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Sample records for action learning action

  1. Action Learning.

    ERIC Educational Resources Information Center

    1996

    These four papers were presented at a symposium on action learning moderated by Lex Dilworth at the 1996 conference of the Academy of Human Resource Development. "Developing an Infrastructure for Individual and Organizational Change: Transfer of Learning from an Action Reflection Learning (ARL) Program" (ARL Inquiry) reports findings…

  2. Action Learning: Avoiding Conflict or Enabling Action

    ERIC Educational Resources Information Center

    Corley, Aileen; Thorne, Ann

    2006-01-01

    Action learning is based on the premise that action and learning are inextricably entwined and it is this potential, to enable action, which has contributed to the growth of action learning within education and management development programmes. However has this growth in action learning lead to an evolution or a dilution of Revan's classical…

  3. Action Learning at Work.

    ERIC Educational Resources Information Center

    Mumford, Alan, Ed.

    This book contains 34 papers examining the theory, process, and outcomes of action learning at work. The following papers are included: "An Introduction to the Text" (Alan Mumford); "The Learning Equation" (Reg Revans); "Action Learning as a Vehicle for Learning" (Alan Mumford); "Placing Action Learning and…

  4. Action Learning in China

    ERIC Educational Resources Information Center

    Marquardt, Michael J.

    2015-01-01

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

  5. 25 Action Learning Schools.

    ERIC Educational Resources Information Center

    National Association of Secondary School Principals, Reston, VA.

    This booklet on action-learning reflects an interest in preparing youth for the world of real experiences. Arranged in two major parts, the first offers information on the background and development of action-learning. Included in this section are the conclusions of the Panel on Youth of the President's Science Advisory Committee, the National…

  6. Action Learning and Leadership.

    ERIC Educational Resources Information Center

    Marquardt, Michael J.

    2000-01-01

    Today's leaders perform the following roles: systems thinker, change agent, innovator, servant, polychronic coordinator, teacher-mentor, and visionary. The elements of action learning (real problems, teams, reflective inquiry, commitment to action, focus on learning) contribute to the development of these critical skills. (Author/SK)

  7. Action Learning Issues.

    ERIC Educational Resources Information Center

    1998

    This document contains four papers from a symposium on adult learning issues and human resource development (HRD). "Creating a Systemic Framework for the Transfer of Learning from an Action Learning Experience" (Suzanne D. Butterfield, Kitty Gold, Verna J. Willis) discusses a study of the organizational elements that affect learning and…

  8. Structure learning in action

    PubMed Central

    Braun, Daniel A.; Mehring, Carsten; Wolpert, Daniel M.

    2010-01-01

    Learning to learn’ phenomena have been widely investigated in cognition, perception and more recently also in action. During concept learning tasks, for example, it has been suggested that characteristic features are abstracted from a set of examples with the consequence that learning of similar tasks is facilitated—a process termed ‘learning to learn’. From a computational point of view such an extraction of invariants can be regarded as learning of an underlying structure. Here we review the evidence for structure learning as a ‘learning to learn’ mechanism, especially in sensorimotor control where the motor system has to adapt to variable environments. We review studies demonstrating that common features of variable environments are extracted during sensorimotor learning and exploited for efficient adaptation in novel tasks. We conclude that structure learning plays a fundamental role in skill learning and may underlie the unsurpassed flexibility and adaptability of the motor system. PMID:19720086

  9. Action Learning in the BBC

    ERIC Educational Resources Information Center

    Felix, Eversley; Keevill, Joan

    2008-01-01

    This account tells the story of the development of an action learning culture in the BBC between 2002 and 2007. From its early beginnings as a sporadic, unsystematic intervention with a small number of leaders scattered throughout the organisation, action learning has now become embedded in our approach to the way we develop our leaders. In this…

  10. Its All Action, Its All Learning: Action Learning in SMEs

    ERIC Educational Resources Information Center

    Clarke, Jean; Thorpe, Richard; Anderson, Lisa; Gold, Jeff

    2006-01-01

    Purpose: The purpose of this paper is to argue that action learning (AL) may provide a means of successfully developing small to medium-sized enterprises (SMEs). Design/methodology/approach: The literature around SME learning suggests a number of processes are important for SME learning which similarity, it is argued, are encompassed in AL. AL may…

  11. Learning to Internalize Action Dialogue

    ERIC Educational Resources Information Center

    Cotter, Teresa Ellen

    2011-01-01

    The purpose of this case study was to explore how participants of a communications workshop, "Action Dialogue," perceived their ability to engage in dialogue was improved and enhanced. The study was based on the following assumptions: (1) dialogue skills can be learned and people are able to learn these skills; (2) context and emotion influence…

  12. Action Learning Enabled Strategy Making

    ERIC Educational Resources Information Center

    Oliver, John

    2008-01-01

    Action learning encourages individual reflection, insightful questioning and assumption breaking that result in changes in attitude and behaviour. This learning process provides the potential to explore and solve complex organizational problems such as the question of how to develop a future business strategy. Existing literature on the process of…

  13. Action Learning in John Lewis

    ERIC Educational Resources Information Center

    Spencer, Chris

    2005-01-01

    A small group of training professionals within the John Lewis Partnership set up an action learning group about 2 years ago. The main aim was to explore the technique for our own learning and development. The timing and lifespan of the group reflected the generally strategic and long-term nature of our projects. One of these was to introduce…

  14. Team Challenge and Action Learning

    ERIC Educational Resources Information Center

    Holmes, Mary

    2010-01-01

    This article describes how action learning can be accompanied by a project to encourage shared learning about organisation culture, the external environment, political context and team dynamics, while allowing space for personal issues. It drives forward reflective practice and encourages sets to deliver a tangible pay-back to the organisation.…

  15. The Alchemy of Action Learning

    ERIC Educational Resources Information Center

    West, Penny; Choueke, Richard

    2003-01-01

    This paper examines the authors' experiences as action learning set facilitators within a public sector organisation undergoing change. Our objectives were to assist in the identification of internal and external drivers for change and to work with the set to explore how people's roles and responsibilities might be enhanced and developed in a…

  16. Action Learning. Symposium 1. [AHRD Conference, 2001].

    ERIC Educational Resources Information Center

    2001

    This document contains three papers on action learning. "Action Learning: Case Studies of Most Valued Learning and Application" (Suzanne D. Butterfield) reports on a qualitative study in which longitudinal data was collected from document analysis and first-line consulting managers who had participated in action learning. The study…

  17. Using Action Learning to Consolidate Coaching Skills

    ERIC Educational Resources Information Center

    Norman, Clare; Powell, Anne

    2004-01-01

    This article aims to answer the questions: (1) How can action learning aid in strategic change?; (2) What are the benefits of using action learning as part of a broader learning intervention?; (3) What are the issues to consider when introducing action learning into a corporate environment?; and (4) How can you engage people in reflection as a…

  18. "Learning-in-Action" and "Learning Inaction": Advancing the Theory and Practice of Critical Action Learning

    ERIC Educational Resources Information Center

    Vince, Russ

    2008-01-01

    This paper seeks to improve our understanding of the emotional and political dynamics that are generated (and too often avoided) in action learning. The idea at the centre of the paper is a distinction between "learning-in-action" and "learning inaction". The phrase "learning-in-action" represents the value of action…

  19. From Movements to Actions: Two Mechanisms for Learning Action Sequences

    ERIC Educational Resources Information Center

    Endress, Ansgar D.; Wood, Justin N.

    2011-01-01

    When other individuals move, we interpret their movements as discrete, hierarchically-organized, goal-directed actions. However, the mechanisms that integrate visible movement features into actions are poorly understood. Here, we consider two sequence learning mechanisms--transitional probability-based (TP) and position-based encoding…

  20. Using Evidence: How Action Learning Can Support Individual and Organisational Learning through Action Research

    ERIC Educational Resources Information Center

    Dewar, Belinda; Sharp, Cathy

    2006-01-01

    This article discusses the use of action learning as a structured and deliberate learning process to support practitioners to implement change in an action research project. It discusses both action learning and action research before describing the context of the study. The article then goes on to discuss how the process of action learning…

  1. Action Learning in ActionAid Nepal: A Case Study

    ERIC Educational Resources Information Center

    Lustig, Patricia; Rai, Deep Ranjani

    2009-01-01

    This article describes an example of how action learning was used as a framework for an organisational intervention to fundamentally change the organisational culture over a period of time. It also identifies our learning over that period of time and what worked well (and not so well) in an International Non-Governmental Organisation in Nepal.

  2. Critical Action Learning: Extending Its Reach

    ERIC Educational Resources Information Center

    Ram, Monder

    2012-01-01

    The trend to imbue action learning with an explicit conception of criticality appears to be gathering momentum. The idea of critical action learning (CAL) foregrounds the connection between power, emotion and organizing. How this triumvirate of forces relate to each other fundamentally shapes the scope for learning. Theoretical and empirical…

  3. Solving Wicked Problems through Action Learning

    ERIC Educational Resources Information Center

    Crul, Liselore

    2014-01-01

    This account of practice outlines the Oxyme Action Learning Program which was conducted as part of the Management Challenge in my final year of the MSc in Coaching and Behavioral Change at Henley Business School. The central research questions were: (1) how action learning can help to solve wicked problems and (2) what the effect of an action…

  4. Habits, action sequences, and reinforcement learning

    PubMed Central

    Dezfouli, Amir; Balleine, Bernard W.

    2012-01-01

    It is now widely accepted that instrumental actions can be either goal-directed or habitual; whereas the former are rapidly acquire and regulated by their outcome, the latter are reflexive, elicited by antecedent stimuli rather than their consequences. Model-based reinforcement learning (RL) provides an elegant description of goal-directed action. Through exposure to states, actions and rewards, the agent rapidly constructs a model of the world and can choose an appropriate action based on quite abstract changes in environmental and evaluative demands. This model is powerful but has a problem explaining the development of habitual actions. To account for habits, theorists have argued that another action controller is required, called model-free RL, that does not form a model of the world but rather caches action values within states allowing a state to select an action based on its reward history rather than its consequences. Nevertheless, there are persistent problems with important predictions from the model; most notably the failure of model-free RL correctly to predict the insensitivity of habitual actions to changes in the action-reward contingency. Here, we suggest that introducing model-free RL in instrumental conditioning is unnecessary and demonstrate that reconceptualizing habits as action sequences allows model-based RL to be applied to both goal-directed and habitual actions in a manner consistent with what real animals do. This approach has significant implications for the way habits are currently investigated and generates new experimental predictions. PMID:22487034

  5. Habits, action sequences and reinforcement learning.

    PubMed

    Dezfouli, Amir; Balleine, Bernard W

    2012-04-01

    It is now widely accepted that instrumental actions can be either goal-directed or habitual; whereas the former are rapidly acquired and regulated by their outcome, the latter are reflexive, elicited by antecedent stimuli rather than their consequences. Model-based reinforcement learning (RL) provides an elegant description of goal-directed action. Through exposure to states, actions and rewards, the agent rapidly constructs a model of the world and can choose an appropriate action based on quite abstract changes in environmental and evaluative demands. This model is powerful but has a problem explaining the development of habitual actions. To account for habits, theorists have argued that another action controller is required, called model-free RL, that does not form a model of the world but rather caches action values within states allowing a state to select an action based on its reward history rather than its consequences. Nevertheless, there are persistent problems with important predictions from the model; most notably the failure of model-free RL correctly to predict the insensitivity of habitual actions to changes in the action-reward contingency. Here, we suggest that introducing model-free RL in instrumental conditioning is unnecessary, and demonstrate that reconceptualizing habits as action sequences allows model-based RL to be applied to both goal-directed and habitual actions in a manner consistent with what real animals do. This approach has significant implications for the way habits are currently investigated and generates new experimental predictions.

  6. Action Learning: What, How, Why--What Next? Revised.

    ERIC Educational Resources Information Center

    Webster, Richard S.

    This paper defines and explains action learning and suggests some ideas and resources for putting action learning into practice. The paper is organized in eight sections of about one page each. The sections cover the following topics: (1) what action learning is; (2) how action learning works; (3) action learning and training--key differences; (4)…

  7. Action Learning Research? Reflections from the Colloquium at the Third International Conference on Action Learning

    ERIC Educational Resources Information Center

    Coghlan, David

    2013-01-01

    The case for the notion of action learning research has been posed and explored in several publications over the past few years. There is no tradition within action learning of understanding it as an approach to research. Within some academic circles, there has been a focus on the "action turn," the development of the notion of actionable…

  8. Reflections on Working with Virtual Action Learning

    ERIC Educational Resources Information Center

    Pedler, Mike; Hauser, Bernhard; Caulat, Ghislaine

    2014-01-01

    This paper brings together the reflections of the authors on their shared and individual experiences of virtual action learning. Whilst many conclusions are shared, there are also some points of difference in practices.

