in the framework of the IAMEL project, supported by the Italian Ministry of Education. The project was mainly aimed at enhancing the teaching/learning of mathematics by providing teachers with specific e-learning platforms endowed with a number of dedicated tools supporting the setting-up and the carrying-out of specific in-field experiments. One of the main results of the project was the development of a methodology to carry out the design of educational interventions; such a methodology was based on a conceptual goal-oriented framework and on different authoring tools among which the IAMEL system, an online tool fully described in the paper that allows both the production and the sharing of pedagogical plans and consents the design and the modeling of educational interventions with different levels of granularity and scope.

  5. Client Mobile Software Design Principles for Mobile Learning Systems

    Directory of Open Access Journals (Sweden)

    Qing Tan

    2009-01-01

    Full Text Available In a client-server mobile learning system, client mobile software must run on the mobile phone to acquire, package, and send student’s interaction data via the mobile communications network to the connected mobile application server. The server will receive and process the client data in order to offer appropriate content and learning activities. To develop the mobile learning systems there are a number of very important issues that must be addressed. Mobile phones have scarce computing resources. They consist of heterogeneous devices and use various mobile operating systems, they have limitations with their user/device interaction capabilities, high data communications cost, and must provide for device mobility and portability. In this paper we propose five principles for designing Client mobile learning software. A location-based adaptive mobile learning system is presented as a proof of concept to demonstrate the applicability of these design principles.

  6. Design for learning - a case study of blended learning in a science unit.

    Science.gov (United States)

    Gleadow, Roslyn; Macfarlan, Barbara; Honeydew, Melissa

    2015-01-01

    Making material available through learning management systems is standard practice in most universities, but this is generally seen as an adjunct to the 'real' teaching, that takes place in face-to-face classes. Lecture attendance is poor, and it is becoming increasingly difficult to engage students, both in the material being taught and campus life. This paper describes the redevelopment of a large course in scientific practice and communication that is compulsory for all science students studying at our Melbourne and Malaysian campuses, or by distance education. Working with an educational designer, a blended learning methodology was developed, converting the environment provided by the learning management system into a teaching space, rather than a filing system. To ensure focus, topics are clustered into themes with a 'question of the week', a pre-class stimulus and follow up activities. The content of the course did not change, but by restructuring the delivery using educationally relevant design techniques, the content was contextualised resulting in an integrated learning experience. Students are more engaged intellectually, and lecture attendance has improved. The approach we describe here is a simple and effective approach to bringing this university's teaching and learning into the 21 (st) century.

  7. Exploring the Effectiveness of Blended Learning in Interior Design Education

    Science.gov (United States)

    Afacan, Yasemin

    2016-01-01

    This study explores how blended learning can contribute to interior design students' learning outcomes, their engagement with non-studio courses and affect their learning achievements. Within the framework of the study, a blended learning experience was carried out in "IAED 342 Building Performance" module at Bilkent University, Turkey.…

  8. Specific Learning Difficulties--What Teachers Need to Know

    Science.gov (United States)

    Hudson, Diana

    2015-01-01

    This book clearly explains what Specific Learning Difficulties (SpLD) are, and describes the symptoms of conditions most commonly encountered in the mainstream classroom: dyslexia, dyspraxia, dyscalculia, dysgraphia, Autism Spectrum Disorder, ADHD, and OCD. The author provides an overview of the strengths and weaknesses commonly associated with…

  9. Effectiveness of Memantine in Improvement of Cognitive Deficits in Specific Learning Disorder

    Directory of Open Access Journals (Sweden)

    Elham Ahmadi Zahrani

    2016-12-01

    Full Text Available Abstract Background: Specific learning disorder is a neurodevelopmental disorder characterized by persistent difficulties in learning academic skills in reading, written expression, or mathematics. This study was performed to investigate the effectiveness of memantine in the relief of cognitive deficits (selective attention, sustained attention, and working memory in specific learning disorder. Materials and Methods: This study is a clinical trial. Of all children 8-12 years referred to Amir Kabir Hospital 94 patients diagnosed with specific learning disorder based on DSMV diagnostic interview referred by specialist and randomly divided by two groups, memantine and placebo. Cognitive deficits before and after treatment were measured with continuous performance test, Stroop test and Wechsler Digit Span forward and reverse and Corsi test. Results: Multivariate analysis of variance showed a significant difference in error when answering, omission answer and corrected answer in continuous performance test, but this difference is not significant in response time. Difference in forward, reverse and collected auditory was significant and not significant in the auditory span. In active visual working memory at corsi cube test, difference was significant (p <0.05. Conclusion: The results showed that memantine in improvement of sustained attention, auditory working memory and visual working memory, is effective, while in selective attention is not effective and according to similarities of learning disorder and Attention deficit / Hyperactivity disorder (ADHD and the effectiveness of memantine in improvement of symptoms of ADHD, we can also use this drug in improvement of cognitive deficits of specific learning disorder.

  10. Theory-Generating Practice: Proposing a principle for learning design

    Directory of Open Access Journals (Sweden)

    Mie Buhl

    2016-06-01

    Full Text Available This contribution proposes a principle for learning design: Theory-Generating Practice (TGP as an alternative to the way university courses often are taught and structured with a series of theoretical lectures separate from practical experience and concluding with an exam or a project. The aim is to contribute to a development of theoretical frameworks for learning designs by suggesting TGP which may lead to new practices and turn the traditional dramaturgy for teaching upside down. TGP focuses on embodied experience prior to text reading and lectures to enhance theoretical knowledge building and takes tacit knowledge into account. The article introduces TGP and contextualizes it to a Danish tradition of didactics as well as discusses it in relation to contemporary conceptual currents of didactic design and learning design. This is followed by a theoretical framing of TGP, and is discussed through three empirical examples from bachelor and master programs involving technology, and showing three ways of practicing it.

  11. Theory-Generating Practice: Proposing a principle for learning design

    Directory of Open Access Journals (Sweden)

    Mie Buhl

    2016-05-01

    Full Text Available This contribution proposes a principle for learning design: Theory-Generating Practice (TGP as an alternative to the way university courses often are taught and structured with a series of theoretical lectures separate from practical experience and concluding with an exam or a project. The aim is to contribute to a development of theoretical frameworks for learning designs by suggesting TGP which may lead to new practices and turn the traditional dramaturgy for teaching upside down. TGP focuses on embodied experience prior to text reading and lectures to enhance theoretical knowledge building and takes tacit knowledge into account. The article introduces TGP and contextualizes it to a Danish tradition of didactics as well as discusses it in relation to contemporary conceptual currents of didactic design and learning design. This is followed by a theoretical framing of TGP, and is discussed through three empirical examples from bachelor and master programs involving technology, and showing three ways of practicing it.

  12. Theory-generating practice. Proposing a principle for learning design

    DEFF Research Database (Denmark)

    Buhl, Mie

    2016-01-01

    This contribution proposes a principle for learning design – Theory-Generating Practice (TGP) – as an alternative to the way university courses are traditionally taught and structured, with a series of theoretical lectures isolated from practical experience and concluding with an exam or a project...... building, and takes tacit knowledge into account. The article introduces TGP, contextualizes it to a Danish tradition of didactics, and discusses it in relation to contemporary conceptual currents of didactic design and learning design. This is followed by a theoretical framing of TGP. Finally, three...

  13. Designing for Motivation: Design-Considerations for Spaced-Repetition-Based Learning Games on Mobile Devices

    Science.gov (United States)

    Schimanke, Florian; Mertens, Robert; Vornberger, Oliver

    2017-01-01

    Learning games are an ideal vessel for many kinds of learning content. Playful interaction with the subject matter makes the human mind more receptive and thus learning itself more effective. Well designed games also come with an addictive game-play that makes users want to play the game over and over. This is intended in fun games but it can be…

  14. Managing specific learning disability in schools in India.

    Science.gov (United States)

    Karande, Sunil; Sholapurwala, Rukhshana; Kulkarni, Madhuri

    2011-07-01

    Specific learning disability (dyslexia, dysgraphia, and dyscalculia) afflicts 5-15% of school-going children. Over the last decade; awareness about this invisible handicap has grown in India. However, much needs to be done to ensure that each afflicted child gets an opportunity to achieve his or her full academic potential in regular mainstream schools. In order to achieve this ideal scenario, all regular classroom teachers should be sensitized to suspect, and trained to screen for this disability when the child is in primary school. School managements should become proactive to set up resource rooms and employ special educators to ensure that these children receive regular and affordable remedial education; and be diligent in ensuring that these children get the mandatory provisions both during school and board examinations. Once specific learning disability is recognized as a disability by the Government of India, these children with the backing of the Right to Education Act, would be able to benefit significantly.

  15. Qualitative and quantitative revaluation of specific learning disabilities: a multicentric study.

    Science.gov (United States)

    Operto, Francesca F; Mazza, Roberta; Buttiglione, Maura; Craig, Francesco; Frolli, Alessandro; Pisano, Simone; Margari, Lucia; Coppola, Giangennaro

    2018-04-12

    Specific learning disabilities are disorders that affect the instrumental skills of academic learning, leaving intact the general intellectual functioning. It is possible to distinguish: dyslexia, dysorthography, dysgraphia, and dyscalculia. The diagnosis is made according to DSMV. The aim of this study is to evaluate the implementation of Law N° 170 following a diagnosis of specific learning disabilities in children and their evolution over time. The sample under examination consists of 75 children, 56 males and 18 females aged 7,8 to 16 years, with a diagnosis of specific learning disabilities; a revaluation was carried outthrough the use of standardized instruments according to age and school attended. A twopart questionnaire was proposed: the first part turned to the parents/carers of the child and the second part turned to the boy himself. The improvement parameter has been linked, through a statistical analysis of univarianza with intelligence quotient, age, application of the law 10 October 2010 n 170, rehabilitative paths and attending afterschool program. Most of the guys are followed at school by the application of the law 170 and, outside school, by attending speech and neuropsychological therapy and after school. Going to investigate the actual use of the measures put in place by the school, it is evident a partial and incomplete application of Law 170. The most suitable measures for these children are pedagogical measures in order to make them integrate with the group class and strengthen their capacities through specific measures provided by a specific legislative decree.

  16. Learning Specific Content in Technology Education: Learning Study as a Collaborative Method in Swedish Preschool Class Using Hands-On Material

    Science.gov (United States)

    Kilbrink, Nina; Bjurulf, Veronica; Blomberg, Ingela; Heidkamp, Anja; Hollsten, Ann-Christin

    2014-01-01

    This article describes the process of a learning study conducted in technology education in a Swedish preschool class. The learning study method used in this study is a collaborative method, where researchers and teachers work together as a team concerning teaching and learning about a specific learning object. The object of learning in this study…

  17. From E-learning to Blended Learning

    DEFF Research Database (Denmark)

    Hansen, Line Skov; Hansen, Ole

    2013-01-01

    . The project uses a ?capacity building strategy where new practice and skills are built through pedagogical interventions mostly designed as courses based on blended learning with a dialogue oriented and practice related team-work as an important part. Through this work the team learns how to use a specific...

  18. Enabling Teachers to Develop Pedagogically Sound and Technically Executable Learning Designs

    NARCIS (Netherlands)

    Miao, Yongwu; Van der Klink, Marcel; Boon, Jo; Sloep, Peter; Koper, Rob

    2008-01-01

    Miao, Y., Van der Klink, M., Boon, J., Sloep, P. B., & Koper, R. (2009). Enabling Teachers to Develop Pedagogically Sound and Technically Executable Learning Designs [Special issue: Learning Design]. Distance Education, 30(2), 259-276.

  19. Task design for improving students’ engagement in mathematics learning

    Science.gov (United States)

    Khairunnisa

    2018-01-01

    This article analysed the importance of task design as one of the instruments in the learning and its application in several studies. Through task design, students engage in learning caused them enthusiastically in expressing ideas, opinion or knowledge of them. Thus, the teacher was able to gain an idea of knowledge belonging to students. By using this information, teachers are able to develop the thinking ability of students.

  20. Learning by Example: Designing and Developing Linked Data Application

    Science.gov (United States)

    Tharani, Karim

    2016-01-01

    According to constructivist theory of learning, new knowledge is learned on the basis of what is already known by learners. Thus for an emerging and transformative technology such as Linked Data to be learned, the technology must be made relevant for learners and must be compatible with their skillset. Designing and developing Linked Data…

  1. Relationship between Designing Computer-based Educational Games, and Learning Motivation among Elementary Students

    Directory of Open Access Journals (Sweden)

    Zahra Jamebozorg

    2017-12-01

    Full Text Available Background: Motivation is an important factor in learning. Educational games increase the learning motivation and understanding of students by creating a sense of joy, satisfaction and involvement. However, it is necessary to incorporate learning elements into the games, differently. In this study, the researcher tried to provide a model for designing educational games and determining its relationship with learning motivation. Materials and Methods:  Components of the model for designing educational games were first determined qualitatively. Then, the relationship between the educational games designed and students' learning motivation was determined. A self-made questionnaire, with elements of educational game designing along with another questionnaire was used to determine the learning motivation. The obtained data were analyzed using Pearson correlation coefficient and independent t-test. Results: The model, with 4 main components and 26 sub-components, was designed. That set of various elements, including: the rules, objectives, tools, results and feedbacks, accidents, challenges and interactions displayed in the context of the game, along with instructional design component such as analysis, design, development, utilization and evaluation were used. After implementation of the pattern and designing the "States of Matter" lesson in the science book for the third graders, the results showed that there is a significant correlation between the use of designed educational game and components of the students’ learning motivation (r= 0.85 and P=0.01. Conclusion: According to this study given the relationship between the use of educational games and motivation to learn, it can be concluded that the educational games designed according to scientific principles could lead to the improved students’ motivation and learning.

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

    Science.gov (United States)

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

    2015-01-01

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

  3. Academic Achievement and Memory Differences among Specific Learning Disabilities Subtypes

    Science.gov (United States)

    Carmichael, Jessica A.; Fraccaro, Rebecca L.; Miller, Daniel C.; Maricle, Denise E.

    2014-01-01

    Reading, writing, and math are academic skills involving a number of different executive functions, particularly working memory. Children with specific learning disabilities (SLD) may present myriad academic difficulties, depending on their specific area(s) of processing weakness. is study examined differences in academic achievement and working…

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

    Directory of Open Access Journals (Sweden)

    Gilly Salmon

    2014-01-01

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

  5. vPELS: An E-Learning Social Environment for VLSI Design with Content Security Using DRM

    Science.gov (United States)

    Dewan, Jahangir; Chowdhury, Morshed; Batten, Lynn

    2014-01-01

    This article provides a proposal for personal e-learning system (vPELS [where "v" stands for VLSI: very large scale integrated circuit])) architecture in the context of social network environment for VLSI Design. The main objective of vPELS is to develop individual skills on a specific subject--say, VLSI--and share resources with peers.…

  6. Using Problem Based Learning and Game Design to motivate Non-technical Students to engage in Technical Learning

    DEFF Research Database (Denmark)

    Reng, Lars; Schoenau-Fog, Henrik

    2010-01-01

    technology, a broader segment of students are consequently enrolled. One of the challenges of these new educations is to motivate the artistic minded students in learning the technical aspects of the curriculum, as they need these qualifications to work in the industry. At Aalborg University’s department...... have engaged and motivated artistic students to learn technical topics on their own....... of Medialogy, we employ problem based learning and game design to engage these students in learning the technical elements. This paper will describe our approach and exemplify the method by introducing various examples of student projects, where the interest in game design combined with problem based learning...

  7. Service-Learning and Interior Design: A Case Study

    Science.gov (United States)

    Sterling, Mary

    2007-01-01

    The case study approach was used to analyze experiential learning through its three components: knowledge, action, and reflection. Two interior design courses were integrated through a university service-learning project. The restoration/adaptive reuse of a 95-year-old library building was to serve as a prototype for future off-campus…

  8. Creating Learning Environment Connecting Engineering Design and 3D Printing

    Science.gov (United States)

    Pikkarainen, Ari; Salminen, Antti; Piili, Heidi

    Engineering education in modern days require continuous development in didactics, pedagogics and used practical methods. 3D printing provides excellent opportunity to connect different engineering areas into practice and produce learning by doing applications. The 3D-printing technology used in this study is FDM (Fused deposition modeling). FDM is the most used 3D-printing technology by commercial numbers at the moment and the qualities of the technology makes it popular especially in academic environments. For achieving the best result possible, students will incorporate the principles of DFAM (Design for additive manufacturing) into their engineering design studies together with 3D printing. This paper presents a plan for creating learning environment for mechanical engineering students combining the aspects of engineering design, 3D-CAD learning and AM (additive manufacturing). As a result, process charts for carrying out the 3D printing process from technological point of view and design process for AM from engineering design point of view were created. These charts are used in engineering design education. The learning environment is developed to work also as a platform for Bachelor theses, work-training environment for students, prototyping service centre for cooperation partners and source of information for mechanical engineering education in Lapland University of Applied Sciences.

  9. Towards characterising design-based learning in engineering education : a review of the literature

    NARCIS (Netherlands)

    Gomez Puente, S.M.; Eijck, van M.W.; Jochems, W.M.G.

    2011-01-01

    Design-based learning is a teaching approach akin to problem-based learning but one to which the design of artefacts, systems and solutions in project-based settings is central. Although design-based learning has been employed in the practice of higher engineering education, it has hardly been

  10. Teaching strategic and systems design to facilitate collaboration and learning

    Directory of Open Access Journals (Sweden)

    Andre Liem

    2012-08-01

    Full Text Available As strategic and systems approaches are becoming more relevant in design education when it concerns collaborative projects with the industry, an explicit systems design methodology is needed to structure collaboration and learning among students, educators, and the Norwegian industry. This article describes three alternative studio projects for teaching strategic and systems design with the involvement of Norwegian companies. Besides this, the approaches and fundamental theories of design thinking and reasoning, which are characteristic of these projects, were reflected against each other. In the undergraduate (year 2 systems thinking design studio, the challenge was to train students to understand how system elements are rationally interconnected with their suprasystems and subsystems based on usability and man-machine interactions. In addition to the challenges pertaining to systems thinking, collabora­tive learning and designing based on a mentorship learning concept were introduced in the Vertical Design Studio, which involved second- and third-year students. Concerning the postgraduate fourth-year strategic design projects with the industry, the challenge was to involve Norwegian companies in product planning and goal finding as well as in innovation and design activities and to assess how supportive and receptive these companies were towards radical innovation/diversification. The analysis of completed projects shows that the Norwegian industry is supportive of strategic design but is rather conservative and risk averse when it concerns accepting and implementing radical innovation initiatives. Referring to user-centred and context-based innovation, this article also supports the implementation of a systems approach to facilitate social and hierarchical learning across the second-year systems design studio, second- and third-year vertical studios, and fourth-year strategic design studio.

  11. Teachers as Learning Designers: What Technology Has to Do with Learning. A View from Singapore

    Science.gov (United States)

    Fei, Victor Lim; Hung, David

    2016-01-01

    This article discusses the controversies and value in the use of technology for learning. It proposes that as a teaching tool, technology also opens up new possibilities for teachers to design meaningful learning experiences for their students. The appropriate use of technology promises to deepen the learning of traditional literacy, numeracy, and…

  12. Inclusive design in architectural practice: Experiential learning of disability in architectural education.

    Science.gov (United States)

    Mulligan, Kerry; Calder, Allyson; Mulligan, Hilda

    2018-04-01

    The built environment can facilitate or impede an individual's ability to participate in society. This is particularly so for people with disability. Architects are well placed to be advocates for design that enhances societal equality. This qualitative study explored architectural design students' perceptions of inclusive design, their reflections resulting from an experiential learning module and the subsequent influence of these on their design practice. Twenty four architectural design students participated in focus groups or individual interviews. Data were analyzed thematically. Three themes were evident: 1) Inclusive design was perceived as challenging, 2) Appreciation for the opportunity to learn about the perspectives of people with disabilities, and 3) Change of attitude toward inclusive design. Experiential learning had fostered reflection, changes in attitude and the realization that inclusive design, should begin at the start of the design process. For equitable access for all people to become reality, experiential learning, coupled with positive examples of inclusive design should be embedded in architectural education. Copyright © 2017 Elsevier Inc. All rights reserved.

  13. Designing discovery learning environments: process analysis and implications for designing an information system

    NARCIS (Netherlands)

    Pieters, Julius Marie; Limbach, R.; de Jong, Anthonius J.M.

    2004-01-01

    A systematic analysis of the design process of authors of (simulation based) discovery learning environments was carried out. The analysis aimed at identifying the design activities of authors and categorising knowledge gaps that they experience. First, five existing studies were systematically

  14. 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...

  15. Understanding Impulsivity among Children with Specific Learning Disabilities in Inclusion Schools

    Science.gov (United States)

    Al-Dababneh, Kholoud Adeeb; Al-Zboon, Eman K.

    2018-01-01

    Impulsive behavior is a characteristic of children with specific learning disabilities (SLD), and is related to learning ability. The present study aims to identify impulsivity behavior in children with SLD who attend inclusion schools, from their resource room teachers' perspectives. A 31-item questionnaire that addressed four subscales was…

  16. Teacher educators' design and implementation of group learning activities

    NARCIS (Netherlands)

    De Hei, Miranda S.A.; Sjoer, Ellen; Admiraal, Wilfried; Strijbos, J.W.

    2016-01-01

    Group Learning Activities (GLAs) are a key ingredient of course designs in higher education. Various approaches for designing GLAs have been developed, featuring different design components. However, this has not yet resulted in clear guidelines for teachers on how to design GLAs. The purpose of

  17. The Global Studio - Incorporating Peer-Learning into the Design Curriculum

    Directory of Open Access Journals (Sweden)

    Aysar Ghassan

    2015-07-01

    Full Text Available In ‘tutor-led’ design education, lecturers reside at the centre of teaching & learning activi­ties. We argue that tutor-led design education does not prepare graduates sufficiently for working in highly complex professional capacities. We outline an alternative learning envi­­ron­ment named the Global Studio in which lecturers are more ‘distant’ in pedagogical activities. This ‘distance’ opens up learning spaces which expose students to complex project situations in preparation for professional working life. Global Studio projects are ‘student-led’ and contain explicit opportunities for peer tutoring to ensue. Feedback indicates that learners benefitted from engaging in peer tutoring. However, many students struggled with making important decisions when operating outside of the tutor-led learning environment. To maximise their benefit, we argue that student-led projects featuring peer-tutoring should be scaffolded throughout design programmes to provide students with a sufficient level of expo­sure to this mode of learning. Image by artist Malcom Jones. http://www.malcomjones.com/index.htm

  18. Design of multi-specificity in protein interfaces.

    Directory of Open Access Journals (Sweden)

    Elisabeth L Humphris

    2007-08-01

    Full Text Available Interactions in protein networks may place constraints on protein interface sequences to maintain correct and avoid unwanted interactions. Here we describe a "multi-constraint" protein design protocol to predict sequences optimized for multiple criteria, such as maintaining sets of interactions, and apply it to characterize the mechanism and extent to which 20 multi-specific proteins are constrained by binding to multiple partners. We find that multi-specific binding is accommodated by at least two distinct patterns. In the simplest case, all partners share key interactions, and sequences optimized for binding to either single or multiple partners recover only a subset of native amino acid residues as optimal. More interestingly, for signaling interfaces functioning as network "hubs," we identify a different, "multi-faceted" mode, where each binding partner prefers its own subset of wild-type residues within the promiscuous binding site. Here, integration of preferences across all partners results in sequences much more "native-like" than seen in optimization for any single binding partner alone, suggesting these interfaces are substantially optimized for multi-specificity. The two strategies make distinct predictions for interface evolution and design. Shared interfaces may be better small molecule targets, whereas multi-faceted interactions may be more "designable" for altered specificity patterns. The computational methodology presented here is generalizable for examining how naturally occurring protein sequences have been selected to satisfy a variety of positive and negative constraints, as well as for rationally designing proteins to have desired patterns of altered specificity.