  9. Practising Virtual Action Learning at University

    ERIC Educational Resources Information Center

    Hauser, Bernhard

    2010-01-01

    The University for Applied Management is a semi-virtual institution widely using blended learning as an integrated approach of face-to-face instruction and e-learning. Virtual action learning is offered in all bachelor and master programmes. The module is transfer orientated and aims at encouraging reflection and supporting students to develop a…

  10. Action Learning Drives the Emerald Academy

    ERIC Educational Resources Information Center

    Nalborczyk, Sarah; Sandelands, Luke

    2012-01-01

    This account examines the action learning process adopted by Emerald Group Publishing Ltd., embedded in the organization through the in-company Emerald Academy. In case study format, the paper emphasizes that in order to align learning with organizational objectives joined up thinking and practice is needed beyond the learning and development…

  11. Service Learning: An Action Oriented Program Evaluation

    ERIC Educational Resources Information Center

    Kelley, George

    2013-01-01

    Service learning is an academic discipline that provides students with "hands-on" opportunities for developing skills in real-world, community-based projects that serve and benefit community members. This dissertation reflects an action-oriented process for improving the quality of the Service Learning Program at City University of…

  12. Learning Computer Science: Perceptions, Actions and Roles

    ERIC Educational Resources Information Center

    Berglund, Anders; Eckerdal, Anna; Pears, Arnold; East, Philip; Kinnunen, Paivi; Malmi, Lauri; McCartney, Robert; Mostrom, Jan-Erik; Murphy, Laurie; Ratcliffe, Mark; Schulte, Carsten; Simon, Beth; Stamouli, Ioanna; Thomas, Lynda

    2009-01-01

    This phenomenographic study opens the classroom door to investigate teachers' experiences of students learning difficult computing topics. Three distinct themes are identified and analysed. "Why" do students succeed or fail to learn these concepts? "What" actions do teachers perceive will ameliorate the difficulties facing…

  13. Renewing Professional Organizations and Action Learning

    ERIC Educational Resources Information Center

    Mullen, Carol A.

    2011-01-01

    This account concerns the renewal of established professional organizations though action learning. In order to revitalize one national organization, an executive group of leaders committed to co-leading and co-learning through a friendly, computer-supported governance structure. Manifestations of our work together were an accelerated…

  14. How Can Action Learning Contribute to Social Capital?

    ERIC Educational Resources Information Center

    Pedler, Mike; Attwood, Margaret

    2011-01-01

    This paper explores the contribution that action learning can make to the formation of social capital via experiences of action learning projects in NHS Pathology Services in the UK. The paper describes the development of action learning practice in recent years, reviews the notion of social capital and considers how action learning might…

  15. Notes toward a Philosophy of Action Learning Research

    ERIC Educational Resources Information Center

    Coghlan, David; Coughlan, Paul

    2010-01-01

    The philosophical foundations of action learning research have not received a great deal of attention. In the context of action learning postgraduate and professional programmes in universities, articulation of a philosophy of action learning research seems timely and appropriate. This article explores a philosophy of action learning research,…

  16. Developing Citizen Leaders through Action Learning

    ERIC Educational Resources Information Center

    Foley, Dolores

    2006-01-01

    This is an account of a programmer utilizing the application of action learning to the development of capacities of citizens. The Citizen Leadership for Democratic Governance is designed to equip citizens with the skills to get involved and handle the difficult tasks of governance in their communities in South Africa. After a history of apartheid…

  17. Systems Thinking, Lean Production and Action Learning

    ERIC Educational Resources Information Center

    Seddon, John; Caulkin, Simon

    2007-01-01

    Systems thinking underpins "lean" management and is best understood through action-learning as the ideas are counter-intuitive. The Toyota Production System is just that--a system; the failure to appreciate that starting-place and the advocacy of "tools" leads many to fail to grasp what is, without doubt, a significant…

  18. Unlearning, Critical Action Learning and Wicked Problems

    ERIC Educational Resources Information Center

    Pedler, Mike; Hsu, Shih-wei

    2014-01-01

    This paper explores the idea of unlearning in Critical Action Learning (CAL) as applied to the wicked problems of organisations and societies. It draws on data and ideas developed during a research project conducted for "Skills for Care" by Pedler, Abbott, Brook and Burgoyne ("Skills for Care" 2014) and from experiences on…

  19. Action Learning: Student Community Service Projects.

    ERIC Educational Resources Information Center

    Aronstein, Laurence W.; Olsen, Edward G.

    By engaging students in community service projects, action learning uses resources of the real world to give students opportunities to participate in performing tasks and making decisions that confront societal problems. Such projects should be decided on after a study of the needs of the community. After a project is selected, all relevant…

  20. Differences and Impacts through Action Learning

    ERIC Educational Resources Information Center

    Kozubska, Joanna; MacKenzie, Bob

    2012-01-01

    Here, we argue that action learning (AL) has been evolving into different variations, whose respective advocates appear to concentrate on one of the several components inherent in Revans' formulation of AL as L = P + Q. They do this--sometimes inappropriately--to the virtual or relative exclusion of other aspects, and this has consequences for the…

  1. LEAD at Lunch: Inquiry, Learning, and Action

    ERIC Educational Resources Information Center

    Roberts, Cynthia

    2012-01-01

    This account of practice discusses the author's experience in facilitating a small group of managers in health care over lunchtime utilizing an action learning approach. This was part of a larger leadership development initiative which took place in the organization and the intention was to create a more intimate, informal and safe setting whereby…

  2. Perceptual learning during action video game playing.

    PubMed

    Green, C Shawn; Li, Renjie; Bavelier, Daphne

    2010-04-01

    Action video games have been shown to enhance behavioral performance on a wide variety of perceptual tasks, from those that require effective allocation of attentional resources across the visual scene, to those that demand the successful identification of fleetingly presented stimuli. Importantly, these effects have not only been shown in expert action video game players, but a causative link has been established between action video game play and enhanced processing through training studies. Although an account based solely on attention fails to capture the variety of enhancements observed after action game playing, a number of models of perceptual learning are consistent with the observed results, with behavioral modeling favoring the hypothesis that avid video game players are better able to form templates for, or extract the relevant statistics of, the task at hand. This may suggest that the neural site of learning is in areas where information is integrated and actions are selected; yet changes in low-level sensory areas cannot be ruled out.

  3. To Act and Learn: A Bakhtinian Exploration of Action Learning

    ERIC Educational Resources Information Center

    Gold, Jeff; Anderson, Lisa; Clarke, Jean; Thorpe, Richard

    2009-01-01

    This paper considers the work of the Russian social philosopher and cultural theorist, Mikhail Mikhailovich Bakhtin as a source of understanding for those involved in action learning. Drawing upon data gathered over two years during the evaluation of 20 action learning sets in the north of England, we will seek to work with the ideas of Bakhtin to…

  4. Conscious awareness of action potentiates sensorimotor learning.

    PubMed

    Boutin, Arnaud; Blandin, Yannick; Massen, Cristina; Heuer, Herbert; Badets, Arnaud

    2014-10-01

    Many everyday skills are unconsciously learned through repetitions of the same behaviour by binding independent motor acts into unified sets of actions. However, our ability to be consciously aware of producing newly and highly trained motor skills raises the question of the role played by conscious awareness of action upon skill acquisition. In this study we strengthened conscious awareness of self-produced sequential finger movements by way of asking participants to judge their performance in terms of maximal fluency after each trial. Control conditions in which participants did not make any judgment or performance-unrelated judgments were also included. Findings indicate that conscious awareness of action, enhanced via subjective appraisal of motor efficiency, potentiates sensorimotor learning and skilful motor production in optimising the processing and sequencing of action units, as compared to the control groups. The current work lends support to the claim that the learning and skilful expression of sensorimotor behaviours might be grounded upon our ability to be consciously aware of our own motor capability and efficiency.

  5. Collaborative action research: implementation of cooperative learning.

    PubMed

    Smith-Stoner, Marilyn; Molle, Mary E

    2010-06-01

    Nurse educators must continually improve their teaching skills through innovation. However, research about the process used by faculty members to transform their teaching methods is limited. This collaborative study uses classroom action research to describe, analyze, and address problems encountered in implementing cooperative learning in two undergraduate nursing courses. After four rounds of action and reflection, the following themes emerged: students did not understand the need for structured cooperative learning; classroom structure and seating arrangement influenced the effectiveness of activities; highly structured activities engaged the students; and short, targeted activities that involved novel content were most effective. These findings indicate that designing specific activities to prepare students for class is critical to cooperative learning.

  6. Learning from their own actions: the unique effect of producing actions on infants' action understanding.

    PubMed

    Gerson, Sarah A; Woodward, Amanda L

    2014-01-01

    Prior research suggests that infants' action production affects their action understanding, but little is known about the aspects of motor experience that render these effects. In Study 1, the relative contributions of self-produced (n = 30) and observational (n = 30) action experience on 3-month-old infants' action understanding was assessed using a visual habituation paradigm. In Study 2, generalization of training to a new context was examined (n = 30). Results revealed a unique effect of active over observational experience. Furthermore, findings suggest that benefits of trained actions do not generalize broadly, at least following brief training.

  7. Learning, attentional control and action video games

    PubMed Central

    Green, C.S.; Bavelier, D.

    2012-01-01

    While humans have an incredible capacity to acquire new skills and alter their behavior as a result of experience, enhancements in performance are typically narrowly restricted to the parameters of the training environment, with little evidence of generalization to different, even seemingly highly related, tasks. Such specificity is a major obstacle for the development of many real-world training or rehabilitation paradigms, which necessarily seek to promote more general learning. In contrast to these typical findings, research over the past decade has shown that training on ‘action video games’ produces learning that transfers well beyond the training task. This has led to substantial interest among those interested in rehabilitation, for instance, after stroke or to treat amblyopia, or training for various precision-demanding jobs, for instance, endoscopic surgery or piloting unmanned aerial drones. Although the predominant focus of the field has been on outlining the breadth of possible action-game-related enhancements, recent work has concentrated on uncovering the mechanisms that underlie these changes, an important first step towards the goal of designing and using video games for more definite purposes. Game playing may not convey an immediate advantage on new tasks (increased performance from the very first trial), but rather the true effect of action video game playing may be to enhance the ability to learn new tasks. Such a mechanism may serve as a signature of training regimens that are likely to produce transfer of learning. PMID:22440805

  8. Action-effect bindings and ideomotor learning in intention- and stimulus-based actions.

    PubMed

    Herwig, Arvid; Waszak, Florian

    2012-01-01

    According to ideomotor theory, action-effect associations are crucial for voluntary action control. Recently, a number of studies started to investigate the conditions that mediate the acquisition and application of action-effect associations by comparing actions carried out in response to exogenous stimuli (stimulus-based) with actions selected endogenously (intention-based). There is evidence that the acquisition and/or application of action-effect associations is boosted when acting in an intention-based action mode. For instance, bidirectional action-effect associations were diagnosed in a forced choice test phase if participants previously experienced action-effect couplings in an intention-based but not in a stimulus-based action mode. The present study aims at investigating effects of the action mode on action-effect associations in more detail. In a series of experiments, we compared the strength and durability of short-term action-effect associations (binding) immediately following intention- as well as stimulus-based actions. Moreover, long-term action-effect associations (learning) were assessed in a subsequent test phase. Our results show short-term action-effect associations of equal strength and durability for both action modes. However, replicating previous results, long-term associations were observed only following intention-based actions. These findings indicate that the effect of the action mode on long-term associations cannot merely be a result of accumulated short-term action-effect bindings. Instead, only those episodic bindings are selectively perpetuated and retrieved that integrate action-relevant aspects of the processing event, i.e., in case of intention-based actions, the link between action and ensuing effect.

  9. Rationales in Children's Causal Learning from Others' Actions

    ERIC Educational Resources Information Center

    Sobel, David M.; Sommerville, Jessica A.