  19. Data Science and Optimal Learning for Material Discovery and Design

    Science.gov (United States)

    ; Optimal Learning for Material Discovery & Design Data Science and Optimal Learning for Material inference and optimization methods that can constrain predictions using insights and results from theory directions in the application of information theoretic tools to materials problems related to learning from

  20. Universal Design for Learning in the Classroom: Practical Applications. What Works for Special-Needs Learners Series

    Science.gov (United States)

    Hall, Tracey E., Ed.; Meyer, Anne, Ed.; Rose, David H., Ed.

    2012-01-01

    Clearly written and well organized, this book shows how to apply the principles of universal design for learning (UDL) across all subject areas and grade levels. The editors and contributors describe practical ways to develop classroom goals, assessments, materials, and methods that use UDL to meet the needs of all learners. Specific teaching…

  1. Designing learning environments to teach interactive Quantum Physics

    NARCIS (Netherlands)

    Gómez Puente, S.M.; Swagten, H.J.M.

    2012-01-01

    This study aims at describing and analysing systematically an interactive learning environment designed to teach Quantum Physics, a second-year physics course. The instructional design of Quantum Physics is a combination of interactive lectures (using audience response systems), tutorials and

  2. Cloud-Based Mobile Learning

    Directory of Open Access Journals (Sweden)

    Alexandru BUTOI

    2013-01-01

    Full Text Available As the cloud technologies are largely studied and mobile technologies are evolving, new di-rections for development of mobile learning tools deployed on cloud are proposed.. M-Learning is treated as part of the ubiquitous learning paradigm and is a pervasive extension of E-Learning technologies. Development of such learning tools requires specific development strategies for an effective abstracting of pedagogical principles at the software design and implementation level. Current paper explores an interdisciplinary approach for designing and development of cloud based M-Learning tools by mapping a specific development strategy used for educational programs to software prototyping strategy. In order for such instruments to be user effective from the learning outcome point of view, the evaluation process must be rigorous as we propose a metric model for expressing the trainee’s overall learning experience with evaluated levels of interactivity, content presentation and graphical user interface usability.

  3. Learning design for science teacher training and educational development

    DEFF Research Database (Denmark)

    Bjælde, Ole Eggers; Caspersen, Michael E.; Godsk, Mikkel

    This paper presents the impact and perception of two initiatives at the Faculty of Science and Technology, Aarhus University: the teacher training module ‘Digital Learning Design’ (DiLD) for assistant professors and postdocs, and the STREAM learning design model and toolkit for enhancing and tran......This paper presents the impact and perception of two initiatives at the Faculty of Science and Technology, Aarhus University: the teacher training module ‘Digital Learning Design’ (DiLD) for assistant professors and postdocs, and the STREAM learning design model and toolkit for enhancing...... and transforming modules. Both DiLD and the STREAM model have proven to be effective and scalable approaches to encourage educators across all career steps to embrace the potentials of educational technology in science higher education. Moreover, the transformed modules have resulted in higher student satisfaction...

  4. Global, Broad, or Specific Cognitive Differences? Using a MIMIC Model to Examine Differences in CHC Abilities in Children with Learning Disabilities

    Science.gov (United States)

    Niileksela, Christopher R.; Reynolds, Matthew R.

    2014-01-01

    This study was designed to better understand the relations between learning disabilities and different levels of latent cognitive abilities, including general intelligence (g), broad cognitive abilities, and specific abilities based on the Cattell-Horn-Carroll theory of intelligence (CHC theory). Data from the "Differential Ability…

  5. Prevalence of specific learning disabilities among primary school children in a South Indian city.

    Science.gov (United States)

    Mogasale, Vijayalaxmi V; Patil, Vishwanath D; Patil, Nanasaheb M; Mogasale, Vittal

    2012-03-01

    To measure the prevalence of specific learning disabilities (SpLDs) such as dyslexia, dysgraphia and dyscalculia among primary school children in a South Indian city. A cross-sectional multi-staged stratified randomized cluster sampling study was conducted among children aged 8-11 years from third and fourth standard. A six level screening approach that commenced with identification of scholastic backwardness followed by stepwise exclusion of impaired vision and hearing, chronic medical conditions and subnormal intelligence was carried out among these children. In the final step, the remaining children were subjected to specific tests for reading, comprehension, writing and mathematical calculation. The prevalence of specific learning disabilities was 15.17% in sampled children, whereas 12.5%, 11.2% and 10.5% had dysgraphia, dyslexia and dyscalculia respectively. This study suggests that the prevalence of SpLDs is at the higher side of previous estimations in India. The study is unique due to its large geographically representative design and identification of the problem using simplified screening approach and tools, which minimizes the number and time of specialist requirement and spares the expensive investigation. This approach and tools are suitable for field situations and resource scarce settings. Based on the authors' experience, they express the need for more prevalence studies, remedial education and policy interventions to manage SpLDs at main stream educational system to improve the school performance in Indian children.

  6. Towards Primary School Physics Teaching and Learning: Design Research Approach. Research Report 256

    Science.gov (United States)

    Juuti, Kalle

    2005-01-01

    This thesis describes a project to design a primary school physics learning environment which takes into account teachers' needs, design procedures, properties of the learning environment, and pupil learning outcomes. The project's design team has wide experience in research and development work in relation to science education, the use of ICT in…

  7. Mobile Apps for Reflection in Learning: A Design Research in K-12 Education

    Science.gov (United States)

    Leinonen, Teemu; Keune, Anna; Veermans, Marjaana; Toikkanen, Tarmo

    2016-01-01

    This study takes a design-based research approach to explore how applications designed for mobile devices could support reflection in learning in K-12 education. Use of mobile devices is increasing in schools. Most of the educational apps support single-person use of interactive learning materials, simulations and learning games. Apps designed to…

  8. LINKING CLASSROOM AND COMMUNITY: A THEORETICAL ALIGNMENT OF SERVICE LEARNING AND A HUMAN-CENTERED DESIGN METHODOLOGY IN CONTEMPORARY COMMUNICATION DESIGN EDUCATION

    Directory of Open Access Journals (Sweden)

    Anneli Bowie

    2016-04-01

    Full Text Available The current emphasis on social responsibility and community collaboration within higher education has led to an increased drive to include service learning in the curriculum. With its emphasis on mutually beneficial collaborations, service learning can be meaningful for both students and the community, but is challenging to manage successfully. From a design education perspective, it is interesting to note that contemporary design practice emphasises a similar approach known as a human-centered design, where users are considered and included throughout the design process. In considering both service learning and human-centred design as foundations for design pedagogy, various philosophical and methodological similarities are evident. The paper explores the relationship between a service learning community engagement approach and a human-centered design approach in contemporary communication design education. To this end, each approach is considered individually after which a joint frame of reference is presented. Butin’s service learning typology, namely the four Rs – respect, reciprocity, relevance and reflection – serves as a point of departure for the joint frame of reference. Lastly, the potential value and relevance of a combined understanding of service learning and human-centered design is considered.

  9. Forum on Specifications and Design Languages 2012

    CERN Document Server

    2014-01-01

    This book brings together a selection of the best papers from the fifteenth edition of the Forum on specification and Design Languages Conference (FDL), which was held in September 2012 at Vienna University of Technology, Vienna, Austria.  FDL is a well-established international forum devoted to dissemination of research results, practical experiences and new ideas in the application of specification, design and verification languages to the design, modeling and verification of integrated circuits, complex hardware/software embedded systems, and mixed-technology systems.  ·         Covers Assertion Based Design, Verification & Debug; ·         Includes language-based modeling and design techniques for embedded systems; ·         Covers design, modeling and verification of mixed physical domain and mixed signal systems that include significant analog parts in electrical and non-electrical domains; ·         Includes formal and semi-formal system level design methods fo...

  10. Designing anticancer peptides by constructive machine learning.

    Science.gov (United States)

    Grisoni, Francesca; Neuhaus, Claudia; Gabernet, Gisela; Müller, Alex; Hiss, Jan; Schneider, Gisbert

    2018-04-21

    Constructive machine learning enables the automated generation of novel chemical structures without the need for explicit molecular design rules. This study presents the experimental application of such a generative model to design membranolytic anticancer peptides (ACPs) de novo. A recurrent neural network with long short-term memory cells was trained on alpha-helical cationic amphipathic peptide sequences and then fine-tuned with 26 known ACPs. This optimized model was used to generate unique and novel amino acid sequences. Twelve of the peptides were synthesized and tested for their activity on MCF7 human breast adenocarcinoma cells and selectivity against human erythrocytes. Ten of these peptides were active against cancer cells. Six of the active peptides killed MCF7 cancer cells without affecting human erythrocytes with at least threefold selectivity. These results advocate constructive machine learning for the automated design of peptides with desired biological activities. © 2018 WILEY-VCH Verlag GmbH & Co. KGaA, Weinheim.

  11. Computational network design from functional specifications

    KAUST Repository

    Peng, Chi Han

    2016-07-11

    Connectivity and layout of underlying networks largely determine agent behavior and usage in many environments. For example, transportation networks determine the flow of traffic in a neighborhood, whereas building floorplans determine the flow of people in a workspace. Designing such networks from scratch is challenging as even local network changes can have large global effects. We investigate how to computationally create networks starting from only high-level functional specifications. Such specifications can be in the form of network density, travel time versus network length, traffic type, destination location, etc. We propose an integer programming-based approach that guarantees that the resultant networks are valid by fulfilling all the specified hard constraints and that they score favorably in terms of the objective function. We evaluate our algorithm in two different design settings, street layout and floorplans to demonstrate that diverse networks can emerge purely from high-level functional specifications.

  12. Review of Opinions of Math Teachers Concerning the Learning Environment That They Design

    Science.gov (United States)

    Aydin, Bünyamin; Yavuz, Ayse

    2016-01-01

    Design of appropriate learning environment has a significant importance in creation of aims of the math teaching. In the design of learning environments, teachers play a significant role. The aim of this study is determination of opinions of the math teachers concerning the learning environment that they design. In accordance with this aim, an…

  13. "E-tivities from the Front Line”: A Community of Inquiry Case Study Analysis of Educators’ Blog Posts on the Topic of Designing and Delivering Online Learning

    Directory of Open Access Journals (Sweden)

    Phemie Wright

    2014-04-01

    Full Text Available Designing and implementing successful online learning has been at the forefront of institutional agendas since digital learning increased in market demand over the last decade. However there is still ongoing debate as to the “how” of this arduous task. The Community of Inquiry (CoI is one learning design method that has seen potential in the field, but practical implementation of designing for the important components of Social, Cognitive and Teaching Presence have yet to be fully realised. This paper researches an e-learning design strategy called E-tivities as a suggested possible method for designing for CoI components. The research explored recent online blog posts of experienced learning designers’ and educators’ experience in designing successful online learning using E-tivities. Results suggest the E-tivities do have the potential to cater for all Presences of CoI. Specifically when using E-tivities to design online learning Affective Expression was the highest reported Social Presence design factor. All four components of Cognitive Presence appeared to be present in E-tivities design. The most important component for adequate Teaching Presence factors was the initial Design and Organisation of the course. E-tivities and the 5-Stage Model provides a solid framework for this to occur.

  14. A Framework for Collaborative Networked Learning in Higher Education: Design & Analysis

    Directory of Open Access Journals (Sweden)

    Ghassan F. Issa

    2014-06-01

    Full Text Available This paper presents a comprehensive framework for building collaborative learning networks within higher educational institutions. This framework focuses on systems design and implementation issues in addition to a complete set of evaluation, and analysis tools. The objective of this project is to improve the standards of higher education in Jordan through the implementation of transparent, collaborative, innovative, and modern quality educational programs. The framework highlights the major steps required to plan, design, and implement collaborative learning systems. Several issues are discussed such as unification of courses and program of studies, using appropriate learning management system, software design development using Agile methodology, infrastructure design, access issues, proprietary data storage, and social network analysis (SNA techniques.

  15. Developing Learning Analytics Design Knowledge in the "Middle Space": The Student Tuning Model and Align Design Framework for Learning Analytics Use

    Science.gov (United States)

    Wise, Alyssa Friend; Vytasek, Jovita Maria; Hausknecht, Simone; Zhao, Yuting

    2016-01-01

    This paper addresses a relatively unexplored area in the field of learning analytics: how analytics are taken up and used as part of teaching and learning processes. Initial steps are taken towards developing design knowledge for this "middle space," with a focus on students as analytics users. First, a core set of challenges for…

  16. Improving the Design of a Learning Game through Intrinsic Integration and Playtesting

    Science.gov (United States)

    Denham, André R.

    2016-01-01

    Designing and developing games for learning is a difficult endeavor. Educational game designers must not only make an engaging and motivating game, but must also ensure that learning takes place as a result of gameplay. Educational researchers have sought to define design principles in order to lessen the difficulty involved with game design. In…

  17. Identifying Instructional Strategies Used to Design Mobile Learning in a Corporate Setting

    Science.gov (United States)

    Jackson-Butler, Uletta

    2016-01-01

    The purpose of this qualitative embedded multiple case study was to describe what instructional strategies corporate instructional designers were using to design mobile learning and to understand from their experiences which instructional strategies they believed enhance learning. Participants were five instructional designers who were actively…

  18. Identifying Learning Patterns of Children at Risk for Specific Reading Disability

    Science.gov (United States)

    Barbot, Baptiste; Krivulskaya, Suzanna; Hein, Sascha; Reich, Jodi; Thuma, Philip E.; Grigorenko, Elena L.

    2016-01-01

    Differences in learning patterns of vocabulary acquisition in children at risk (+SRD) and not at risk (-SRD) for Specific Reading Disability (SRD) were examined using a microdevelopmental paradigm applied to the multi-trial Foreign Language Learning Task (FLLT; Baddeley et al., 1995). The FLLT was administered to 905 children from rural…

  19. OpenU: design of an integrated system to support lifelong learning

    NARCIS (Netherlands)

    Hermans, Henry

    2015-01-01

    This thesis describes the design and first implementation of an online system for lifelong learning, that enables educational institutions to adapt the learning process to identifiable groups of adult learners. The design of this system is situated in the context of a distance teaching university

  20. Problem-based learning: a strategic learning system design for the education of healthcare professionals in the 21st century.

    Science.gov (United States)

    Gwee, Matthew Choon-Eng

    2009-05-01

    Problem-based learning (PBL) was first implemented by McMaster University medical school in 1969 as a radical, innovative, and alternative pathway to learning in medical education, thus setting a new educational trend. PBL has now spread widely across the globe and beyond the healthcare disciplines, and has prevailed for almost four decades. PBL is essentially a strategic learning system design, which combines several complementary educational principles for the delivery of instruction. PBL is specifically aimed at enhancing and optimizing the educational outcomes of learner-centered, collaborative, contextual, integrated, self-directed, and reflective learning. The design and delivery of instruction in PBL involve peer teaching and learning in small groups through the social construction of knowledge using a real-life problem case to trigger the learning process. Therefore, PBL represents a major shift in the educational paradigm from the traditional teacher-directed (teacher-centered) instruction to student-centered (learner-centered) learning. PBL is firmly underpinned by several educational theories, but problems are often encountered in practice that can affect learning outcomes. Educators contemplating implementing PBL in their institutions should have a clear understanding of its basic tenets, its practice and its philosophy, as well as the issues, challenges, and opportunities associated with its implementation. Special attention should be paid to the training and selection of PBL tutors who have a critical role in the PBL process. Furthermore, a significant change in the mindsets of both students and teachers are required for the successful implementation of PBL. Thus, effective training programs for students and teachers must precede its implementation. PBL is a highly resource-intensive learning strategy and the returns on investment (i.e. the actual versus expected learning outcomes) should be carefully and critically appraised in the decision

  1. The OHS consultant as a facilitator of learning in workplace design processes

    DEFF Research Database (Denmark)

    Broberg, Ole; Hermund, Ingelise

    2007-01-01

    Occupational health service (OHS) consultancy on workplace design proc-esses in client enterprises is expected also to entail some elements of learn-ing. When the OHS consultant has performed the task the enterprise should have learned something on how to integrate health and safety aspects...... into the workplace design process, thereby making it easier for the enterprise to manage such a change in the future. The objective of this explorative study was to survey current practice of OHS consultants and put forward recom-mendations on how to improve the learning aspects of OHS consultancy. Four cases were...... devices between different communities of practice. Certain boundary objects work better than others in promoting learning and collaborative workplace design processes. For both industry and OHS units it is of importance to properly understand learning models and to align their mutual expectations...

  2. Multiple Pathways to Learning: An Examination of Universal Design and Online Strategic Learning in Higher Education

    Science.gov (United States)

    Hicks, Maryruth Wilks

    2010-01-01

    The purpose of this study was to examine the effectiveness of universally designed (UD) instruction on strategic learning in an online, interactive learning environment (ILE). The research focused on the premise that the customizable, media-based framework of UD instruction might influence diverse online learning strategies. This study…

  3. A theoretical design for learning model addressing the networked society

    DEFF Research Database (Denmark)

    Levinsen, Karin; Nielsen, Janni; Sørensen, Birgitte Holm

    2010-01-01

    The transition from the industrial to the networked society produces contradictions that challenges the educational system and force it to adapt to new conditions. In a Danish virtual Master in Information and Communication Technologies and Learning (MIL) these contradictions appear as a field of...... which enables students to develop Networked Society competencies and maintain progression in the learning process also during the online periods. Additionally we suggest that our model contributes to the innovation of a networked society's design for learning....... is continuously decreasing. We teach for deep learning but are confronted by students' cost-benefit strategies when they navigate through the study programme under time pressure. To meet these challenges a Design for Learning Model has been developed. The aim is to provide a scaffold that ensures students......' acquisition of the subject matter within a time limit and at a learning quality that support their deep learning process during a subsequent period of on-line study work. In the process of moving from theory to application the model passes through three stages: 1) Conceptual modelling; 2) Orchestration, and 3...

  4. A strategy for quantum algorithm design assisted by machine learning

    International Nuclear Information System (INIS)

    Bang, Jeongho; Lee, Jinhyoung; Ryu, Junghee; Yoo, Seokwon; Pawłowski, Marcin

    2014-01-01

    We propose a method for quantum algorithm design assisted by machine learning. The method uses a quantum–classical hybrid simulator, where a ‘quantum student’ is being taught by a ‘classical teacher’. In other words, in our method, the learning system is supposed to evolve into a quantum algorithm for a given problem, assisted by a classical main-feedback system. Our method is applicable for designing quantum oracle-based algorithms. We chose, as a case study, an oracle decision problem, called a Deutsch–Jozsa problem. We showed by using Monte Carlo simulations that our simulator can faithfully learn a quantum algorithm for solving the problem for a given oracle. Remarkably, the learning time is proportional to the square root of the total number of parameters, rather than showing the exponential dependence found in the classical machine learning-based method. (paper)

  5. A strategy for quantum algorithm design assisted by machine learning

    Science.gov (United States)

    Bang, Jeongho; Ryu, Junghee; Yoo, Seokwon; Pawłowski, Marcin; Lee, Jinhyoung

    2014-07-01

    We propose a method for quantum algorithm design assisted by machine learning. The method uses a quantum-classical hybrid simulator, where a ‘quantum student’ is being taught by a ‘classical teacher’. In other words, in our method, the learning system is supposed to evolve into a quantum algorithm for a given problem, assisted by a classical main-feedback system. Our method is applicable for designing quantum oracle-based algorithms. We chose, as a case study, an oracle decision problem, called a Deutsch-Jozsa problem. We showed by using Monte Carlo simulations that our simulator can faithfully learn a quantum algorithm for solving the problem for a given oracle. Remarkably, the learning time is proportional to the square root of the total number of parameters, rather than showing the exponential dependence found in the classical machine learning-based method.

  6. Effectiveness of design-based learning in engineering education

    NARCIS (Netherlands)

    Gomez Puente, S.M.; Eijck, van M.W.; Jochems, W.M.G.

    2011-01-01

    Design-based learning (DBL) has been introduced as an educational concept at Eindhoven University of Technology (TU/e) in 1997, in which students work co-operatively and actively on multidisciplinary design tasks (Wijnen, 2000). Theoretically DBL is not well underpinned. It has been researched

  7. An Experimental Study of the Use of Design Thinking as a Requirements Elicitation Approach for Mobile Learning Environments

    Directory of Open Access Journals (Sweden)

    Carla Silva

    2015-04-01

    Full Text Available Mobile learning (m-learning is a research field that aims to analyze how mobile devices can contribute to learning. The development of software for mobile devices to support learning is essential for an effective implementation of m-learning or mobile learning environments (MLE. Requirements Engineering processes need to include activities that provoke creativity in the stakeholders to conceive MLEs that actually modify and improve the teaching and learning process. In this context, this paper presents a process for requirements elicitation and documentation of mobile learning environments. This process is based on the concepts of the Design Thinking process that provides a methodology to elicit customer needs, producing simple prototypes that eventually converge to innovative solutions. An experiment was conducted to evaluate if the proposed process contributes to create MLEs that present distinctive and interesting characteristics when compared to existing solutions for a specific problem.

  8. IP-MLI: An Independency of Learning Materials from Platforms in a Mobile Learning using Intelligent Method

    Directory of Open Access Journals (Sweden)

    Mohammed Abdallh Otair

    2006-06-01

    Full Text Available Attempting to deliver a monolithic mobile learning system is too inflexible in view of the heterogeneous mixture of hardware and services available and the desirability of facility blended approaches to learning delivery, and how to build learning materials to run on all platforms[1]. This paper proposes a framework of mobile learning system using an intelligent method (IP-MLI . A fuzzy matching method is used to find suitable learning material design. It will provide a best matching for each specific platform type for each learner. The main contribution of the proposed method is to use software layer to insulate learning materials from device-specific features. Consequently, many versions of learning materials can be designed to work on many platform types.

  9. Learning Layouts for Single-Page Graphic Designs.

    Science.gov (United States)

    O'Donovan, Peter; Agarwala, Aseem; Hertzmann, Aaron

    2014-08-01

    This paper presents an approach for automatically creating graphic design layouts using a new energy-based model derived from design principles. The model includes several new algorithms for analyzing graphic designs, including the prediction of perceived importance, alignment detection, and hierarchical segmentation. Given the model, we use optimization to synthesize new layouts for a variety of single-page graphic designs. Model parameters are learned with Nonlinear Inverse Optimization (NIO) from a small number of example layouts. To demonstrate our approach, we show results for applications including generating design layouts in various styles, retargeting designs to new sizes, and improving existing designs. We also compare our automatic results with designs created using crowdsourcing and show that our approach performs slightly better than novice designers.

  10. Teaching Newton's 3rd law of motion using learning by design approach

    Science.gov (United States)

    Aquino, Jiezel G.; Caliguid, Mariel P.; Buan, Amelia T.; Magsayod, Joy R.; Lahoylahoy, Myrna E.

    2018-01-01

    This paper presents the process and implementation of Learning by Design Approach in teaching Newton's 3rd Law of Motion. A lesson activity from integrative STEM education was adapted, modified and enhanced through pilot testing. After revisions, the implementation was done to one class. The respondent's prior knowledge was first assessed by a pretest. PPIT (present the scenario, plan, implement and test) was the framework followed in the implementation of Learning by Design. Worksheets were then utilized to measure their conceptual understanding and perception. A score guide was also used to evaluate the student's output. Paired t-test analysis showed that there is a significant difference in the pretest and posttest achievement scores. This implies that the performance of the students have improved during the implementation of the Learning by Design. The Analysis of variance also depicts that the low, average and high benefited in the Learning by Design approach. The results of this study suggests that Learning by Design is an effective approach in teaching Newton's 3rd Law of Motion and thus be used in a Science classroom.

  11. Using Biomimicry to Engage Students in a Design-Based Learning Activity

    Science.gov (United States)

    Gardner, Grant E.