    2009-01-01

    Shown commensurate actions and information by an adult, preschoolers' causal learning was influenced by the pedagogical context in which these actions occurred. Four-year-olds who were provided with a reason for an experimenter's action relevant to learning causal structure showed more accurate causal learning than children exposed to the same…

  10. Why Are We Using Action Learning and in What Contexts?

    ERIC Educational Resources Information Center

    Park, Sunyoung; Kang, Ingu; Valencic, Taryn R.; Cho, Yonjoo

    2013-01-01

    The purpose of this study was to examine the contexts in which action learning has been used and provide implications for the design of action learning programmes. We performed a content analysis of 127 articles (case studies and case reports included) published in "Action Learning: Research and Practice" between 2004 and 2012. In this…

  11. Defining Success in Action Learning: An International Comparison

    ERIC Educational Resources Information Center

    Bong, Hyeon-Cheol; Cho, Yonjoo

    2017-01-01

    Purpose: The purpose of this paper was to explore how the two groups of action learning experts (Korean and non-Korean experts) define success of action learning to see whether there are any cultural differences. To this end, the authors conducted a total of 44 interviews with action learning experts around the world. Research questions guiding…

  12. Action Learning for Professionals: A New Approach to Practice

    ERIC Educational Resources Information Center

    Abbott, Christine; Mayes, Cathy

    2014-01-01

    Following on from the article "Building Capacity in Social Care: An Evaluation of a National Programme of Action Learning Facilitator Development" (Abbott, C., L. Burtney, and C. Wall. 2013. "Action Learning: Research & Practice" 10 (2): 168--177), this article describes how action learning is being introduced in Cornwall…

  13. Identifying Balanced Action Learning: Cases of South Korean Practices

    ERIC Educational Resources Information Center

    Cho, Yonjoo; Bong, Hyeon-Cheol

    2010-01-01

    Despite considerable commitment to the application of action learning as leadership and organization development by a large number of Korean organizations, few identified empirical studies of action learning practices have been reported. The purpose of this study was to conduct case studies of South Korean action learning practices to examine…

  14. Issues in Action Learning: A Critical Realist Interpretation

    ERIC Educational Resources Information Center

    Burgoyne, John

    2009-01-01

    The purpose of this paper is to argue that the perspective of "critical realism" has considerable potential for moving forward the theory and practice of action learning. The paper addresses three questions: (1) Does action learning emphasise the individual or the collective? (2) Can action learning be thought of as critical, but should it also be…

  15. Practicing What We Teach: Using Action Research to Learn about Teaching Action Research

    ERIC Educational Resources Information Center

    Brown, Barb; Dressler, Roswita; Eaton, Sarah Elaine; Jacobsen, Michele

    2015-01-01

    In this article, action research is explored as a process for instructor reflection, professional learning and collaboration. The context for the professional learning was the teaching of graduate level education courses in which action research, in conjunction with a cohort-based, collaboratory approach to learning, was used to facilitate…

  16. The learning of action sequences through social transmission.

    PubMed

    Whalen, Andrew; Cownden, Daniel; Laland, Kevin

    2015-09-01

    Previous empirical work on animal social learning has found that many species lack the ability to learn entire action sequences solely through reliance on social information. Conversely, acquiring action sequences through asocial learning can be difficult due to the large number of potential sequences arising from even a small number of base actions. In spite of this, several studies report that some primates use action sequences in the wild. We investigate how social information can be integrated with asocial learning to facilitate the learning of action sequences. We formalize this problem by examining how learners using temporal difference learning, a widely applicable model of reinforcement learning, can combine social cues with their own experiences to acquire action sequences. The learning problem is modeled as a Markov decision process. The learning of nettle processing by mountain gorillas serves as a focal example. Through simulations, we find that the social facilitation of component actions can combine with individual learning to facilitate the acquisition of action sequences. Our analysis illustrates that how even simple forms of social learning, combined with asocial learning, generate substantially faster learning of action sequences compared to asocial processes alone, and that the benefits of social information increase with the length of the action sequence and the number of base actions.

  17. Working as a Learning Coach Team in Action Learning.

    ERIC Educational Resources Information Center

    O'Neil, Judy A.; Lamm, Sharon L.

    2000-01-01

    A team of learning coaches facilitated an action learning group in a public utility. The coaches' diversity raised interpersonal issues but added a wealth of perspectives and experience. Important components were team formation, a balance of program and individual needs, and group diversity. (SK)

  18. Action Learning: How Learning Transfers from Entrepreneurs to Small Firms

    ERIC Educational Resources Information Center

    Jones, Karen; Sambrook, Sally A.; Pittaway, Luke; Henley, Andrew; Norbury, Heather

    2014-01-01

    This paper presents research with small- and medium-sized enterprise (SME) owners who have participated in a leadership development programme. The primary focus of this paper is on learning transfer and factors affecting it, arguing that entrepreneurs must engage in "action" in order to "learn" and that under certain conditions…

  19. Psychological Climates in Action Learning Sets: A Manager's Perspective

    ERIC Educational Resources Information Center

    Yeadon-Lee, Annie

    2015-01-01

    Action learning (AL) is often viewed as a process that facilitates professional learning through the creation of a positive psychological climate [Marquardt, M. J. 2000. "Action Learning and Leadership." "The Learning Organisation" 7 (5): 233-240; Schein, E. H. 1979. "Personal Change Through Interpersonal…

  20. Action and Organizational Learning in an Elevator Company

    ERIC Educational Resources Information Center

    De Loo, Ivo

    2006-01-01

    Purpose: To highlight the relevance of management control in action learning programs that aim to foster organizational learning. Design/methodology/approach: Literature review plus case study. The latter consists of archival analysis and multiple interviews. Findings: When action learning programs are built around singular learning experiences,…

  1. What Am I to Action Learning and What Is Action Learning to Me?

    ERIC Educational Resources Information Center

    Doherty, Daniel

    2016-01-01

    This account of practice charts one organisation development practitioner's experience of the influence of action learning (AL) at various points in his career, from the early 1970s to the present day. It explores the impact of AL upon his practice over the years, chronicling various episodes which had strongest impact. It contrasts AL as it was…

  2. CLEANing the Reward: Counterfactual Actions to Remove Exploratory Action Noise in Multiagent Learning

    NASA Technical Reports Server (NTRS)

    HolmesParker, Chris; Taylor, Mathew E.; Tumer, Kagan; Agogino, Adrian

    2014-01-01

    Learning in multiagent systems can be slow because agents must learn both how to behave in a complex environment and how to account for the actions of other agents. The inability of an agent to distinguish between the true environmental dynamics and those caused by the stochastic exploratory actions of other agents creates noise in each agent's reward signal. This learning noise can have unforeseen and often undesirable effects on the resultant system performance. We define such noise as exploratory action noise, demonstrate the critical impact it can have on the learning process in multiagent settings, and introduce a reward structure to effectively remove such noise from each agent's reward signal. In particular, we introduce Coordinated Learning without Exploratory Action Noise (CLEAN) rewards and empirically demonstrate their benefits

  3. Using Action Research and Action Learning for Entrepreneurial Network Capability Development

    ERIC Educational Resources Information Center

    McGrath, Helen; O'Toole, Thomas

    2016-01-01

    This paper applies an action research (AR) design and action learning (AL) approach to network capability development in an entrepreneurial context. Recent research suggests that networks are a viable strategy for the entrepreneurial firm to overcome the liabilities associated with newness and smallness. However, a gap emerges as few, if any,…

  4. History and Culture of Alara--The Action Learning and Action Research Association

    ERIC Educational Resources Information Center

    Zuber-Skerritt, Ortrun; Passfield, Ron

    2016-01-01

    As co-founders of the Action Learning and Action Research Association (ALARA), we tell the story of this international network organisation through our personal experience. Our history traces the evolution of ALARA from origins at the first World Congress in 1990 in Brisbane, Australia, through development over two and a half decades, to its…

  5. Video Game Learning Dynamics: Actionable Measures of Multidimensional Learning Trajectories

    ERIC Educational Resources Information Center

    Reese, Debbie Denise; Tabachnick, Barbara G.; Kosko, Robert E.

    2015-01-01

    Valid, accessible, reusable methods for instructional video game design and embedded assessment can provide actionable information enhancing individual and collective achievement. Cyberlearning through game-based, metaphor-enhanced learning objects (CyGaMEs) design and embedded assessment quantify player behavior to study knowledge discovery and…

  6. Understanding the Causal Path between Action, Learning, and Solutions: Maximizing the Power of Action Learning to Achieve Great Results

    ERIC Educational Resources Information Center

    Leonard, H. Skipton

    2015-01-01

    Clients and practitioners alike are often confused about the ultimate purpose of action learning (AL). Because of the title of the method, many believe the primary goal of AL is to generate learning. This article clarifies the relationship between action, learning, and solutions. It also provides historical evidence to support the conclusion that…

  7. Learning through Participatory Action Research for Community Ecotourism Planning.

    ERIC Educational Resources Information Center

    Guevara, Jose Roberto Q.

    1996-01-01

    Ecologically sound tourism planning and policy require an empowering community participation. The participatory action research model helps a community gain understanding of its social reality, learn how to learn, initiate dialog, and discover new possibilities for addressing its situation. (SK)

  8. A Framework for the Ethical Practice of Action Learning

    ERIC Educational Resources Information Center

    Johnson, Craig

    2010-01-01

    By tradition the action learning community has encouraged an eclectic view of practice. This involves a number of different permutations around a kernel of nebulous ideas. However, the disadvantages of such an open philosophy have never been considered. In particular consumer protection against inauthentic action learning experiences has been…

  9. Action Learning in an SME: Appetite Comes with Eating

    ERIC Educational Resources Information Center

    Hauser, Bernhard

    2009-01-01

    This account describes action learning in a small to medium-size enterprise (SME) that operates as a local power utility on an established market that is currently going through a process of radical transformation. The task of the action learning set was to improve the flow of information to employees about the evolving framework in which the…

  10. Spontaneous Action and Transformative Learning: Empirical Investigations and Pragmatist Reflections

    ERIC Educational Resources Information Center

    Nohl, Arnd-Michael

    2009-01-01

    Whereas present theories of transformative learning tend to focus on the rational and reflective actor, in this article it is suggested that spontaneous action may play a decisive role in transformative learning too. In the spontaneity of action, novelty finds its way into life, gains momentum, is respected by others and reflected by the actor.…

  11. Action Learning in Virtual Higher Education: Applying Leadership Theory

    ERIC Educational Resources Information Center

    Curtin, Joseph

    2016-01-01

    This paper reports the historical foundation of Northeastern University's course, LDR 6100: Developing Your Leadership Capability, a partial literature review of action learning (AL) and virtual action learning (VAL), a course methodology of LDR 6100 requiring students to apply leadership perspectives using VAL as instructed by the author,…

  12. Franchisees in Crisis: Using Action Learning to Self-Organise

    ERIC Educational Resources Information Center

    O'Donoghue, Carol

    2011-01-01

    The present article describes the use of action learning by a group of 30 franchisees to organise themselves and work through a period of upheaval and uncertainty when their parent company faced liquidation. Written from the perspective of one of the franchisees who found herself adopting action learning principles to facilitate the group, it…

  13. The Impact of Action Learning Experience on Reflective Practice

    ERIC Educational Resources Information Center

    Harris, Nicole S.

    2012-01-01

    This case study examines the changes that occur with respect to reflective practices as a result of participating in an action learning group through the identification of aspects/activities of action learning that contribute to such changes and the impact these aspects/activities had on the program participants at a department of the federal…

  14. The Evidence for the Effectiveness of Action Learning

    ERIC Educational Resources Information Center

    Leonard, H. Skipton; Marquardt, Michael J.

    2010-01-01

    For the past 50 years, organizations and individuals around the world have reported success in their use of action learning programs to solve problems, develop leaders, build teams and transform their corporate cultures. However, very little rigorous research has been conducted to determine the effectiveness of action learning. The authors…

  15. Action Learning: Nothing So Practical as a Good Theory

    ERIC Educational Resources Information Center

    Mumford, Alan

    2006-01-01

    Kurt Lewin's epigrammatic paradox is particularly true for action learning. Marquardt and Waddill (2004), and previously Yorks O'Neil and Marsick (1999) have approached the issue of the relationship between theory and action learning by looking at a variety of theories which they have placed in "schools". This provides an interesting analysis, but…

  16. Leadership development through action learning sets: an evaluation study.

    PubMed

    Walia, Surinder; Marks-Maran, Di

    2014-11-01

    This article examines the use of action learning sets in a leadership module delivered by a university in south east England. An evaluation research study was undertaking using survey method to evaluate student engagement with action learning sets, and their value, impact and sustainability. Data were collected through a questionnaire with a mix of Likert-style and open-ended questions and qualitative and quantitative data analysis was undertaken. Findings show that engagement in the action learning sets was very high. Action learning sets also had a positive impact on the development of leadership knowledge and skills and are highly valued by participants. It is likely that they would be sustainable as the majority would recommend action learning to colleagues and would consider taking another module that used action learning sets. When compared to existing literature on action learning, this study offers new insights as there is little empirical literature on student engagement with action learning sets and even less on value and sustainability.

  17. Learning in Action and Adventure Sports

    ERIC Educational Resources Information Center

    Ellmer, Eva; Rynne, Steven

    2016-01-01

    The exponential growth in action and adventure sport (e.g. snowboarding, bicycle motorcross (BMX), surfing, parkour) participation over the past two decades has been showcased in world championship events and the inclusion in Olympic programs. Yet, by virtue of their alternative, escapist and/or adventure-based origins, these sports do not fully…

  18. Action physics

    NASA Astrophysics Data System (ADS)

    McGinness, Lachlan P.; Savage, C. M.

    2016-09-01

    More than a decade ago, Edwin Taylor issued a "call to action" that presented the case for basing introductory university mechanics teaching around the principle of stationary action [E. F. Taylor, Am. J. Phys. 71, 423-425 (2003)]. We report on our response to that call in the form of an investigation of the teaching and learning of the stationary action formulation of physics in a first-year university course. Our action physics instruction proceeded from the many-paths approach to quantum physics to ray optics, classical mechanics, and relativity. Despite the challenges presented by action physics, students reported it to be accessible, interesting, motivational, and valuable.

  19. Movements or targets: what makes an action in action-effect learning?

    PubMed

    Hoffmann, Joachim; Lenhard, Alexandra; Sebald, Albrecht; Pfister, Roland

    2009-12-01

    According to ideomotor theory, actions become linked to the sensory feedback they contingently produce, so that anticipating the feedback automatically evokes the action it typically results from. Numerous recent studies have provided evidence in favour of such action-effect learning but left an important issue unresolved. It remains unspecified to what extent action-effect learning is based on associating effect-representations to representations of the performed movements or to representations of the targets at which the behaviour aimed at. Two experiments were designed to clarify this issue. In an acquisition phase, participants learned the contingency between key presses and effect tones. In a following test phase, key-effect and movement-effect relations were orthogonally assessed by changing the hand-key mapping for one half of the participants. Experiment 1 showed precedence for target-effect over movement-effect learning in a forced-choice RT task. In Experiment 2, target-effect learning was also shown to influence the outcome of response selection in a free-choice task. Altogether, the data indicate that both movement-effect and target-effect associations contribute to the formation of action-effect linkages-provided that movements and targets are likewise contingently related to the effects.

  20. Mindfulness into Action: Transformational Learning through Collaborative Inquiry

    ERIC Educational Resources Information Center

    Vergara, Mariana Ines

    2016-01-01

    This action research exploratory study sought to learn how to better develop my practice by using grounded theory. It explored the apparent cognitive transformational experience of nine participants over a period of four weeks after the implementation of an intervention called Mindfulness into Action. The informal intervention was used with the…

  1. Agroecology Education: Action-Oriented Learning and Research

    ERIC Educational Resources Information Center

    Lieblein, Geir; Breland, Tor Arvid; Francis, Charles; Ostergaard, Edvin

    2012-01-01

    Purpose: This article examines and evaluates the potential contributions from action learning and action research with stakeholders to higher education in agriculture and food systems. Design/Methodology/Approach: The research is based on our experiences over the past two decades of running PhD courses and an MSc degree programme in Agroecology in…

  2. Developing Entrepreneurial Graduates: An Action-Learning Approach.

    ERIC Educational Resources Information Center

    Jones-Evans, Dylan; Williams, William; Deacon, Jonathan

    2000-01-01

    Describes development and marketing of a Welsh business school's diploma in entrepreneurial practice, an action learning-based program. Discusses problems encountered in dealing with the concept of business ambiguity, program flexibility, and measurement of outcomes. (SK)

  3. The Contradictions of Impact: Action Learning and Power in Organizations

    ERIC Educational Resources Information Center

    Vince, Russ

    2012-01-01

    In this polemical essay, Professor Russ Vince argues that it is important to understand the contradictions that can be generated by action learning. This method is a powerful and effective approach to managers' learning that can underpin transformations of management practice. However, any method for learning, no matter how convinced we are of its…

  4. A Collaborative Action Research Approach to Professional Learning

    ERIC Educational Resources Information Center

    Bleicher, Robert E.

    2014-01-01

    The field of professional development is moving towards the notion of professional learning, highlighting the active learning role that teachers play in changing their knowledge bases, beliefs and practice. This article builds on this idea and argues for creating professional learning that is guided by a collaborative action research (CAR)…

  5. The Role of Facilitators in Project Action Learning Implementation

    ERIC Educational Resources Information Center

    Cao, Rui; Chuah, Kong Bieng; Chao, Yiu Chung; Kwong, Kar Fai; Law, Mo Yin

    2012-01-01

    Purpose: This paper addresses the importance of a more proactive role of organizational learning (OL) facilitators, learning motivation reinforcer, through a two-part longitudinal study in a case company. The first part of this study aims to investigate and analyze some unexpected challenges in the project action learning-driven (PAL) OL…

  6. Preschoolers' Understanding of How Others Learn Through Action and Instruction.

    PubMed

    Sobel, David M; Letourneau, Susan M

    2017-03-10

    It is widely believed that exploration is a mechanism for young children's learning. The present investigation examines preschoolers' beliefs about how learning occurs. We asked 3- to 5-year-olds to articulate how characters in a set of stories learned about a new toy. Younger preschoolers were more likely to overemphasize the role of characters' actions in learning than older children were (Experiment 1, N = 53). Overall performance improved when the stories explicitly stated that characters were originally ignorant and clarified the characters' actions, but general developmental trends remained (Experiment 2, N = 48). These data suggest that explicit metacognitive understanding of the relation between actions and learning is developing during the preschool years, which might have implications for how children learn from exploration.

  7. Beyond You and Me: Stories for Collective Action and Learning? Perspectives from an Action Research Project

    ERIC Educational Resources Information Center

    Gearty, Margaret

    2015-01-01

    This paper explores the combination of storytelling and reflective action research as a means to effect change and learning within and across communities and organizations. Taking the complex challenge of "pro-environmental behaviour change" as an example, the paper reflects on the experiences of a pilot project run for the UK government…

  8. Beyond rational imitation: learning arbitrary means actions from communicative demonstrations.

    PubMed

    Király, Ildikó; Csibra, Gergely; Gergely, György

    2013-10-01

    The principle of rationality has been invoked to explain that infants expect agents to perform the most efficient means action to attain a goal. It has also been demonstrated that infants take into account the efficiency of observed actions to achieve a goal outcome when deciding whether to reenact a specific behavior or not. It is puzzling, however, that they also tend to imitate an apparently suboptimal unfamiliar action even when they can bring about the same outcome more efficiently by applying a more rational action alternative available to them. We propose that this apparently paradoxical behavior is explained by infants' interpretation of action demonstrations as communicative manifestations of novel and culturally relevant means actions to be acquired, and we present empirical evidence supporting this proposal. In Experiment 1, we found that 14-month-olds reenacted novel arbitrary means actions only following a communicative demonstration. Experiment 2 showed that infants' inclination to reproduce communicatively manifested novel actions is restricted to behaviors they can construe as goal-directed instrumental acts. The study also provides evidence that infants' reenactment of the demonstrated novel actions reflects epistemic motives rather than purely social motives. We argue that ostensive communication enables infants to represent the teleological structure of novel actions even when the causal relations between means and end are cognitively opaque and apparently violate the efficiency expectation derived from the principle of rationality. This new account of imitative learning of novel means shows how the teleological stance and natural pedagogy--two separate cognitive adaptations to interpret instrumental versus communicative actions--are integrated as a system for learning socially constituted instrumental knowledge in humans.

  9. Launching Professional Learning Communities: Beginning Actions.

    ERIC Educational Resources Information Center

    Leo, Tara; Cowan, D'Ette

    2000-01-01

    A Professional Learning Community (PLC) is a school where administrators and teachers continuously seek and share learning to increase their effectiveness for students and act on what they learn. PLCs are characterized by five dimensions: shared and supportive leadership, shared values and vision, collective learning and application of learning,…

  10. Learning Networks--Enabling Change through Community Action Research

    ERIC Educational Resources Information Center

    Bleach, Josephine

    2016-01-01

    Learning networks are a critical element of ethos of the community action research approach taken by the Early Learning Initiative at the National College of Ireland, a community-based educational initiative in the Dublin Docklands. Key criteria for networking, whether at local, national or international level, are the individual's and…

  11. Improving Adolescent Learning: An Action Agenda. A TASC Report

    ERIC Educational Resources Information Center

    Duffrin, Elizabeth

    2014-01-01

    At a recent national forum at the Ford Foundation in New York, 140 education and youth development professionals discussed how to better support adolescent learning. Drawing on the discussion and the latest research in neuroscience, psychology and cognitive learning science, TASC presents an action agenda that can be tailored to circumstances in…

  12. Organizational Support for Action Learning in South Korean Organizations

    ERIC Educational Resources Information Center

    Cho, Yonjoo; Egan, Toby

    2013-01-01

    The purpose of this study was (1) to examine the impact of organizational support on employee learning and performance and (2) to elaborate on the context of organizational support for action learning in South Korean organizations. For this inquiry, two central questions were posed: What are employee reactions to organizational support for action…

  13. Collaborative Action Research on Technology Integration for Science Learning

    ERIC Educational Resources Information Center

    Wang, Chien-hsing; Ke, Yi-Ting; Wu, Jin-Tong; Hsu, Wen-Hua

    2012-01-01

    This paper briefly reports the outcomes of an action research inquiry on the use of blogs, MS PowerPoint [PPT], and the Internet as learning tools with a science class of sixth graders for project-based learning. Multiple sources of data were essential to triangulate the key findings articulated in this paper. Corresponding to previous studies,…

  14. Cooperative Learning: Experiencing the Constitution in Action.

    ERIC Educational Resources Information Center

    Lyman, Lawrence; Foyle, Harvey C.

    Cooperative learning is a teaching strategy involving students in small group learning activities that promote positive interaction. Research studies have consistently found that cooperative learning promotes increased academic achievement and involves relative use of implementation and reasonable costs. Improved behavior, increased positive…

  15. Statistical learning of action: the role of conditional probability.

    PubMed

    Meyer, Meredith; Baldwin, Dare

    2011-12-01

    Identification of distinct units within a continuous flow of human action is fundamental to action processing. Such segmentation may rest in part on statistical learning. In a series of four experiments, we examined what types of statistics people can use to segment a continuous stream involving many brief, goal-directed action elements. The results of Experiment 1 showed no evidence for sensitivity to conditional probability, whereas Experiment 2 displayed learning based on joint probability. In Experiment 3, we demonstrated that additional exposure to the input failed to engender sensitivity to conditional probability. However, the results of Experiment 4 showed that a subset of adults-namely, those more successful at identifying actions that had been seen more frequently than comparison sequences-were also successful at learning conditional-probability statistics. These experiments help to clarify the mechanisms subserving processing of intentional action, and they highlight important differences from, as well as similarities to, prior studies of statistical learning in other domains, including language.

  16. Additive Routes to Action Learning: Layering Experience Shapes Engagement of the Action Observation Network

    PubMed Central

    Kirsch, Louise P.; Cross, Emily S.

    2015-01-01

    The way in which we perceive others in action is biased by one's prior experience with an observed action. For example, we can have auditory, visual, or motor experience with actions we observe others perform. How action experience via 1, 2, or all 3 of these modalities shapes action perception remains unclear. Here, we combine pre- and post-training functional magnetic resonance imaging measures with a dance training manipulation to address how building experience (from auditory to audiovisual to audiovisual plus motor) with a complex action shapes subsequent action perception. Results indicate that layering experience across these 3 modalities activates a number of sensorimotor cortical regions associated with the action observation network (AON) in such a way that the more modalities through which one experiences an action, the greater the response is within these AON regions during action perception. Moreover, a correlation between left premotor activity and participants' scores for reproducing an action suggests that the better an observer can perform an observed action, the stronger the neural response is. The findings suggest that the number of modalities through which an observer experiences an action impacts AON activity additively, and that premotor cortical activity might serve as an index of embodiment during action observation. PMID:26209850

  17. Additive Routes to Action Learning: Layering Experience Shapes Engagement of the Action Observation Network.

    PubMed

    Kirsch, Louise P; Cross, Emily S

    2015-12-01

    The way in which we perceive others in action is biased by one's prior experience with an observed action. For example, we can have auditory, visual, or motor experience with actions we observe others perform. How action experience via 1, 2, or all 3 of these modalities shapes action perception remains unclear. Here, we combine pre- and post-training functional magnetic resonance imaging measures with a dance training manipulation to address how building experience (from auditory to audiovisual to audiovisual plus motor) with a complex action shapes subsequent action perception. Results indicate that layering experience across these 3 modalities activates a number of sensorimotor cortical regions associated with the action observation network (AON) in such a way that the more modalities through which one experiences an action, the greater the response is within these AON regions during action perception. Moreover, a correlation between left premotor activity and participants' scores for reproducing an action suggests that the better an observer can perform an observed action, the stronger the neural response is. The findings suggest that the number of modalities through which an observer experiences an action impacts AON activity additively, and that premotor cortical activity might serve as an index of embodiment during action observation.

  18. Systemic Action and Learning in Public Services

    ERIC Educational Resources Information Center

    Rigg, Clare

    2011-01-01

    Complex, systemic issues continue to challenge public services without respect for organisational and professional boundaries. In practice, collaborative working with others who have differing professional cultural norms and systems confront members with the need to learn about each other's values, priorities and practices. This paper explores the…

  19. Learning & Memory: The Brain in Action.

    ERIC Educational Resources Information Center

    Sprenger, Marilee

    Based on the assumption that the more teachers know about brain science, the better prepared they will be to make instructional decisions, this book presents information on current research regarding learning and memory, and applies the research to situations that educators face daily. Chapter 1 examines the structure of the brain and its…

  20. Interprofessional Learning: Reasons, Judgement, and Action

    ERIC Educational Resources Information Center

    Guile, David

    2011-01-01

    This article makes a number of interconnected arguments. First, spatially and temporally distributed project teams constitute a new form of interprofessional work and, as a corollary, a new site for interprofessional learning. Second, researchers in cultural-historical activity theory have generated some concepts and methods, for example,…

  1. Civic learning and action among older citizens

    NASA Astrophysics Data System (ADS)

    Boggs, David L.

    1992-07-01

    The purposes of this article are first, to consider the role of senior citizens as advocates, both in matters of specific concern to their fellow age cohorts and in issues of general interest to the community; and, second, to examine the relationship of self-education and learning to advocacy in civic affairs. Literature on sociological and political theory as well as adult civic education provides a conceptual base from which to explain the involvement of persons in their later years in advocacy efforts and in learning activities designed to enhance civic involvement. Citizens have banded together to advocate their vision of a desired future throughout history. Citizen participation in political and civic affairs is generally age-integrated and intergenerational, thus affording opportunities to dispel negative age stereotypes. Participation in civic affairs invokes ageless values, creates meaning in life, and allows elderly participants to transcend themselves and their limitations.