    2012-01-01

    I describe a design-based learning activity that utilizes the interdisciplinary content domain of biomimicry. Design-based learning requires student creativity and technological innovation to address novel science problems, characteristics of the nature of science not often addressed in schools. Alignment with national standards documents,…

  12. D.3.2 PLOT Persuasive Learning Design Framework

    DEFF Research Database (Denmark)

    Gram-Hansen, Sandra Burri; Schärfe, Henrik; Winther-Nielsen, Nicolai

    2011-01-01

    of the technological learning tools and products which are currently related to the PLOT project, namely the GLOMaker and the 3ET tool, and a selection of GLOs and learning exercises. The primary focus of the analysis is to explore how the theoretical perspectives presented in D.3.1 are represented in these tools...... as an: ‚Internal report for project use containing an empirically-based assessment of existing systems and their potential in terms of learning and persuasion. This will be used as a discussion document by the consortium.‛ To meet the requirements of this deliverable, this documents presents analysis......, in particular the notions of persuasive design and constructive alignment. Whilst the report provides a persuasive design perspective on the technologies related to Euro PLOT, it must be stressed that if the document is to function as a basis for further discussion within the consortium, the partners...

  13. Universal Design for Learning: Scanning for Alignment in K-12 Blended and Fully Online Learning Materials

    Science.gov (United States)

    Basham, James D.; Smith, Sean J.; Satter, Allyson L.

    2016-01-01

    In the process of evaluating online learning products for accessibility, researchers in the Center on Online Learning and Students with Disabilities concluded that most often consultation guides and assessment tools were useful in determining sensory accessibility but did not extend to critical aspects of learning within the Universal Design for…

  14. Formal Learning Sequences and Progression in the Studio: A Framework for Digital Design Education

    Directory of Open Access Journals (Sweden)

    Pontus Wärnestål

    2016-02-01

    Full Text Available This paper examines how to leverage the design studio learning environment throughout long-term Digital Design education in order to support students to progress from tactical, well-defined, device-centric routine design, to confidently design sustainable solutions for strategic, complex, problems for a wide range of devices and platforms in the digital space. We present a framework derived from literature on design, creativity, and theories on learning that: (a implements a theory of formal learning sequences as a user-centered design process in the studio; and (b describes design challenge progressions in the design studio environment modeled in seven dimensions. The framework can be used as a tool for designing, evaluating, and communicating course progressions within – and between series of – design studio courses. This approach is evaluated by implementing a formal learning sequence framework in a series of design studio courses that progress in an undergraduate design-oriented Informatics program. Reflections from students, teachers, and external clients indicate high student motivation and learning goal achievement, high teacher satisfaction and skill development, and high satisfaction among external clients.

  15. Examining the Characteristics of Digital Learning Games Designed by In-Service Teachers

    Science.gov (United States)

    An, Yun-Jo; Cao, Li

    2017-01-01

    In order to better understand teachers' perspectives on the design and development of digital game-based learning environments, this study examined the characteristics of digital learning games designed by teachers. In addition, this study explored how game design and peer critique activities influenced their perceptions of digital game-based…

  16. Assessing the Learning Path Specification: a Pragmatic Quality Approach

    NARCIS (Netherlands)

    Janssen, José; Berlanga, Adriana; Heyenrath, Stef; Martens, Harrie; Vogten, Hubert; Finders, Anton; Herder, Eelco; Hermans, Henry; Melero, Javier; Schaeps, Leon; Koper, Rob

    2010-01-01

    Janssen, J., Berlanga, A. J., Heyenrath, S., Martens, H., Vogten, H., Finders, A., Herder, E., Hermans, H., Melero Gallardo, J., Schaeps, L., & Koper, R. (2010). Assessing the Learning Path Specification: a Pragmatic Quality Approach. Journal of Universal Computer Science, 16(21), 3191-3209.

  17. Doing learning

    DEFF Research Database (Denmark)

    Mathiasen, John Bang; Koch, Christian

    2014-01-01

    Purpose: To investigate how learning occurs in a systems development project, using a company developing wind turbine control systems in collaboration with customers as case. Design/methodology/approach: Dewey’s approach to learning is used, emphasising reciprocity between the individual...... learning processes and that the interchanges between materiality and systems developers block the learning processes due to a customer with imprecise demands and unclear system specifications. In the four cases discussed, learning does occur however. Research limitations/implications: A qualitative study...... focusing on individual systems developers gives limited insight into whether the learning processes found would occur in other systems development processes. Practical implications: Managers should ensure that constitutive means, such as specifications, are available, and that they are sufficiently...

  18. Introducing Project-Based Learning to Design Enterprises for Creativity

    DEFF Research Database (Denmark)

    Wang, Feng; Zhou, Chunfang; Chen, Hongbing

    2013-01-01

    This paper aims to emphasize the necessity of introducing Project-Based Learning (PBL) to design enterprises in order to foster designers creativity and facilitate innovation of design enterprises. According to the literature review, creativity can be viewed as the first stage of innovation; PBL...

  19. Design principles for simulation games for learning clinical reasoning: A design-based research approach.

    Science.gov (United States)

    Koivisto, J-M; Haavisto, E; Niemi, H; Haho, P; Nylund, S; Multisilta, J

    2018-01-01

    Nurses sometimes lack the competence needed for recognising deterioration in patient conditions and this is often due to poor clinical reasoning. There is a need to develop new possibilities for learning this crucial competence area. In addition, educators need to be future oriented; they need to be able to design and adopt new pedagogical innovations. The purpose of the study is to describe the development process and to generate principles for the design of nursing simulation games. A design-based research methodology is applied in this study. Iterative cycles of analysis, design, development, testing and refinement were conducted via collaboration among researchers, educators, students, and game designers. The study facilitated the generation of reusable design principles for simulation games to guide future designers when designing and developing simulation games for learning clinical reasoning. This study makes a major contribution to research on simulation game development in the field of nursing education. The results of this study provide important insights into the significance of involving nurse educators in the design and development process of educational simulation games for the purpose of nursing education. Copyright © 2017 Elsevier Ltd. All rights reserved.

  20. Developing a Design Methodology for Web 2.0 Mediated Learning

    DEFF Research Database (Denmark)

    Buus, Lillian; Georgsen, Marianne; Ryberg, Thomas

    2010-01-01

    Ed). We describe how this method has been adopted as part of a learning methodology building on concepts and models presented in the other symposium papers, in particular those of active, problem based learning and web 2.0-technologies. The challenge of designing on the basis of an explicit learning...

  1. Eliciting design patterns for e-learning systems

    Science.gov (United States)

    Retalis, Symeon; Georgiakakis, Petros; Dimitriadis, Yannis

    2006-06-01

    Design pattern creation, especially in the e-learning domain, is a highly complex process that has not been sufficiently studied and formalized. In this paper, we propose a systematic pattern development cycle, whose most important aspects focus on reverse engineering of existing systems in order to elicit features that are cross-validated through the use of appropriate, authentic scenarios. However, an iterative pattern process is proposed that takes advantage of multiple data sources, thus emphasizing a holistic view of the teaching learning processes. The proposed schema of pattern mining has been extensively validated for Asynchronous Network Supported Collaborative Learning (ANSCL) systems, as well as for other types of tools in a variety of scenarios, with promising results.

  2. Self-Esteem among Boys with and without Specific Learning Disabilities.

    Science.gov (United States)

    Bingham, Grace

    1980-01-01

    The self-esteem of 120 males with and without specific learning disabilities, at each of two levels of development (preadolescent and adolescent) was measured using Coopersmith Self-esteem Inventory. (MP)

  3. Aligning Theory and Design: The Development of an Online Learning Intervention to Teach Evidence-based Practice for Maximal Reach.

    Science.gov (United States)

    Delagran, Louise; Vihstadt, Corrie; Evans, Roni

    2015-09-01

    Online educational interventions to teach evidence-based practice (EBP) are a promising mechanism for overcoming some of the barriers to incorporating research into practice. However, attention must be paid to aligning strategies with adult learning theories to achieve optimal outcomes. We describe the development of a series of short self-study modules, each covering a small set of learning objectives. Our approach, informed by design-based research (DBR), involved 6 phases: analysis, design, design evaluation, redesign, development/implementation, and evaluation. Participants were faculty and students in 3 health programs at a complementary and integrative educational institution. We chose a reusable learning object approach that allowed us to apply 4 main learning theories: events of instruction, cognitive load, dual processing, and ARCS (attention, relevance, confidence, satisfaction). A formative design evaluation suggested that the identified theories and instructional approaches were likely to facilitate learning and motivation. Summative evaluation was based on a student survey (N=116) that addressed how these theories supported learning. Results suggest that, overall, the selected theories helped students learn. The DBR approach allowed us to evaluate the specific intervention and theories for general applicability. This process also helped us define and document the intervention at a level of detail that covers almost all the proposed Guideline for Reporting Evidence-based practice Educational intervention and Teaching (GREET) items. This thorough description will facilitate the interpretation of future research and implementation of the intervention. Our approach can also serve as a model for others considering online EBP intervention development.

  4. Designing Inclusive Reflective Learning with Digital Democratic Dialogue Across Boundaries and Diversities

    DEFF Research Database (Denmark)

    Sorensen, Elsebeth Korsgaard; Brooks, Eva Irene

    2018-01-01

    and structuring the “walls” of a digital learning architecture condusive to the establishment of a social, inclusive, empowering and interactive learning climate online. It makes a plea for using an approach of dialogic design with meta-structures in the communicative fora in order to promote inclusiveness......This paper deals with the challenge of designing online learning architectures for master students. From different theoretical concepts and with a netnographic methodological research approach, the paper discusses theoretical concepts, challenges and mechanisms significant to designing...

  5. Designing an Interactive Multimedia Environment for Learning and Aiding Troubleshooting

    National Research Council Canada - National Science Library

    Kolodner, Janet

    1997-01-01

    .... However troubleshooting is a complex process both to learn and perform. This report examines the prospects for designing an interactive learning environment that helps users acquire and engage in effective troubleshooting...

  6. Interior Design's Role in Educational Specifications.

    Science.gov (United States)

    Keller, Mary Ann

    1986-01-01

    An experienced interior designer, equipped with a well-written educational specification, will specify the best materials and coordinate colors, materials, and furnishings in line with the district's budget. (MLF)

  7. Consideration of a Learning Programming Process based on Software Design for Beginners

    OpenAIRE

    大村, 基将; 紅林, 秀治

    2016-01-01

    We considered a learning programming process based on software design for technology education. Lessons of computer program-aided measurement and control are for beginners to learn programming. These lessons are efficient to learn the step of programming, but the main of the lessons are works of typing the sample programming and debugging. Therefore, these lessons have a fundamental lack of the concept of design. Then we considered learning processes of programming and applied the process of ...

  8. Experiences with effects specifications

    DEFF Research Database (Denmark)

    Simonsen, Jesper; Hertzum, Morten; Barlach, Anders

    2011-01-01

    We describe the effects-specification process from a project that was conducted during the fall 2010 and spring of 2011 in this chapter. The project configured and implemented an electronic patient record system at a maternity ward at a hospital located in a European region. The process comprised...... workshops with effects specification with management and end-users and an agile development process including prototypes configured from the effects specifications. We describe the project and the effects-specification process through which effects were related to the system design and instruments...... for measuring effects were designed. The project is analyzed and lessons learned are discussed....

  9. Category Specificity in Normal Episodic Learning: Applications to Object Recognition and Category-Specific Agnosia

    Science.gov (United States)

    Bukach, Cindy M.; Bub, Daniel N.; Masson, Michael E. J.; Lindsay, D. Stephen

    2004-01-01

    Studies of patients with category-specific agnosia (CSA) have given rise to multiple theories of object recognition, most of which assume the existence of a stable, abstract semantic memory system. We applied an episodic view of memory to questions raised by CSA in a series of studies examining normal observers' recall of newly learned attributes…

  10. Interference in ballistic motor learning: specificity and role of sensory error signals

    DEFF Research Database (Denmark)

    Lundbye-Jensen, Jesper; Petersen, Tue Hvass; Rothwell, John C

    2011-01-01

    Humans are capable of learning numerous motor skills, but newly acquired skills may be abolished by subsequent learning. Here we ask what factors determine whether interference occurs in motor learning. We speculated that interference requires competing processes of synaptic plasticity in overlap......Humans are capable of learning numerous motor skills, but newly acquired skills may be abolished by subsequent learning. Here we ask what factors determine whether interference occurs in motor learning. We speculated that interference requires competing processes of synaptic plasticity...... in overlapping circuits and predicted specificity. To test this, subjects learned a ballistic motor task. Interference was observed following subsequent learning of an accuracy-tracking task, but only if the competing task involved the same muscles and movement direction. Interference was not observed from a non......-learning task suggesting that interference requires competing learning. Subsequent learning of the competing task 4 h after initial learning did not cause interference suggesting disruption of early motor memory consolidation as one possible mechanism underlying interference. Repeated transcranial magnetic...