  2. Linking Action Learning and Inter-Organisational Learning: The Learning Journey Approach

    ERIC Educational Resources Information Center

    Schumacher, Thomas

    2015-01-01

    The article presents and illustrates the learning journey (LJ)--a new management development approach to inter-organisational learning based on observation, reflection and problem-solving. The LJ involves managers from different organisations and applies key concepts of action learning and systemic organisational development. Made up of…

  3. Critical Action Learning--Rituals and Reflective Spaces

    ERIC Educational Resources Information Center

    Heneberry, Pamela; Turner, Arthur

    2016-01-01

    This paper is written to outline our ideas on rituals and reflective places and how this thinking has emerged through our writing, facilitation and reflections around critical action learning and critical leadership. We attempt to show the conceptual framework that underpins our vision of Critical Leadership and how out of this work we have begun…

  4. Learning Difficulties and Ethnicity: Updating a Framework for Action

    ERIC Educational Resources Information Center

    Poxton, Richard

    2012-01-01

    This update of the Framework for Action highlights the continuing relevance of its message as well as those raised by Valuing People Now. People with learning difficulties and their families from Black and minority ethnic (BME) communities have been highlighted as a priority group by Valuing People since 2001 and remain a priority for better…

  5. Sowing the Seeds of Change: Action Learning in Merseytravel

    ERIC Educational Resources Information Center

    Thornton, Andy

    2010-01-01

    Merseytravel is a large and diverse public sector organisation facing significant changes, but faced with a cultural inertia which is a legacy inherited from historical management styles. Action learning is now being used with great success as part of their change programme, to promote empowerment of the staff, challenge historical ways of working…

  6. A Protean Practice? Perspectives on the Practice of Action Learning

    ERIC Educational Resources Information Center

    Brook, Cheryl; Pedler, Mike; Burgoyne, John G

    2013-01-01

    Purpose: The purpose of the paper is to assess the extent to which these practitioners ' perspectives and practices match Willis's conception of a Revans "gold standard" of action learning. Design/methodology/approach: This study adopts a qualitative design and methodology based on interviews and the collection of cases or accounts of…

  7. An Action Learning Method for Increased Innovation Capability in Organisations

    ERIC Educational Resources Information Center

    Olsson, Annika; Wadell, Carl; Odenrick, Per; Norell Bergendahl, Margareta

    2010-01-01

    Product innovation in highly complex and technological areas, such as medical technology, puts high requirements on the innovation capability of an organisation. Previous research and publications have highlighted organisational issues and learning matters as important and necessary for the development of innovation capability. Action learning…

  8. Evaluating Action Learning: A Critical Realist Complex Network Theory Approach

    ERIC Educational Resources Information Center

    Burgoyne, John G.

    2010-01-01

    This largely theoretical paper will argue the case for the usefulness of applying network and complex adaptive systems theory to an understanding of action learning and the challenge it is evaluating. This approach, it will be argued, is particularly helpful in the context of improving capability in dealing with wicked problems spread around…

  9. An Extreme Case of Action Learning at BAT Niemeyer

    ERIC Educational Resources Information Center

    Eckstein, Emiel; Veenhoven, Gert; De Loo, Ivo

    2009-01-01

    Becoming a "winning organization" when one currently is an "ugly ducking" can be a difficult and strenuous task. BAT Niemeyer in the Netherlands succeeded in making such a transformation over the course of four years. Action learning was used, among other methods, to steer part of this transformation, in which employee…

  10. Entrepreneurial Learning through Action: A Case Study of the Six-Squared Program

    ERIC Educational Resources Information Center

    Pittaway, Luke; Missing, Caroline; Hudson, Nigel; Maragh, Dean

    2009-01-01

    This paper explores the role of "action" in entrepreneurial learning and illustrates how programs designed to support action learning can enhance management development in entrepreneurial businesses. The paper begins by exploring action learning and the way "action" is conceived in different types of program. In the second part, the paper details…

  11. Learning robot actions based on self-organising language memory.

    PubMed

    Wermter, Stefan; Elshaw, Mark

    2003-01-01

    In the MirrorBot project we examine perceptual processes using models of cortical assemblies and mirror neurons to explore the emergence of semantic representations of actions, percepts and concepts in a neural robot. The hypothesis under investigation is whether a neural model will produce a life-like perception system for actions. In this context we focus in this paper on how instructions for actions can be modeled in a self-organising memory. Current approaches for robot control often do not use language and ignore neural learning. However, our approach uses language instruction and draws from the concepts of regional distributed modularity, self-organisation and neural assemblies. We describe a self-organising model that clusters actions into different locations depending on the body part they are associated with. In particular, we use actual sensor readings from the MIRA robot to represent semantic features of the action verbs. Furthermore, we outline a hierarchical computational model for a self-organising robot action control system using language for instruction.

  12. Action Learning: Images and Pathways. Professional Practices in Adult Education and Lifelong Learning Series.

    ERIC Educational Resources Information Center

    Dilworth, Robert L.; Willis, Verna J.

    This book provides information and strategies on how adult educators can integrate action learning concepts in their teaching practice. The book defines action learning as going beyond the traditional idea of "learn by doing" and applies it to various organizational cultures and educational contexts. Chapter 1 introduces the origins of action…

  13. Improving Pedagogy through Action Learning and Scholarship of Teaching and Learning

    ERIC Educational Resources Information Center

    Albers, Cheryl

    2008-01-01

    This ASA Teaching Workshop explored the potential of Action Learning to use teachers' tacit knowledge to collaboratively confront pedagogical issues. The Action Learning model grows out of industrial management and is based on the notion that peers are a valuable resource for learning about how to solve the problems encountered in the workplace.…

  14. An Exploration of Significant Leadership Development Factors in Action Learning: A Comparison of Three Action Learning Programs

    ERIC Educational Resources Information Center

    Cowan, Chris Allen

    2013-01-01

    As the need for new leaders has increased, so has the need for new and more effective forms of leadership development (Hamel, 2007; Lojeski, 2010; Gratton, 2011). Action learning has been popularized as one of these new forms of leadership development (Peters & Smith, 1998; Byrnes, 2005; ASTD, 2008; Trehan & Pedler, 2011). However,…

  15. Context transfer in reinforcement learning using action-value functions.

    PubMed

    Mousavi, Amin; Nadjar Araabi, Babak; Nili Ahmadabadi, Majid

    2014-01-01

    This paper discusses the notion of context transfer in reinforcement learning tasks. Context transfer, as defined in this paper, implies knowledge transfer between source and target tasks that share the same environment dynamics and reward function but have different states or action spaces. In other words, the agents learn the same task while using different sensors and actuators. This requires the existence of an underlying common Markov decision process (MDP) to which all the agents' MDPs can be mapped. This is formulated in terms of the notion of MDP homomorphism. The learning framework is Q-learning. To transfer the knowledge between these tasks, the feature space is used as a translator and is expressed as a partial mapping between the state-action spaces of different tasks. The Q-values learned during the learning process of the source tasks are mapped to the sets of Q-values for the target task. These transferred Q-values are merged together and used to initialize the learning process of the target task. An interval-based approach is used to represent and merge the knowledge of the source tasks. Empirical results show that the transferred initialization can be beneficial to the learning process of the target task.

  16. Context Transfer in Reinforcement Learning Using Action-Value Functions

    PubMed Central

    Mousavi, Amin; Nadjar Araabi, Babak; Nili Ahmadabadi, Majid

    2014-01-01

    This paper discusses the notion of context transfer in reinforcement learning tasks. Context transfer, as defined in this paper, implies knowledge transfer between source and target tasks that share the same environment dynamics and reward function but have different states or action spaces. In other words, the agents learn the same task while using different sensors and actuators. This requires the existence of an underlying common Markov decision process (MDP) to which all the agents' MDPs can be mapped. This is formulated in terms of the notion of MDP homomorphism. The learning framework is Q-learning. To transfer the knowledge between these tasks, the feature space is used as a translator and is expressed as a partial mapping between the state-action spaces of different tasks. The Q-values learned during the learning process of the source tasks are mapped to the sets of Q-values for the target task. These transferred Q-values are merged together and used to initialize the learning process of the target task. An interval-based approach is used to represent and merge the knowledge of the source tasks. Empirical results show that the transferred initialization can be beneficial to the learning process of the target task. PMID:25610457

  17. Model-based hierarchical reinforcement learning and human action control

    PubMed Central

    Botvinick, Matthew; Weinstein, Ari

    2014-01-01

    Recent work has reawakened interest in goal-directed or ‘model-based’ choice, where decisions are based on prospective evaluation of potential action outcomes. Concurrently, there has been growing attention to the role of hierarchy in decision-making and action control. We focus here on the intersection between these two areas of interest, considering the topic of hierarchical model-based control. To characterize this form of action control, we draw on the computational framework of hierarchical reinforcement learning, using this to interpret recent empirical findings. The resulting picture reveals how hierarchical model-based mechanisms might play a special and pivotal role in human decision-making, dramatically extending the scope and complexity of human behaviour. PMID:25267822

  18. Model-based hierarchical reinforcement learning and human action control.

    PubMed

    Botvinick, Matthew; Weinstein, Ari

    2014-11-05

    Recent work has reawakened interest in goal-directed or 'model-based' choice, where decisions are based on prospective evaluation of potential action outcomes. Concurrently, there has been growing attention to the role of hierarchy in decision-making and action control. We focus here on the intersection between these two areas of interest, considering the topic of hierarchical model-based control. To characterize this form of action control, we draw on the computational framework of hierarchical reinforcement learning, using this to interpret recent empirical findings. The resulting picture reveals how hierarchical model-based mechanisms might play a special and pivotal role in human decision-making, dramatically extending the scope and complexity of human behaviour.

  19. Permaculture in higher education: Teaching sustainability through action learning

    NASA Astrophysics Data System (ADS)

    Battisti, Bryce Thomas

    This is a case study of the use of Action Learning (AL) theory to teach and confer degrees in Permaculture and other forms of sustainability at the newly formed Gaia University International (GUI). In Chapter Two I argue that GUI, as an institution of higher learning, is organized to provide support for learning. The goal of the university structure is to provide students, called Associates, with a vehicle for accumulation of credit towards a bachelor's degree. This organizational structure is necessary, but insufficient for AL because Associates need more than an organization to provide and coordinate their degree programs. In other words, just because the network of university structures are organized in ways that make AL possible and convenient, it does not necessarily follow that Action Learning will occur for any individual Associate. The support structures within GUI's degrees are discussed in Chapter Three. To a greater or lesser degree GUI provides support for personal learning among Associates as advisors and advisees with the goal of helping Associates complete and document the outcomes of world-change projects. The support structures are necessary, but not sufficient for AL because the personal learning process occurring for each Associate requires transformative reflection. Additionally, because Associates' attrition rate is very high, many Associates do not remain enrolled in GUI long enough to benefit from the support structures. At the simplest organizational level I discuss the reflection process conducted in the patterned interactions of assigned learning groups called Guilds (Chapter Four). These groups of Associates work to provide each other with the best possible environment for personal learning through reflection. As its Associates experience transformative reflection, GUI is able to help elevate the quality of world-change efforts in the Permaculture community. Provided the organizational and support structures are in place, this reflection

  20. Does Lean Production Sacrifice Learning in a Manufacturing Environment? An Action Learning Case Study.

    ERIC Educational Resources Information Center

    Scott, Fiona M.; Butler, Jim; Edwards, John

    2001-01-01

    An action learning program was implemented by a manufacturer using lean production practices. Action learning practices were accommodated during times of stability, but abandoned in times of crisis. The meaning of work in this organizational culture excluded all practices, such as reflection, that were not visible and targeted at immediate…

  1. Action Learning, Team Learning and Co-Operation in the Czech Republic

    ERIC Educational Resources Information Center

    Kubatova, Slava

    2012-01-01

    This account of practice presents two cases of the application of Action Learning (AL) communication methodology as described by Marquardt [2004. "Optimising the power of action learning". Mountain View, CA: Davies-Black Publishing]. The teams were Czech and international top management teams. The AL methodology was used to improve…

  2. Student Accounts of Action Learning on a DBA Programme: Learning Inaction

    ERIC Educational Resources Information Center

    Mendonça, Roger; Parker, Anthony; Udo, Uwem; Groves, Catherine

    2015-01-01

    This account of practice sets out the action learning experience of three doctoral students on the same Doctoral Programme in Business Administration at a UK university. It also include the sense-making of a fourth member of the set. It explores the tension between their area of work and their engagement in the action learning process and, in so…

  3. Reflections and Learning from Using Action Learning Sets in a Healthcare Education Setting

    ERIC Educational Resources Information Center

    Dunphy, Liz; Proctor, Gillian; Bartlett, Ruth; Haslam, Mark; Wood, Chris

    2010-01-01

    This paper describes the delivery of action learning sets to students on the peer educator course provided by the Dementia Studies Department at University of Bradford. Our understanding of action learning sets is laid out together with our rationale for their use on this course. Feedback is presented that described a conflicted, even confused…

  4. Action Learning and Executive Education: Achieving Credible Personal, Practitioner and Organisational Learning

    ERIC Educational Resources Information Center

    Stephens, Simon; Margey, Michael

    2015-01-01

    Action learning involves balancing the often conflicting forces between working knowledge and academic knowledge. This paper explores the experience of executive learners; academics and external contributors involved in action learning at the postgraduate level. The executive learners are members of cohorts on two masters programmes based in…

  5. Action learning in virtual higher education: applying leadership theory

    PubMed Central

    Curtin, Joseph

    2016-01-01

    ABSTRACT This paper reports the historical foundation of Northeastern University’s course, LDR 6100: Developing Your Leadership Capability, a partial literature review of action learning (AL) and virtual action learning (VAL), a course methodology of LDR 6100 requiring students to apply leadership perspectives using VAL as instructed by the author, questionnaire and survey results of students who evaluated the effectiveness of their application of leadership theories using VAL and insights believed to have been gained by the author administering VAL. Findings indicate most students thought applying leadership perspectives using AL was better than considering leadership perspectives not using AL. In addition as implemented in LDR 6100, more students evaluated VAL positively than did those who assessed VAL negatively.