  11. Instructional Designers' Media Selection Practices for Distributed Problem-Based Learning Environments

    Science.gov (United States)

    Fells, Stephanie

    2012-01-01

    The design of online or distributed problem-based learning (dPBL) is a nascent, complex design problem. Instructional designers are challenged to effectively unite the constructivist principles of problem-based learning (PBL) with appropriate media in order to create quality dPBL environments. While computer-mediated communication (CMC) tools and…

  12. Designing the Learning Context in School for Talent Development

    Science.gov (United States)

    Hertzog, Nancy B.

    2017-01-01

    This article explores the learning context for talent development in public schools. Total aspects of the environment from physical space, affective elements, and pedagogical approaches affect learning. How teachers believe and perceive their roles as teachers influence instructional design and decision making. In this article, the optimal…

  13. Universal Design for Learning: Guidelines for Accessible Online Instruction

    Science.gov (United States)

    Rogers-Shaw, Carol; Carr-Chellman, Davin J.; Choi, Jinhee

    2018-01-01

    Universal Design for Learning (UDL) is a framework for the teaching-learning transaction that conceptualizes knowledge through learner-centered foci emphasizing accessibility, collaboration, and community. Given the importance of access to achieving social justice, UDL is a promising approach to meeting all learners' needs more effectively. In…

  14. Innovating Design for Learning in the Networked Society

    DEFF Research Database (Denmark)

    Levinsen, Karin Tweddell; Nielsen, Janni

    2012-01-01

    The transition from the industrial to the knowledge or networked society has, together with the worldwide digitalization and e-permeation of our social, political and economic lives, brought challenges to the educational systems. The changes call for new key competences in terms of self-initiated......The transition from the industrial to the knowledge or networked society has, together with the worldwide digitalization and e-permeation of our social, political and economic lives, brought challenges to the educational systems. The changes call for new key competences in terms of self......-initiated and lifelong learning and digital literacy. At the same time, the implementation of new public management in educational institutions put pressure on students’ available time for studying and the qualitative outcome of learning processes. These conditions give birth to emerging tensions at the organizational...... in their practice are students who are (if at all) only familiar with the curriculum at a surface level and who expect the teachers to present digested versions of the curriculum. This chapter presents a design for teaching and learning approach in the shape of a design for learning model that aims to scaffold...

  15. Designing Learning Environments to Teach Interactive Quantum Physics

    Science.gov (United States)

    Puente, Sonia M. Gomez; Swagten, Henk J. M.

    2012-01-01

    This study aims at describing and analysing systematically an interactive learning environment designed to teach Quantum Physics, a second-year physics course. The instructional design of Quantum Physics is a combination of interactive lectures (using audience response systems), tutorials and self-study in unit blocks, carried out with small…

  16. Software Engineering Design Principles Applied to Instructional Design: What Can We Learn from Our Sister Discipline?

    Science.gov (United States)

    Adnan, Nor Hafizah; Ritzhaupt, Albert D.

    2018-01-01

    The failure of many instructional design initiatives is often attributed to poor instructional design. Current instructional design models do not provide much insight into design processes for creating e-learning instructional solutions. Given the similarities between the fields of instructional design and software engineering, instructional…

  17. A Case Study of Designing an E-learning Electrical Engineering Course

    Directory of Open Access Journals (Sweden)

    Sameer Hanna Khader

    2012-08-01

    Full Text Available Abstract: This paper presents a case study of designing an e-learning course in the field of electrical engineering- Industrial automation program at Palestine Polytechnic University. The applied methodology consisting of few stages starting with formulating the major course objectives, extracting topics outcomes, design the appropriate teaching tools and storyboard, and as final stage the evaluation system is designed. On other hand, an information communication technology (ICT questionnaire has been designed and targeting attended in the course students with purpose evaluating student ICT knowledge, knowledge leveling, and treatment their weaknesses. The designed topics are modified according to feedback evaluation obtained from students throughout designed for this purpose questionnaire. The observed weaknesses in course topics have been eliminated and finally the modified course was uploaded to the university e-learning platform. Electrical engineering core course with 300 level was carried out for department students, where the obtained results shows significant enhancement in teaching and learning performances of both course instructors and students.

  18. Serious game design principles: The impact of game design on learning outcomes

    Science.gov (United States)

    Martin, Michael W.

    This dissertation examines the research question "How do video game design principles affect learning outcomes in serious games?" This research first develops a theoretical foundation concerning the meaning of the terms "game" and "serious game". This conceptual clarification is broken down into analytic propositions, which state that games have participants, rules, goals and challenges, and synthetic propositions, which state that the games should be intrinsically compelling, provide meaningful choices, and be self encapsulated. Based on these synthetic propositions, three hypotheses were developed. The hypotheses are that games with an enhanced aesthetic presentation, more meaningful choices, or provide player competition will elicit higher learning outcomes than identical games without these factors. These hypotheses were tested via a quantitative experiment involving 172 undergraduate students in the Old Dominion University Chemistry Department. The students were asked to play a chemistry-oriented serious game entitled Element Solitaire©, which was created by the research author. The students were randomly given different treatments of the Element Solitaire© game to play, and the difference between their learning outcomes were compared. The experimental results demonstrated that the aesthetic presentation of a game can have a significant impact upon the learning outcome. The experiment was not able to discern significant effects from the choice or competition conditions, but further examination of the experimental data did reveal some insight into these aspects of serious game design. Choices need to provide the player with options that have a sufficient value that they will be considered and the application of competition within games needs to be judiciously implemented to promote a positive affect for all players. The results of the theoretical foundations and empirical evidence were then combined with additional theoretical research to develop a set of

  19. Deep-Learning-Enabled On-Demand Design of Chiral Metamaterials.

    Science.gov (United States)

    Ma, Wei; Cheng, Feng; Liu, Yongmin

    2018-06-11

    Deep-learning framework has significantly impelled the development of modern machine learning technology by continuously pushing the limit of traditional recognition and processing of images, speech, and videos. In the meantime, it starts to penetrate other disciplines, such as biology, genetics, materials science, and physics. Here, we report a deep-learning-based model, comprising two bidirectional neural networks assembled by a partial stacking strategy, to automatically design and optimize three-dimensional chiral metamaterials with strong chiroptical responses at predesignated wavelengths. The model can help to discover the intricate, nonintuitive relationship between a metamaterial structure and its optical responses from a number of training examples, which circumvents the time-consuming, case-by-case numerical simulations in conventional metamaterial designs. This approach not only realizes the forward prediction of optical performance much more accurately and efficiently but also enables one to inversely retrieve designs from given requirements. Our results demonstrate that such a data-driven model can be applied as a very powerful tool in studying complicated light-matter interactions and accelerating the on-demand design of nanophotonic devices, systems, and architectures for real world applications.

  20. Patient-specific hip prostheses designed by surgeons

    Directory of Open Access Journals (Sweden)

    Coigny Florian

    2016-09-01

    Full Text Available Patient-specific bone and joint replacement implants lead to better functional and aesthetic results than conventional methods [1], [2], [3]. But extracting 3D shape information from CT Data and designing individual implants is demanding and requires multiple surgeon-to-engineer interactions. For manufacturing purposes, Additive Manufacturing offers various advantages, especially for low volume manufacturing parts, such as patient specific implants. To ease these new approaches and to avoid surgeon-to-engineer interactions a new design software approach is needed which offers highly automated and user friendly planning steps.

  1. Missing links between lean startup, design thinking, and experiential learning approaches in entrepreneurship education

    DEFF Research Database (Denmark)

    Ramsgaard, Michael Breum; Christensen, Marie Ernst

    2016-01-01

    Questions we care about • How do different pedagogical teaching approaches in entrepreneurship education construct learning outcome when comparing the underlying pedagogical models? • Where can unidentified fields and correlations of pedagogical insights between the approaches of lean startup......, design thinking, and experiential learning be identified? • How can new concepts of learning models, taking lean startup, design thinking and experiential learning approaches into account, be developed in entrepreneurship education? Approach This 3e conference paper begins as a conceptual paper...... highlighting the theories and underlying learning models behind three pedagogical approaches within entrepreneurship education, namely lean startup, design thinking and experiential learning. The paper builds this knowledge framework in order to set the design for an empirical investigation of the proposed...

  2. Designing a Virtual-Reality-Based, Gamelike Math Learning Environment

    Science.gov (United States)

    Xu, Xinhao; Ke, Fengfeng

    2016-01-01

    This exploratory study examined the design issues related to a virtual-reality-based, gamelike learning environment (VRGLE) developed via OpenSimulator, an open-source virtual reality server. The researchers collected qualitative data to examine the VRGLE's usability, playability, and content integration for math learning. They found it important…

  3. Social innovation education: towards a framework for learning design

    OpenAIRE

    Alden Rivers, Bethany; Armellini, Alejandro; Maxwell, Rachel; Allen, Sue; Durkin, Chris

    2015-01-01

    Purpose—This paper proposes a theoretical framework to support the embedding of social innovation education in existing academic programmes.\\ud Design/methodology/approach—By adopting Conole et al.’s (2004) methodological approach to reviewing, mapping and modelling learning theory, this study addresses four research questions: 1) How can social innovation education be defined? 2) Which learning theories best support social innovation education? 3) How do such learning theories relate to exis...

  4. THE HANDBOOK OF BLENDED LEARNING:Global Perspectives, Local Designs

    OpenAIRE

    Reviewed by Alev ATES

    2009-01-01

    THE HANDBOOK OF BLENDED LEARNING:Global Perspectives, Local Designs Curtis J. Bonk (ed.) and Charles R. Graham (ed.), Jay Cross (Foreword),Micheal G. Moore Foreword) ISBN: 978-0-7879-7758-0 Publisher: John Wiley & Sons, Inc. Pfeiffer Pages: 624 March 2006.Reviewed by Alev ATESPhD Student at Curriculum and Instruction,Lecturer at Computer Education and Instructional Technologies,Faculty of Education, Ege University, Izmir, TURKEYBlended learning or blended e-learning sounds like aconfusing ter...

  5. Seven-step problem-based learning in an interaction design course

    DEFF Research Database (Denmark)

    Schultz, Nette; Christensen, Hans Peter

    2004-01-01

    The objective in this paper is the implementation of the highly structured seven-step PBL procedure as part of the learning process in a human-computer interaction design course at the Technical University of Denmark, taking into account the common learning processes in PBL and the interaction de...... others in a single course. The evaluation results showed that the students definitely took a deep approach to learning, and indicated clearly that the students had obtained competences not only within the traditional HCI curriculum but also in terms of team-work skills.......The objective in this paper is the implementation of the highly structured seven-step PBL procedure as part of the learning process in a human-computer interaction design course at the Technical University of Denmark, taking into account the common learning processes in PBL and the interaction...... individual reports after each case in the PBL-process in order to explore the students’ inter- and intra-personal team skills development in the learning process. Different qualitative and quantitative evaluation methods have been used to obtain a thorough evaluation of PBL used as a learning method among...

  6. Domain-specific and domain-general constraints on word and sequence learning.

    Science.gov (United States)

    Archibald, Lisa M D; Joanisse, Marc F

    2013-02-01

    The relative influences of language-related and memory-related constraints on the learning of novel words and sequences were examined by comparing individual differences in performance of children with and without specific deficits in either language or working memory. Children recalled lists of words in a Hebbian learning protocol in which occasional lists repeated, yielding improved recall over the course of the task on the repeated lists. The task involved presentation of pictures of common nouns followed immediately by equivalent presentations of the spoken names. The same participants also completed a paired-associate learning task involving word-picture and nonword-picture pairs. Hebbian learning was observed for all groups. Domain-general working memory constrained immediate recall, whereas language abilities impacted recall in the auditory modality only. In addition, working memory constrained paired-associate learning generally, whereas language abilities disproportionately impacted novel word learning. Overall, all of the learning tasks were highly correlated with domain-general working memory. The learning of nonwords was additionally related to general intelligence, phonological short-term memory, language abilities, and implicit learning. The results suggest that distinct associations between language- and memory-related mechanisms support learning of familiar and unfamiliar phonological forms and sequences.

  7. An Expert System Helps Students Learn Database Design

    Science.gov (United States)

    Post, Gerald V.; Whisenand, Thomas G.

    2005-01-01

    Teaching and learning database design is difficult for both instructors and students. Students need to solve many problems with feedback and corrections. A Web-based specialized expert system was created to enable students to create designs online and receive immediate feedback. An experiment testing the system shows that it significantly enhances…

  8. Learning a specific content in technology education : Learning Study as collaborative method in Swedish preschool class using hands-on material 

    OpenAIRE

    Kilbrink, Nina; Bjurulf, Veronica; Blomberg, Ingela; Heidkamp, Anja; Hollsten, Ann-Christin

    2014-01-01

    This article describes the process of a learning study conducted in technology education in a Swedish preschool class. The learning study method used in this study is a collaborative method, where researchers and teachers work together as a team concerning teaching and learning about a specific learning object. The object of learning in this study concerns strong constructions and framed structures. This article describes how this learning study was conducted and discusses reflections made du...

  9. Mobile App Design for Teaching and Learning: Educators’ Experiences in an Online Graduate Course

    Directory of Open Access Journals (Sweden)

    Yu-Chang Hsu

    2013-09-01

    Full Text Available This research explored how educators with limited programming experiences learned to design mobile apps through peer support and instructor guidance. Educators were positive about the sense of community in this online course. They also considered App Inventor a great web-based visual programming tool for developing useful and fully functioning mobile apps. They had great sense of empowerment through developing unique apps by using App Inventor. They felt their own design work and creative problem solving were inspired by the customized mobile apps shared by peers. The learning activities, including sharing customized apps, providing peer feedback, composing design proposals, and keeping design journals (blogging, complemented each other to support a positive sense of community and form a strong virtual community of learning mobile app design. This study helped reveal the educational value of mobile app design activities and the web-based visual programming tool, and the possibility of teaching/learning mobile app design online. The findings can also encourage educators to explore and experiment on the potential of incorporating these design learning activities in their respective settings, and to develop mobile apps for their diverse needs in teaching and learning.

  10. Designing E-learning Model to Learn About Transportation Management System to Support Supply Chain Management with Simulation Problems

    OpenAIRE

    Wiyono, Didiek Sri; Pribadi, Sidigdoyo; Permana, Ryan

    2011-01-01

    Focus of this research is designing Transportation Management System (TMS) as e-learning media for logistic education. E-learning is the use of Internet technologies to enhance knowledge and performance. E-learning technologies offer learners control over content, learning sequence, pace of learning, time, and often media, allowing them to tailor their experiences to meet their personal learning objectives. E-learning appears to be at least as effective as classical lectures. Students do not ...

  11. Learning strategies and general cognitive ability as predictors of gender- specific academic achievement.

    Science.gov (United States)

    Ruffing, Stephanie; Wach, F-Sophie; Spinath, Frank M; Brünken, Roland; Karbach, Julia

    2015-01-01

    Recent research has revealed that learning behavior is associated with academic achievement at the college level, but the impact of specific learning strategies on academic success as well as gender differences therein are still not clear. Therefore, the aim of this study was to investigate gender differences in the incremental contribution of learning strategies over general cognitive ability in the prediction of academic achievement. The relationship between these variables was examined by correlation analyses. A set of t-tests was used to test for gender differences in learning strategies, whereas structural equation modeling as well as multi-group analyses were applied to investigate the incremental contribution of learning strategies for male and female students' academic performance. The sample consisted of 461 students (mean age = 21.2 years, SD = 3.2). Correlation analyses revealed that general cognitive ability as well as the learning strategies effort, attention, and learning environment were positively correlated with academic achievement. Gender differences were found in the reported application of many learning strategies. Importantly, the prediction of achievement in structural equation modeling revealed that only effort explained incremental variance (10%) over general cognitive ability. Results of multi-group analyses showed no gender differences in this prediction model. This finding provides further knowledge regarding gender differences in learning research and the specific role of learning strategies for academic achievement. The incremental assessment of learning strategy use as well as gender-differences in their predictive value contributes to the understanding and improvement of successful academic development.

  12. Design for learning – a case study of blended learning in a science unit

    Science.gov (United States)

    Gleadow, Roslyn; Macfarlan, Barbara; Honeydew, Melissa

    2015-01-01

    Making material available through learning management systems is standard practice in most universities, but this is generally seen as an adjunct to the ‘real’ teaching, that takes place in face-to-face classes. Lecture attendance is poor, and it is becoming increasingly difficult to engage students, both in the material being taught and campus life. This paper describes the redevelopment of a large course in scientific practice and communication that is compulsory for all science students studying at our Melbourne and Malaysian campuses, or by distance education. Working with an educational designer, a blended learning methodology was developed, converting the environment provided by the learning management system into a teaching space, rather than a filing system. To ensure focus, topics are clustered into themes with a ‘question of the week’, a pre-class stimulus and follow up activities. The content of the course did not change, but by restructuring the delivery using educationally relevant design techniques, the content was contextualised resulting in an integrated learning experience. Students are more engaged intellectually, and lecture attendance has improved. The approach we describe here is a simple and effective approach to bringing this university’s teaching and learning into the 21 st century. PMID:26594348

  13. A User-Centered Educational Modeling Language Improving the Controllability of Learning Design Quality

    Science.gov (United States)

    Zendi, Asma; Bouhadada, Tahar; Bousbia, Nabila

    2016-01-01

    Semiformal EMLs are developed to facilitate the adoption of educational modeling languages (EMLs) and to address practitioners' learning design concerns, such as reusability and readability. In this article, SDLD (Structure Dialogue Learning Design) is presented, which is a semiformal EML that aims to improve controllability of learning design…

  14. Design Learning of Teaching Factory in Mechanical Engineering

    Science.gov (United States)

    Putra, R. C.; Kusumah, I. H.; Komaro, M.; Rahayu, Y.; Asfiyanur, E. P.

    2018-02-01

    The industrial world that is the target of the process and learning outcomes of vocational high school (SMK) has its own character and nuance. Therefore, vocational education institutions in the learning process should be able to make the appropriate learning approach and in accordance with the industrial world. One approach to learning that is based on production and learning in the world of work is by industry-based learning or known as Teaching Factory, where in this model apply learning that involves direct students in goods or service activities are expected to have the quality so it is worth selling and accepted by consumers. The method used is descriptive approach. The purpose of this research is to get the design of the teaching factory based on the competency requirements of the graduates of the spouse industry, especially in the engineering department. The results of this study is expected to be one of the choice of model factory teaching in the field of machinery engineering in accordance with the products and competencies of the graduates that the industry needs.

  15. A control center design revisited: learning from users’ appropriation

    DEFF Research Database (Denmark)

    Souza da Conceição, Carolina; Cordeiro, Cláudia

    2014-01-01

    This paper aims to present the lessons learned during a control center design project by revisiting another control center from the same company designed two and a half years before by the same project team. In light of the experience with the first project and its analysis, the designers and res...

  16. Architectural design with simple shape grammars and learning

    Directory of Open Access Journals (Sweden)

    Eduardo Jiménez-Morales

    2014-12-01

    Full Text Available This work presents a proposal for the automatic generation of architectural design. This scheme is based on the training of simple shape grammars through reinforcement learning technics. Finally, the results of the implemented system by this technic for the generation of dwelling design with certain restrictions are presented and analyzed.

  17. Surgeon Design Interface for Patient-Specific Concentric Tube Robots.

    Science.gov (United States)

    Morimoto, Tania K; Greer, Joseph D; Hsieh, Michael H; Okamura, Allison M

    2016-06-01

    Concentric tube robots have potential for use in a wide variety of surgical procedures due to their small size, dexterity, and ability to move in highly curved paths. Unlike most existing clinical robots, the design of these robots can be developed and manufactured on a patient- and procedure-specific basis. The design of concentric tube robots typically requires significant computation and optimization, and it remains unclear how the surgeon should be involved. We propose to use a virtual reality-based design environment for surgeons to easily and intuitively visualize and design a set of concentric tube robots for a specific patient and procedure. In this paper, we describe a novel patient-specific design process in the context of the virtual reality interface. We also show a resulting concentric tube robot design, created by a pediatric urologist to access a kidney stone in a pediatric patient.

  18. Working Memory Functioning in Children with Learning Disorders and Specific Language Impairment

    Science.gov (United States)

    Schuchardt, Kirsten; Bockmann, Ann-Katrin; Bornemann, Galina; Maehler, Claudia

    2013-01-01

    Purpose: On the basis of Baddeley's working memory model (1986), we examined working memory functioning in children with learning disorders with and without specific language impairment (SLI). We pursued the question whether children with learning disorders exhibit similar working memory deficits as children with additional SLI. Method: In…

  19. Placement and Achievement of Urban Hispanic Middle Schoolers with Specific Learning Disabilities

    Science.gov (United States)

    Barrocas, Lisa; Cramer, Elizabeth D.

    2014-01-01

    This study examined achievement gains in reading and math for Hispanic middle school students with specific learning disabilities in inclusive versus segregated settings in a large urban school district. The authors report learning gains for students with and without disabilities in inclusive versus segregated settings. Results indicate no…

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

    DEFF Research Database (Denmark)

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

    2014-01-01

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

  1. Didactical design based on sharing and jumping tasks for senior high school chemistry learning

    Science.gov (United States)

    Fatimah, I.; Hendayana, S.; Supriatna, A.

    2018-05-01

    The purpose of this research is to develop the didactical design of senior high school chemistry learning based on sharing and jumping tasks in shift equilibrium chemistry. Sharing tasks used to facilitate students slow learners with help by other students of fast learners so they engage in learning. While jumping tasks used to challenge fast learners students so they didn’t feel bored in learning. In developing the didactic design, teacher activity is not only to focus on students and learning materials but also on the relationship between students and learning materials. The results of the analysis teaching plan of shift equilibrium chemistry in attached Senior High School to Indonesia University of Education showed that the learning activities more focus on how the teacher teaches instead of how the process of students’ learning. The use of research method is didactical design research (DDR). Didactical design consisted of three steps i.e. (a) analysing didactical condition before learning, (b) analyzing metapedadidactical, and (c) analyzing retrospective. Data were collected by test, observations, interviews, documentation and recordings (audio and video).The result showed that the didactical design on shift equilibrium chemistry was valid.

  2. The Experimental Research on E-Learning Instructional Design Model Based on Cognitive Flexibility Theory

    Science.gov (United States)

    Cao, Xianzhong; Wang, Feng; Zheng, Zhongmei

    The paper reports an educational experiment on the e-Learning instructional design model based on Cognitive Flexibility Theory, the experiment were made to explore the feasibility and effectiveness of the model in promoting the learning quality in ill-structured domain. The study performed the experiment on two groups of students: one group learned through the system designed by the model and the other learned by the traditional method. The results of the experiment indicate that the e-Learning designed through the model is helpful to promote the intrinsic motivation, learning quality in ill-structured domains, ability to resolve ill-structured problem and creative thinking ability of the students.

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

    Directory of Open Access Journals (Sweden)

    Gail Kopp

    2007-06-01

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

  4. Students Negotiating and Designing Their Collaborative Learning Norms: A Group Developmental Perspective in Learning Communities

    Science.gov (United States)

    Hod, Yotam; Ben-Zvi, Dani

    2015-01-01

    This research shows how participants in classroom learning communities (LCs) come to take responsibility over designing their collaborative learning norms. Taking a micro-developmental perspective within a graduate-level course, we examined fine-grained changes in group discourse during a period of rapid change where this responsibility taking…

  5. Developing Learning Scenarios for Educational Web Radio: a Learning Design Approach

    DEFF Research Database (Denmark)

    Triantafyllou, Evangelia; Liokou, Effrosyni; Economou, Anastasia

    2018-01-01

    schools. In this paper, we present a survey study that aimed to evaluate a Visual Learning Design (VLD) approach for developing educational scenari-os in web radio. The study results indicated that the VLD approach helped teachers to think about the educational aspects of the web radio production...