  6. Environmental sustainability: Understanding young adults' learning, thinking, and actions

    NASA Astrophysics Data System (ADS)

    Kola-Olusanya, Anthony O.

    This thesis explores the ways in which young-adults' environmental learning and experiences influence their decision to live sustainably. In particular, this thesis focuses on young adults' environmental and sustainability learning. It elaborates on young peoples' views about environmental and sustainability issues, such as climate change, the sources for their learning about these issues, and how young adults' learning encounters, in turn, affect their actions toward environmental protection and decision-making. Through a series of in-depth individual interviews with 18 young adults from three universities in southeastern Ontario, this qualitative study provides in-depth insight into young adults' understanding, learning experiences, and actions in relation to environmental and sustainability issues. Employing a Contextual Model of Learning framework the narratives of the young adults in this study are analyzed and discussed within three overlapping environmental learning contexts: personal, sociocultural, and physical settings. This framework allows for an examination of the complex interactions and relationships that shape how and where environmental learning occurs. The findings in this study suggest that the three overlapping learning contexts, that is the personal, sociocultural, and physical play an important role in shaping young adults' learning about environmental and sustainability issues. The data reveal that despite the unavailability or near-absence of environmental studies and education within the formal school curriculum (particularly at the elementary and high school levels), the young adults rely on other locations for learning, such as the internet, environmental non-governmental organisations (ENGOs), television, and family. In light of this, the research participants suggest the re-introduction of environmental programs and content in the school curriculum. Finally, the results of this study demonstrate the centrality of knowledge and

  7. Collaborative Action Research on Technology Integration for Science Learning

    NASA Astrophysics Data System (ADS)

    Wang, Chien-Hsing; Ke, Yi-Ting; Wu, Jin-Tong; Hsu, Wen-Hua

    2012-02-01

    This paper briefly reports the outcomes of an action research inquiry on the use of blogs, MS PowerPoint [PPT], and the Internet as learning tools with a science class of sixth graders for project-based learning. Multiple sources of data were essential to triangulate the key findings articulated in this paper. Corresponding to previous studies, the incorporation of technology and project-based learning could motivate students in self-directed exploration. The students were excited about the autonomy over what to learn and the use of PPT to express what they learned. Differing from previous studies, the findings pointed to the lack information literacy among students. The students lacked information evaluation skills, note-taking and information synthesis. All these findings imply the importance of teaching students about information literacy and visual literacy when introducing information technology into the classroom. The authors suggest that further research should focus on how to break the culture of "copy-and-paste" by teaching the skills of note-taking and synthesis through inquiry projects for science learning. Also, further research on teacher professional development should focus on using collaboration action research as a framework for re-designing graduate courses for science teachers in order to enhance classroom technology integration.

  8. Choosing Actions

    PubMed Central

    Rosenbaum, David A.; Chapman, Kate M.; Coelho, Chase J.; Gong, Lanyun; Studenka, Breanna E.

    2013-01-01

    Actions that are chosen have properties that distinguish them from actions that are not. Of the nearly infinite possible actions that can achieve any given task, many of the unchosen actions are irrelevant, incorrect, or inappropriate. Others are relevant, correct, or appropriate but are disfavored for other reasons. Our research focuses on the question of what distinguishes actions that are chosen from actions that are possible but are not. We review studies that use simple preference methods to identify factors that contribute to action choices, especially for object-manipulation tasks. We can determine which factors are especially important through simple behavioral experiments. PMID:23761769

  9. Action semantics modulate action prediction.

    PubMed

    Springer, Anne; Prinz, Wolfgang

    2010-11-01

    Previous studies have demonstrated that action prediction involves an internal action simulation that runs time-locked to the real action. The present study replicates and extends these findings by indicating a real-time simulation process (Graf et al., 2007), which can be differentiated from a similarity-based evaluation of internal action representations. Moreover, results showed that action semantics modulate action prediction accuracy. The semantic effect was specified by the processing of action verbs and concrete nouns (Experiment 1) and, more specifically, by the dynamics described by action verbs (Experiment 2) and the speed described by the verbs (e.g., "to catch" vs. "to grasp" vs. "to stretch"; Experiment 3). These results propose a linkage between action simulation and action semantics as two yet unrelated domains, a view that coincides with a recent notion of a close link between motor processes and the understanding of action language.

  10. Action Research and Organisational Learning: A Norwegian Approach to Doing Action Research in Complex Organisations

    ERIC Educational Resources Information Center

    Eikeland, Olav

    2012-01-01

    The purpose of this article is to present a specific approach to the practice of action research "in complex organisations". Clearly, there are many approaches to the challenge of doing action research in organisations; approaches that are, and also must be, quite context dependent and specific. But my purpose is neither to give an…

  11. Learning and exploration in action-perception loops.

    PubMed

    Little, Daniel Y; Sommer, Friedrich T

    2013-01-01

    Discovering the structure underlying observed data is a recurring problem in machine learning with important applications in neuroscience. It is also a primary function of the brain. When data can be actively collected in the context of a closed action-perception loop, behavior becomes a critical determinant of learning efficiency. Psychologists studying exploration and curiosity in humans and animals have long argued that learning itself is a primary motivator of behavior. However, the theoretical basis of learning-driven behavior is not well understood. Previous computational studies of behavior have largely focused on the control problem of maximizing acquisition of rewards and have treated learning the structure of data as a secondary objective. Here, we study exploration in the absence of external reward feedback. Instead, we take the quality of an agent's learned internal model to be the primary objective. In a simple probabilistic framework, we derive a Bayesian estimate for the amount of information about the environment an agent can expect to receive by taking an action, a measure we term the predicted information gain (PIG). We develop exploration strategies that approximately maximize PIG. One strategy based on value-iteration consistently learns faster than previously developed reward-free exploration strategies across a diverse range of environments. Psychologists believe the evolutionary advantage of learning-driven exploration lies in the generalized utility of an accurate internal model. Consistent with this hypothesis, we demonstrate that agents which learn more efficiently during exploration are later better able to accomplish a range of goal-directed tasks. We will conclude by discussing how our work elucidates the explorative behaviors of animals and humans, its relationship to other computational models of behavior, and its potential application to experimental design, such as in closed-loop neurophysiology studies.

  12. Learning and exploration in action-perception loops

    PubMed Central

    Little, Daniel Y.; Sommer, Friedrich T.

    2013-01-01

    Discovering the structure underlying observed data is a recurring problem in machine learning with important applications in neuroscience. It is also a primary function of the brain. When data can be actively collected in the context of a closed action-perception loop, behavior becomes a critical determinant of learning efficiency. Psychologists studying exploration and curiosity in humans and animals have long argued that learning itself is a primary motivator of behavior. However, the theoretical basis of learning-driven behavior is not well understood. Previous computational studies of behavior have largely focused on the control problem of maximizing acquisition of rewards and have treated learning the structure of data as a secondary objective. Here, we study exploration in the absence of external reward feedback. Instead, we take the quality of an agent's learned internal model to be the primary objective. In a simple probabilistic framework, we derive a Bayesian estimate for the amount of information about the environment an agent can expect to receive by taking an action, a measure we term the predicted information gain (PIG). We develop exploration strategies that approximately maximize PIG. One strategy based on value-iteration consistently learns faster than previously developed reward-free exploration strategies across a diverse range of environments. Psychologists believe the evolutionary advantage of learning-driven exploration lies in the generalized utility of an accurate internal model. Consistent with this hypothesis, we demonstrate that agents which learn more efficiently during exploration are later better able to accomplish a range of goal-directed tasks. We will conclude by discussing how our work elucidates the explorative behaviors of animals and humans, its relationship to other computational models of behavior, and its potential application to experimental design, such as in closed-loop neurophysiology studies. PMID:23579347

  13. Action Learning and Constructivist Grounded Theory: Powerfully Overlapping Fields of Practice

    ERIC Educational Resources Information Center

    Rand, Jane

    2013-01-01

    This paper considers the shared characteristics between action learning (AL) and the research methodology constructivist grounded theory (CGT). Mirroring Edmonstone's [2011. "Action Learning and Organisation Development: Overlapping Fields of Practice." "Action Learning: Research and Practice" 8 (2): 93-102] article, which…

  14. Transitioning to a More Sustainable Society: Unpacking the Role of the Learning-Action Nexus

    ERIC Educational Resources Information Center

    Moyer, Joanne M.; Sinclair, A. John; Quinn, Lisa

    2016-01-01

    In recent years, action on sustainability has been highly influential around the globe and many now recognize the importance of individual and social learning for inspiring action and achieving sustainability outcomes. Transformative learning theory has been criticized, however, for insufficient development of the link between learning and action.…

  15. Action Learning: Developing Leaders and Supporting Change in a Healthcare Context

    ERIC Educational Resources Information Center

    Doyle, Louise

    2014-01-01

    This account of practice outlines how action learning was used as the key component of a leadership development initiative for managers in an acute hospital setting. It explains how the initiative was conceived, why action learning was chosen and how action learning principles were incorporated. Insights into the outcomes and considerations for…

  16. Reconciling Market Requirements and Operations Resources: An Opportunity for Action Learning

    ERIC Educational Resources Information Center

    Coughlan, Paul; Coghlan, David

    2009-01-01

    This article brings together the fields of action learning and operations strategy. It presents a case of action learning focused on strategic operations improvement in the extended manufacturing enterprise. As the third article in the set of explorations in this journal within the fields of action learning, operations strategy and collaborative…

  17. Action Learning. Symposium 21. [Concurrent Symposium Session at AHRD Annual Conference, 2000.

    ERIC Educational Resources Information Center

    2000

    This document contains three papers from a symposium on action learning that was conducted as part of a conference on human resource development (HRD). "Searching for Meaning in Complex Action Learning Data: What Environments, Acts, and Words Reveal" (Verna J. Willis) analyzes complex action learning documents produced as course…

  18. How actions shape perception: learning action-outcome relations and predicting sensory outcomes promote audio-visual temporal binding

    PubMed Central

    Desantis, Andrea; Haggard, Patrick

    2016-01-01

    To maintain a temporally-unified representation of audio and visual features of objects in our environment, the brain recalibrates audio-visual simultaneity. This process allows adjustment for both differences in time of transmission and time for processing of audio and visual signals. In four experiments, we show that the cognitive processes for controlling instrumental actions also have strong influence on audio-visual recalibration. Participants learned that right and left hand button-presses each produced a specific audio-visual stimulus. Following one action the audio preceded the visual stimulus, while for the other action audio lagged vision. In a subsequent test phase, left and right button-press generated either the same audio-visual stimulus as learned initially, or the pair associated with the other action. We observed recalibration of simultaneity only for previously-learned audio-visual outcomes. Thus, learning an action-outcome relation promotes temporal grouping of the audio and visual events within the outcome pair, contributing to the creation of a temporally unified multisensory object. This suggests that learning action-outcome relations and the prediction of perceptual outcomes can provide an integrative temporal structure for our experiences of external events. PMID:27982063

  19. Learning Sequences of Actions in Collectives of Autonomous Agents

    NASA Technical Reports Server (NTRS)

    Turner, Kagan; Agogino, Adrian K.; Wolpert, David H.; Clancy, Daniel (Technical Monitor)

    2001-01-01

    In this paper we focus on the problem of designing a collective of autonomous agents that individually learn sequences of actions such that the resultant sequence of joint actions achieves a predetermined global objective. We are particularly interested in instances of this problem where centralized control is either impossible or impractical. For single agent systems in similar domains, machine learning methods (e.g., reinforcement learners) have been successfully used. However, applying such solutions directly to multi-agent systems often proves problematic, as agents may work at cross-purposes, or have difficulty in evaluating their contribution to achievement of the global objective, or both. Accordingly, the crucial design step in multiagent systems centers on determining the private objectives of each agent so that as the agents strive for those objectives, the system reaches a good global solution. In this work we consider a version of this problem involving multiple autonomous agents in a grid world. We use concepts from collective intelligence to design goals for the agents that are 'aligned' with the global goal, and are 'learnable' in that agents can readily see how their behavior affects their utility. We show that reinforcement learning agents using those goals outperform both 'natural' extensions of single agent algorithms and global reinforcement, learning solutions based on 'team games'.