  6. eGender-from e-Learning to e-Research: a web-based interactive knowledge-sharing platform for sex- and gender-specific medical education.

    Science.gov (United States)

    Seeland, Ute; Nauman, Ahmad T; Cornelis, Alissa; Ludwig, Sabine; Dunkel, Mathias; Kararigas, Georgios; Regitz-Zagrosek, Vera

    2016-01-01

    Sex and Gender Medicine is a novel discipline that provides equitable medical care for society and improves outcomes for both male and female patients. The integration of sex- and gender-specific knowledge into medical curricula is limited due to adequate learning material, systematic teacher training and an innovative communication strategy. We aimed at initiating an e-learning and knowledge-sharing platform for Sex and Gender Medicine, the eGender platform (http://egender.charite.de), to ensure that future doctors and health professionals will have adequate knowledge and communication skills on sex and gender differences in order to make informed decisions for their patients. The web-based eGender knowledge-sharing platform was designed to support the blended learning pedagogical teaching concept and follows the didactic concept of constructivism. Learning materials developed by Sex and Gender Medicine experts of seven universities have been used as the basis for the new learning tools . The content of these tools is patient-centered and provides add-on information on gender-sensitive aspects of diseases. The structural part of eGender was designed and developed using the open source e-learning platform Moodle. The eGender platform comprises an English and a German version of e-learning modules: one focusing on basic knowledge and seven on specific medical disciplines. Each module consists of several courses corresponding to a disease or symptom complex. Self-organized learning has to be managed by using different learning tools, e.g., texts and audiovisual material, tools for online communication and collaborative work. More than 90 users from Europe registered for the eGender Medicine learning modules. The most frequently accessed module was "Gender Medicine-Basics" and the users favored discussion forums. These e-learning modules fulfill the quality criteria for higher education and are used within the elective Master Module "Gender Medicine

  7. Design A Situated Learning Environment Using Mixed Reality Technology - A Case Study

    OpenAIRE

    Rasimah Che Mohd Yusoff; Halimah Badioze Zaman; Azlina Ahmad

    2010-01-01

    Mixed Reality (MR) is one of the newest technologies explored in education. It promises the potential to promote teaching and learning and making learners- experience more "engaging". However, there still lack of research on designing a virtual learning environment using MR technology. In this paper, we describe the Mixed Reality technology, the characteristics of situated learning as instructional design for virtual environment using mixed reality technology. We also exp...

  8. Computational network design from functional specifications

    KAUST Repository

    Peng, Chi Han; Yang, Yong Liang; Bao, Fan; Fink, Daniel; Yan, Dongming; Wonka, Peter; Mitra, Niloy J.

    2016-01-01

    of people in a workspace. Designing such networks from scratch is challenging as even local network changes can have large global effects. We investigate how to computationally create networks starting from only high-level functional specifications

  9. Designing for Game-Based Learning: The Effective Integration of Technology to Support Learning

    Science.gov (United States)

    Alaswad, Zina; Nadolny, Larysa

    2015-01-01

    The use of games and game structures in educational contexts is growing in popularity. An increasing number of technologies have been developed to meet the needs of designing a course as a game. This article discussed the design process in game-based learning and reviewed the research on structuring a course with a focus on feedback, goals, and…

  10. Cognitive Theory of Multimedia Learning, Instructional Design Principles, and Students with Learning Disabilities in Computer-Based and Online Learning Environments

    Science.gov (United States)

    Greer, Diana L.; Crutchfield, Stephen A.; Woods, Kari L.

    2013-01-01

    Struggling learners and students with Learning Disabilities often exhibit unique cognitive processing and working memory characteristics that may not align with instructional design principles developed with typically developing learners. This paper explains the Cognitive Theory of Multimedia Learning and underlying Cognitive Load Theory, and…

  11. Manifold Regularized Experimental Design for Active Learning.

    Science.gov (United States)

    Zhang, Lining; Shum, Hubert P H; Shao, Ling

    2016-12-02

    Various machine learning and data mining tasks in classification require abundant data samples to be labeled for training. Conventional active learning methods aim at labeling the most informative samples for alleviating the labor of the user. Many previous studies in active learning select one sample after another in a greedy manner. However, this is not very effective because the classification models has to be retrained for each newly labeled sample. Moreover, many popular active learning approaches utilize the most uncertain samples by leveraging the classification hyperplane of the classifier, which is not appropriate since the classification hyperplane is inaccurate when the training data are small-sized. The problem of insufficient training data in real-world systems limits the potential applications of these approaches. This paper presents a novel method of active learning called manifold regularized experimental design (MRED), which can label multiple informative samples at one time for training. In addition, MRED gives an explicit geometric explanation for the selected samples to be labeled by the user. Different from existing active learning methods, our method avoids the intrinsic problems caused by insufficiently labeled samples in real-world applications. Various experiments on synthetic datasets, the Yale face database and the Corel image database have been carried out to show how MRED outperforms existing methods.

  12. Altered Knee and Ankle Kinematics During Squatting in Those With Limited Weight-Bearing–Lunge Ankle-Dorsiflexion Range of Motion

    Science.gov (United States)

    Dill, Karli E.; Begalle, Rebecca L.; Frank, Barnett S.; Zinder, Steven M.; Padua, Darin A.

    2014-01-01

    Context: Ankle-dorsiflexion (DF) range of motion (ROM) may influence movement variables that are known to affect anterior cruciate ligament loading, such as knee valgus and knee flexion. To our knowledge, researchers have not studied individuals with limited or normal ankle DF-ROM to investigate the relationship between those factors and the lower extremity movement patterns associated with anterior cruciate ligament injury. Objective: To determine, using 2 different measurement techniques, whether knee- and ankle-joint kinematics differ between participants with limited and normal ankle DF-ROM. Design: Cross-sectional study. Setting: Sports medicine research laboratory. Patients or Other Participants: Forty physically active adults (20 with limited ankle DF-ROM, 20 with normal ankle DF-ROM). Main Outcome Measure(s): Ankle DF-ROM was assessed using 2 techniques: (1) nonweight-bearing ankle DF-ROM with the knee straight, and (2) weight-bearing lunge (WBL). Knee flexion, knee valgus-varus, knee internal-external rotation, and ankle DF displacements were assessed during the overhead-squat, single-legged squat, and jump-landing tasks. Separate 1-way analyses of variance were performed to determine whether differences in knee- and ankle-joint kinematics existed between the normal and limited groups for each assessment. Results: We observed no differences between the normal and limited groups when classifying groups based on nonweight-bearing passive-ankle DF-ROM. However, individuals with greater ankle DF-ROM during the WBL displayed greater knee-flexion and ankle-DF displacement and peak knee flexion during the overhead-squat and single-legged squat tasks. In addition, those individuals also demonstrated greater knee-varus displacement during the single-legged squat. Conclusions: Greater ankle DF-ROM assessed during the WBL was associated with greater knee-flexion and ankle-DF displacement during both squatting tasks as well as greater knee-varus displacement during

  13. Comparing two methods of education (virtual versus traditional) on learning of Iranian dental students: a post-test only design study.

    Science.gov (United States)

    Moazami, Fariborz; Bahrampour, Ehsan; Azar, Mohammad Reza; Jahedi, Farzad; Moattari, Marzieh

    2014-03-05

    The importance of using technologies such as e-learning in different disciplines is discussed in the literature. Researchers have measured the effectiveness of e-learning in a number of fields.Considering the lack of research on the effectiveness of online learning in dental education particularly in Iran, the advantages of these learning methods and the positive university atmosphere regarding the use of online learning. This study, therefore, aims to compare the effects of two methods of teaching (virtual versus traditional) on student learning. This post-test only design study approached 40, fifth year dental students of Shiraz University of Medical Sciences. From this group, 35 students agreed to participate. These students were randomly allocated into two groups, experimental (virtual learning) and comparison (traditional learning). To ensure similarity between groups, we compared GPAs of all participants by the Mann-Whitney U test (P > 0.05). The experimental group received a virtual learning environment courseware package specifically designed for this study, whereas the control group received the same module structured in a traditional lecture form. The virtual learning environment consisted of online and offline materials. Two identical valid, reliable post-tests that consisted of 40 multiple choice questions (MCQs) and 4 essay questions were administered immediately (15 min) after the last session and two months later to assess for knowledge retention. Data were analyzed by SPSS version 20. A comparison of the mean knowledge score of both groups showed that virtual learning was more effective than traditional learning (effect size = 0.69). The newly designed virtual learning package is feasible and will result in more effective learning in comparison with lecture-based training. However further studies are needed to generalize the findings of this study.

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

    Science.gov (United States)

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

    2010-01-01

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

  15. IMS Learning Design: De stand van zaken

    NARCIS (Netherlands)

    Tattersall, Colin; Manderveld, Jocelyn

    2005-01-01

    Tattersall, C. & Manderveld, J. (2004) IMS Learning Design: De stand van zaken In: Gorissen, P., Manderveld, J., Benneker, F. & Cordewener, B. Leertechnologie in de Lage Landen (pp. 31-33). Utrecht, Stichting Surf. Ook beschikbaar in dspace: http://hdl.handle.net/1820/270

  16. Needs Analysis for Graphic Design Learning Module Based on Technology & Learning Styles of Deaf Students

    Science.gov (United States)

    Ibrahim, Zainuddin; Alias, Norlidah; Nordin, Abu Bakar

    2016-01-01

    The field of Information Communication Technology has offered a promising future for deaf students. Web design, animation, and multimedia application design are a branch of graphic design area, which aim to aid their learning visually. However, most of the technical terms cannot be interpreted in Malaysian sign language. Moreover, the development…

  17. INST7150 - Advanced Topics in Learning Object Design and Reuse, Fall 2005

    OpenAIRE

    Wiley, David

    2005-01-01

    This course is designed to help you understand and apply advanced topics in the design, creation, and reuse of learning objects. The course is structured around a practical, hands-on project using learning objects, intermingled with readings and discussion on a variety of topics.

  18. Using Blended Learning Design to Enhance Learning Experience in Teacher Education

    Science.gov (United States)

    Zhou, Mingming; Chua, Bee Leng

    2016-01-01

    This study examined students' views on a blended learning environment designed for 29 in-service teachers in Singapore enrolled in an educational research method course. Their self-report data highlighted that students' prior knowledge and the amount and difficulty of content covered in the course affected the effectiveness of blended learning…

  19. Designing a clinical skills training laboratory with focus on video for better learning

    DEFF Research Database (Denmark)

    Lauridsen, Henrik Hein; Toftgård, Rie Castella; Nørgaard, Cita

    resources of varying quality on the internet if this is not made available during teaching. The objective of this project was to design a new clinical skills laboratory with IT and video facilities to support learning processes. Methods Teaching principles were described before decisions on the design......Objective The principles of apprenticeship in clinical skills training are increasingly being challenged. First, most students are proficient in learning from visual multimedia and will expect this to be part of a modern university education. Second, students will often find visual teaching...... on a priori described teaching and learning designs related to active learning principles. This was a complex process involving teachers, IT-experts, e-learning specialists and a variety of university employees....

  20. Complexity, Training Paradigm Design, and the Contribution of Memory Subsystems to Grammar Learning

    Science.gov (United States)

    Ettlinger, Marc; Wong, Patrick C. M.

    2016-01-01

    Although there is variability in nonnative grammar learning outcomes, the contributions of training paradigm design and memory subsystems are not well understood. To examine this, we presented learners with an artificial grammar that formed words via simple and complex morphophonological rules. Across three experiments, we manipulated training paradigm design and measured subjects' declarative, procedural, and working memory subsystems. Experiment 1 demonstrated that passive, exposure-based training boosted learning of both simple and complex grammatical rules, relative to no training. Additionally, procedural memory correlated with simple rule learning, whereas declarative memory correlated with complex rule learning. Experiment 2 showed that presenting corrective feedback during the test phase did not improve learning. Experiment 3 revealed that structuring the order of training so that subjects are first exposed to the simple rule and then the complex improved learning. The cumulative findings shed light on the contributions of grammatical complexity, training paradigm design, and domain-general memory subsystems in determining grammar learning success. PMID:27391085