  20. Automated, Unobtrusive, Action-by-Action Assessment of Self-Regulation during Learning with an Intelligent Tutoring System

    ERIC Educational Resources Information Center

    Aleven, Vincent; Roll, Ido; McLaren, Bruce M.; Koedinger, Kenneth R.

    2010-01-01

    Assessment of students' self-regulated learning (SRL) requires a method for evaluating whether observed actions are appropriate acts of self-regulation in theEv specific learning context in which they occur. We review research that has resulted in an automated method for context-sensitive assessment of a specific SRL strategy, help seeking while…

  1. Quantifying Learning in Young Infants: Tracking Leg Actions During a Discovery-learning Task.

    PubMed

    Sargent, Barbara; Reimann, Hendrik; Kubo, Masayoshi; Fetters, Linda

    2015-06-01

    Task-specific actions emerge from spontaneous movement during infancy. It has been proposed that task-specific actions emerge through a discovery-learning process. Here a method is described in which 3-4 month old infants learn a task by discovery and their leg movements are captured to quantify the learning process. This discovery-learning task uses an infant activated mobile that rotates and plays music based on specified leg action of infants. Supine infants activate the mobile by moving their feet vertically across a virtual threshold. This paradigm is unique in that as infants independently discover that their leg actions activate the mobile, the infants' leg movements are tracked using a motion capture system allowing for the quantification of the learning process. Specifically, learning is quantified in terms of the duration of mobile activation, the position variance of the end effectors (feet) that activate the mobile, changes in hip-knee coordination patterns, and changes in hip and knee muscle torque. This information describes infant exploration and exploitation at the interplay of person and environmental constraints that support task-specific action. Subsequent research using this method can investigate how specific impairments of different populations of infants at risk for movement disorders influence the discovery-learning process for task-specific action.

  2. Complementary actions.

    PubMed

    Sartori, Luisa; Betti, Sonia

    2015-01-01

    Complementary colors are color pairs which, when combined in the right proportions, produce white or black. Complementary actions refer here to forms of social interaction wherein individuals adapt their joint actions according to a common aim. Notably, complementary actions are incongruent actions. But being incongruent is not sufficient to be complementary (i.e., to complete the action of another person). Successful complementary interactions are founded on the abilities: (i) to simulate another person's movements, (ii) to predict another person's future action/s, (iii) to produce an appropriate incongruent response which differ, while interacting, with observed ones, and (iv) to complete the social interaction by integrating the predicted effects of one's own action with those of another person. This definition clearly alludes to the functional importance of complementary actions in the perception-action cycle and prompts us to scrutinize what is taking place behind the scenes. Preliminary data on this topic have been provided by recent cutting-edge studies utilizing different research methods. This mini-review aims to provide an up-to-date overview of the processes and the specific activations underlying complementary actions.

  3. Complementary actions

    PubMed Central

    Sartori, Luisa; Betti, Sonia

    2015-01-01

    Complementary colors are color pairs which, when combined in the right proportions, produce white or black. Complementary actions refer here to forms of social interaction wherein individuals adapt their joint actions according to a common aim. Notably, complementary actions are incongruent actions. But being incongruent is not sufficient to be complementary (i.e., to complete the action of another person). Successful complementary interactions are founded on the abilities: (i) to simulate another person’s movements, (ii) to predict another person’s future action/s, (iii) to produce an appropriate incongruent response which differ, while interacting, with observed ones, and (iv) to complete the social interaction by integrating the predicted effects of one’s own action with those of another person. This definition clearly alludes to the functional importance of complementary actions in the perception–action cycle and prompts us to scrutinize what is taking place behind the scenes. Preliminary data on this topic have been provided by recent cutting-edge studies utilizing different research methods. This mini-review aims to provide an up-to-date overview of the processes and the specific activations underlying complementary actions. PMID:25983717

  4. Using Collaborative Action Learning Projects to Increase the Impact of Management Development

    ERIC Educational Resources Information Center

    Lyso, Ingunn Hybertsen; Mjoen, Kristian; Levin, Morten

    2011-01-01

    This article aims to contribute to the field of human resource development by exploring the conditions that influence the organizational impact of action learning projects. Many organizations use such projects as an integral part of their management development programs. Past research on action learning projects has shown how balancing action and…

  5. Project InterActions: A Multigenerational Robotic Learning Environment

    NASA Astrophysics Data System (ADS)

    Bers, Marina U.

    2007-12-01

    This paper presents Project InterActions, a series of 5-week workshops in which very young learners (4- to 7-year-old children) and their parents come together to build and program a personally meaningful robotic project in the context of a multigenerational robotics-based community of practice. The goal of these family workshops is to teach both parents and children about the mechanical and programming aspects involved in robotics, as well as to initiate them in a learning trajectory with and about technology. Results from this project address different ways in which parents and children learn together and provide insights into how to develop educational interventions that would educate parents, as well as children, in new domains of knowledge and skills such as robotics and new technologies.

  6. Place-Based Learning: Action Learning in MA Program for Educational Practitioners

    ERIC Educational Resources Information Center

    Glassner, Amnon; Eran-Zoran, Yael

    2016-01-01

    The study presents a new pedagogical idea and practice for educational practitioners. The practice was developed as a workshop of MA program in order to change and expand the meaning of education for the wellbeing of the community. The "place-based learning" workshop combined action learning (AL) with project-based learning (PBL). The…

  7. Learning from Toyota: How Action Learning Can Foster Competitive Advantage in New Product Development (NPD)

    ERIC Educational Resources Information Center

    Fuchs, Barbara

    2007-01-01

    New product development and commercialization are essential to entrepreneurial growth and international competitiveness. Excellence in this area is strongly supported by individual and organizational learning efforts. By analyzing how Japanese car manufacturer Toyota organizes learning, this paper evaluates the potential of action learning to…

  8. Action Research to Improve the Learning Space for Diagnostic Techniques.

    PubMed

    Ariel, Ellen; Owens, Leigh

    2015-12-01

    The module described and evaluated here was created in response to perceived learning difficulties in diagnostic test design and interpretation for students in third-year Clinical Microbiology. Previously, the activities in lectures and laboratory classes in the module fell into the lower cognitive operations of "knowledge" and "understanding." The new approach was to exchange part of the traditional activities with elements of interactive learning, where students had the opportunity to engage in deep learning using a variety of learning styles. The effectiveness of the new curriculum was assessed by means of on-course student assessment throughout the module, a final exam, an anonymous questionnaire on student evaluation of the different activities and a focus group of volunteers. Although the new curriculum enabled a major part of the student cohort to achieve higher pass grades (p < 0.001), it did not meet the requirements of the weaker students, and the proportion of the students failing the module remained at 34%. The action research applied here provided a number of valuable suggestions from students on how to improve future curricula from their perspective. Most importantly, an interactive online program that facilitated flexibility in the learning space for the different reagents and their interaction in diagnostic tests was proposed. The methods applied to improve and assess a curriculum refresh by involving students as partners in the process, as well as the outcomes, are discussed. Journal of Microbiology & Biology Education.

  9. Action Research to Improve the Learning Space for Diagnostic Techniques†

    PubMed Central

    Ariel, Ellen; Owens, Leigh

    2015-01-01

    The module described and evaluated here was created in response to perceived learning difficulties in diagnostic test design and interpretation for students in third-year Clinical Microbiology. Previously, the activities in lectures and laboratory classes in the module fell into the lower cognitive operations of “knowledge” and “understanding.” The new approach was to exchange part of the traditional activities with elements of interactive learning, where students had the opportunity to engage in deep learning using a variety of learning styles. The effectiveness of the new curriculum was assessed by means of on-course student assessment throughout the module, a final exam, an anonymous questionnaire on student evaluation of the different activities and a focus group of volunteers. Although the new curriculum enabled a major part of the student cohort to achieve higher pass grades (p < 0.001), it did not meet the requirements of the weaker students, and the proportion of the students failing the module remained at 34%. The action research applied here provided a number of valuable suggestions from students on how to improve future curricula from their perspective. Most importantly, an interactive online program that facilitated flexibility in the learning space for the different reagents and their interaction in diagnostic tests was proposed. The methods applied to improve and assess a curriculum refresh by involving students as partners in the process, as well as the outcomes, are discussed. Journal of Microbiology & Biology Education PMID:26753024

  10. Change in Action: How Infants Learn to Walk down Slopes

    ERIC Educational Resources Information Center

    Gill, Simone V.; Adolph, Karen E.; Vereijken, Beatrix

    2009-01-01

    A critical aspect of perception-action coupling is the ability to modify ongoing actions in accordance with variations in the environment. Infants' ability to modify their gait patterns to walk down shallow and steep slopes was examined at three nested time scales. Across sessions, a microgenetic training design showed rapid improvements after the…

  11. Embodied Learning and Creative Writing: An Action Research Study

    ERIC Educational Resources Information Center

    Tobin, Jennifer Ann

    2012-01-01

    This action research study used narrative analysis to explore the role of the body in the writing process of creative writers. Specifically, the purpose of this action research study was threefold: it was first to examine how professional creative writers describe their writing process with particular attention to their perceptions of the role and…

  12. Influence of action-effect associations acquired by ideomotor learning on imitation.

    PubMed

    Bunlon, Frédérique; Marshall, Peter J; Quandt, Lorna C; Bouquet, Cedric A

    2015-01-01

    According to the ideomotor theory, actions are represented in terms of their perceptual effects, offering a solution for the correspondence problem of imitation (how to translate the observed action into a corresponding motor output). This effect-based coding of action is assumed to be acquired through action-effect learning. Accordingly, performing an action leads to the integration of the perceptual codes of the action effects with the motor commands that brought them about. While ideomotor theory is invoked to account for imitation, the influence of action-effect learning on imitative behavior remains unexplored. In two experiments, imitative performance was measured in a reaction time task following a phase of action-effect acquisition. During action-effect acquisition, participants freely executed a finger movement (index or little finger lifting), and then observed a similar (compatible learning) or a different (incompatible learning) movement. In Experiment 1, finger movements of left and right hands were presented as action-effects during acquisition. In Experiment 2, only right-hand finger movements were presented during action-effect acquisition and in the imitation task the observed hands were oriented orthogonally to participants' hands in order to avoid spatial congruency effects. Experiments 1 and 2 showed that imitative performance was improved after compatible learning, compared to incompatible learning. In Experiment 2, although action-effect learning involved perception of finger movements of right hand only, imitative capabilities of right- and left-hand finger movements were equally affected. These results indicate that an observed movement stimulus processed as the effect of an action can later prime execution of that action, confirming the ideomotor approach to imitation. We further discuss these findings in relation to previous studies of action-effect learning and in the framework of current ideomotor approaches to imitation.

  13. Learning by Doing: A Handbook for Professional Learning Communities at Work™ (Second Edition)-- Action Guide

    ERIC Educational Resources Information Center

    Solution Tree, 2010

    2010-01-01

    This action guide is intended to assist in the reading of and reflection upon "Learning by Doing: A Handbook for Professional Learning Communities at Work, Second Edition" by Richard DuFour, Rebecca DuFour, Richard Eaker, and Thomas Many. The guide can be used by an individual, a small group, or an entire faculty to identify key points,…

  14. Leaders Learning from Leaders as an Emergent Action Learning Strategy Type of Paper: Account of Practice

    ERIC Educational Resources Information Center

    Mullen, Carol A.; Rodríguez, Mariela A.; Allen, Tawannah G.

    2015-01-01

    This account of practice describes what three executive leaders in a professional association have learned about action learning and their own practices of organizational renewal. Data are approached narratively and stories are told from the perspectives of diverse educators' experiences, agency, and expertise. Mature organizations can be…

  15. Changing Teaching and Learning Relationships through Collaborative Action Research: Learning to Ask Different Questions

    ERIC Educational Resources Information Center

    Harrington, Paula; Gillam, Katy; Andrews, Jane; Day, Christopher

    2006-01-01

    The article reports work over one year by three teachers from the Milton Keynes Primary Schools Learning Network. Their collaborative classroom-focused action research investigated the limits and possibilities of pupils' and teachers' learning through self-evaluation. In phase one the teacher researchers used questionnaires, interviews and…

  16. Setting the Direction. Partnerships in Action: First Nations, Metis and Inuit Learning Access and Success. A Learning Alberta

    ERIC Educational Resources Information Center

    Alberta Advanced Education, 2006

    2006-01-01

    The Aboriginal Learning Subcommittee looked specifically at developing recommendations that address First Nations, Metis and Inuit learning needs and supports. The Subcommittee proposes policy actions and recommends that all stakeholders work together to implement these actions. The first recommendation for action is to build on partnerships to…

  17. Robots Show Us How to Teach Them: Feedback from Robots Shapes Tutoring Behavior during Action Learning

    PubMed Central

    Vollmer, Anna-Lisa; Mühlig, Manuel; Steil, Jochen J.; Pitsch, Karola; Fritsch, Jannik; Rohlfing, Katharina J.; Wrede, Britta

    2014-01-01

    Robot learning by imitation requires the detection of a tutor's action demonstration and its relevant parts. Current approaches implicitly assume a unidirectional transfer of knowledge from tutor to learner. The presented work challenges this predominant assumption based on an extensive user study with an autonomously interacting robot. We show that by providing feedback, a robot learner influences the human tutor's movement demonstrations in the process of action learning. We argue that the robot's feedback strongly shapes how tutors signal what is relevant to an action and thus advocate a paradigm shift in robot action learning research toward truly interactive systems learning in and benefiting from interaction. PMID:24646510

  18. Robots show us how to teach them: feedback from robots shapes tutoring behavior during action learning.

    PubMed

    Vollmer, Anna-Lisa; Mühlig, Manuel; Steil, Jochen J; Pitsch, Karola; Fritsch, Jannik; Rohlfing, Katharina J; Wrede, Britta

    2014-01-01

    Robot learning by imitation requires the detection of a tutor's action demonstration and its relevant parts. Current approaches implicitly assume a unidirectional transfer of knowledge from tutor to learner. The presented work challenges this predominant assumption based on an extensive user study with an autonomously interacting robot. We show that by providing feedback, a robot learner influences the human tutor's movement demonstrations in the process of action learning. We argue that the robot's feedback strongly shapes how tutors signal what is relevant to an action and thus advocate a paradigm shift in robot action learning research toward truly interactive systems learning in and benefiting from interaction.

  19. Evaluating the Impact of Action Plans on Trainee Compliance with Learning Objectives

    ERIC Educational Resources Information Center

    Aumann, Michael J.

    2013-01-01

    This mixed methods research study evaluated the use of technology-based action plans as a way to help improve compliance with the learning objectives of an online training event. It explored how the action planning strategy impacted subjects in a treatment group and compared them to subjects in a control group who did not get the action plan. The…

  20. The Impact of Being Part of an Action Learning Set for New Lecturers: A Reflective Analysis

    ERIC Educational Resources Information Center

    Haith, Mark P.; Whittingham, Katrina A.

    2012-01-01

    What is an action learning set (ALS)? An ALS is a regular, action focused peer discussion group, generally facilitated, to address work place issues. Methods of undertaking ALS: methods are flexible within a range of approaches according to the group's developing needs. Benefits of ALS: builds trust, professional development, enables action,…

  1. Brain plasticity through the life span: learning to learn and action video games.

    PubMed

    Bavelier, Daphne; Green, C Shawn; Pouget, Alexandre; Schrater, Paul

    2012-01-01

    The ability of the human brain to learn is exceptional. Yet, learning is typically quite specific to the exact task used during training, a limiting factor for practical applications such as rehabilitation, workforce training, or education. The possibility of identifying training regimens that have a broad enough impact to transfer to a variety of tasks is thus highly appealing. This work reviews how complex training environments such as action video game play may actually foster brain plasticity and learning. This enhanced learning capacity, termed learning to learn, is considered in light of its computational requirements and putative neural mechanisms.

  2. Inquiring into the Dilemmas of Implementing Action Learning. Innovative Session 6. [Concurrent Innovative Session at AHRD Annual Conference, 2000.

    ERIC Educational Resources Information Center

    Yorks, Lyle; Dilworth, Robert L.; Marquardt, Michael J.; Marsick, Victoria; O'Neil, Judy

    Action learning is receiving increasing attention from human resource development (HRD) practitioners and the HRD management literature. Action learning has been characterized as follows: (1) working in small groups to take action on meaningful problems while seeking to learn from having taken the specified action lies at the foundation of action…

  3. Action perception predicts action performance

    PubMed Central

    Bailey, Heather R.; Kurby, Christopher A.; Giovannetti, Tania; Zacks, Jeffrey M.

    2013-01-01

    Everyday action impairments often are observed in demented older adults, and they are common potential barriers to functional independence. We evaluated whether the ability to segment and efficiently encode activities is related to the ability to execute activities. Further, we evaluated whether brain regions important for segmentation also were important for action performance. Cognitively healthy older adults and those with very mild or mild dementia of the Alzheimer's type watched and segmented movies of everyday activities and then completed the Naturalistic Action Test. Structural MRI was used to measure volume in the dorsolateral prefrontal cortex (DLPFC), medial temporal lobes (MTL), posterior cortex, and anterior cingulate cortex (ACC). Dementia status and the ability to segment everyday activities strongly predicted naturalistic action performance, and MTL volume largely accounted for this relationship. In addition, the current results supported the Omission-Commission Model: Different cognitive and neurological mechanisms predicted different types of action error. Segmentation, dementia severity, and MTL volume predicted everyday omission errors, DLPFC volume predicted commission errors, and ACC volume predicted action additions. These findings suggest that event segmentation may be critical for effective action production, and that the segmentation and production of activities may recruit the same event representation system. PMID:23851113

  4. Action perception predicts action performance.

    PubMed

    Bailey, Heather R; Kurby, Christopher A; Giovannetti, Tania; Zacks, Jeffrey M

    2013-09-01

    Everyday action impairments often are observed in demented older adults, and they are common potential barriers to functional independence. We evaluated whether the ability to segment and efficiently encode activities is related to the ability to execute activities. Further, we evaluated whether brain regions important for segmentation also were important for action performance. Cognitively healthy older adults and those with very mild or mild dementia of the Alzheimer's type watched and segmented movies of everyday activities and then completed the Naturalistic Action Test. Structural MRI was used to measure volume in the dorsolateral prefrontal cortex (DLPFC), medial temporal lobes (MTL), posterior cortex, and anterior cingulate cortex (ACC). Dementia status and the ability to segment everyday activities strongly predicted naturalistic action performance, and MTL volume largely accounted for this relationship. In addition, the current results supported the Omission-Commission Model: Different cognitive and neurological mechanisms predicted different types of action error. Segmentation, dementia severity, and MTL volume predicted everyday omission errors, DLPFC volume predicted commission errors, and ACC volume predicted action additions. These findings suggest that event segmentation may be critical for effective action production, and that the segmentation and production of activities may recruit the same event representation system.

  5. Innovation Development--An Action Learning Programme for Medical Scientists and Engineers

    ERIC Educational Resources Information Center

    Beniston, Lee; Ellwood, Paul; Gold, Jeff; Roberts, James; Thorpe, Richard

    2014-01-01

    There is increasing evidence that action learning is valuable in a higher education setting. This paper goes on to report a personal development programme, based on principles of critical action learning, where the aim is to equip early-career scientists and engineers working in a university setting with the knowledge, skills and confidence to…

  6. Participating in a Collaborative Action Learning Set (CAL): Beginning the Journey

    ERIC Educational Resources Information Center

    McCormack, Brendan; Henderson, Elizabeth; Boomer, Christine; Collin, Ita; Robinson, David

    2008-01-01

    Action learning is being increasingly utilised as a strategy to underpin practitioner focused development and research projects in healthcare generally and nursing in particular. Whilst facilitators of and participants in action learning have a variety of resource materials to guide their practice and participation, there continue to be few…

  7. Doing Different Things or Doing Things Different: Exploring the Role of Action Learning in Innovation

    ERIC Educational Resources Information Center

    Abbott, Christine; Weiss, Michael

    2016-01-01

    The notion of action learning driven innovation is explored with reference to three action-learning projects carried out in the last year and a proposed multi stakeholder project starting in 2016. The authors also provide an account of "innovation", including its rationale and characteristics, and argues for its particular suitability in…

  8. Human Dorsal Striatum Encodes Prediction Errors during Observational Learning of Instrumental Actions

    ERIC Educational Resources Information Center

    Cooper, Jeffrey C.; Dunne, Simon; Furey, Teresa; O'Doherty, John P.

    2012-01-01

    The dorsal striatum plays a key role in the learning and expression of instrumental reward associations that are acquired through direct experience. However, not all learning about instrumental actions require direct experience. Instead, humans and other animals are also capable of acquiring instrumental actions by observing the experiences of…

  9. "Knowing Is Not Enough; We Must Apply": Reflections on a Failed Action Learning Application

    ERIC Educational Resources Information Center

    Reese, Simon

    2015-01-01

    This paper reflects upon a sub-optimal action learning application with a strategic business re-design project. The objective of the project was to improve the long-term business performance of a subsidiary business and build the strategic plan. Action learning was introduced to aid the group in expanding their view of the real problems…

  10. Developing Results-Based Leadership Attributes and Team Cohesiveness through Action Learning

    ERIC Educational Resources Information Center

    Troupe, David

    2010-01-01

    Those who develop leaders in manufacturing settings have little data that describe the usefulness of action learning as a method of developing leaders' abilities to improve results-based leadership attributes or perceptions about their team's cohesiveness. The two purposes of this study were to evaluate an action learning program with regards to…

  11. A Framework for the Development of Organizational Commitment Using Action Learning

    ERIC Educational Resources Information Center

    Krishna, Vijay; Marquardt, Michael J.

    2007-01-01

    Organizational commitment has been explored extensively over the past 40 years because of its benefits to individuals and the organization. Action learning, in turn, has been used by companies worldwide to develop leaders, teams and organizations. No study, however, has been undertaken to determine how action learning might develop organizational…

  12. Participatory Action Research and Environmental Learning: Implications for Resilient Forests and Communities

    ERIC Educational Resources Information Center

    Ballard, Heidi L.; Belsky, Jill M.

    2010-01-01

    How can a participatory approach to research promote environmental learning and enhance social-ecological systems resilience? Participatory action research (PAR) is an approach to research that its' supporters claim can foster new knowledge, learning, and action to support positive social and environmental change through reorienting the standard…

  13. Models, Definitions, and Outcome Variables of Action Learning: A Synthesis with Implications for HRD

    ERIC Educational Resources Information Center

    Chenhall, Everon C.; Chermack, Thomas J.

    2010-01-01

    Purpose: The purpose of this paper is to propose an integrated model of action learning based on an examination of four reviewed action learning models, definitions, and espoused outcomes. Design/methodology/approach: A clear articulation of the strengths and limitations of each model was essential to developing an integrated model, which could be…

  14. Launch of Revans Academy for Action Learning and Research: Manchester Business School November 26, 2008

    ERIC Educational Resources Information Center

    Clark, Elaine

    2009-01-01

    This article reports on the launching of the Revans Academy for Action Learning and Research at Manchester Business School on 26 November 2008. The goal of the Academy is to foster the development of action learning as a unifying framework within Manchester Business School. Its goal is to provide a hub for dialogue, collaboration, exploitation and…

  15. Leading Change in Tissue Viability Best Practice: An Action Learning Programme for Link Nurse Practitioners

    ERIC Educational Resources Information Center

    Kellie, Jean; Henderson, Eileen; Milsom, Brian; Crawley, Hayley

    2010-01-01

    This account of practice reports on an action learning initiative designed and implemented in partnership between a regional NHS Acute Trust and a UK Business School. The central initiative was the implementation of an action learning programme entitled "Leading change in tissue viability best practice: a development programme for Link Nurse…

  16. The Impact of Action Learning: What Difference Are We Making in the World?

    ERIC Educational Resources Information Center

    Turner, Arthur; Heneberry, Pamela

    2013-01-01

    Involvement in a number of action-learning programmes and associated development opportunities has led the Professional Development Centre Limited to question the relevance of a strict adherence to the "rules" of action learning as described by Reg Revans. A deliberate focus of one such programme to a financial services organisation…

  17. "Cast Your Net Widely": Three Steps to Expanding and Refining Your Problem before Action Learning Application

    ERIC Educational Resources Information Center

    Reese, Simon R.

    2015-01-01

    This paper reflects upon a three-step process to expand the problem definition in the early stages of an action learning project. The process created a community-powered problem-solving approach within the action learning context. The simple three steps expanded upon in the paper create independence, dependence, and inter-dependence to aid the…

  18. A Playbook for Data: Real-Life Scenario Demonstrates Learning Forward's Data Standard in Action

    ERIC Educational Resources Information Center

    Hirsh, Stephanie; Hord, Shirley

    2012-01-01

    This article is an excerpt from "A Playbook for Professional Learning: Putting the Standards Into Action" (Learning Forward, 2012). Written by Learning Forward Executive Director Stephanie Hirsh and Scholar Laureate Shirley Hord, "A Playbook for Professional Learning" provides those who work in professional learning with readily accessible…

  19. How Action-Learning Coaches Foster a Climate Conducive to Learning

    ERIC Educational Resources Information Center

    Gibson, Sara Henderson

    2011-01-01

    Today's businesses rely on the effective functioning of self-directed work teams to learn how to solve complex problems and take action. A key factor in a team's ability to perform in this manner is a group climate characterized by psychological safety. Psychological safety must often compete with a climate of evaluative pressure frequently found…

  20. Joining the Game: Living and Learning as an Action Researcher

    ERIC Educational Resources Information Center

    Hughes, Susan

    2016-01-01

    This study reports on graduate students' thoughts and beliefs about utilizing action research as a means of professional development two years after their graduation from a Master of Arts program in Education. Because many school districts now encourage teachers to engage in self-study and to collect data that informs their instruction, the author…

  1. Action Learning with Second Life--A Pilot Study

    ERIC Educational Resources Information Center

    Wagner, Christian; Ip, Rachael K. F.

    2009-01-01

    Virtual worlds, computer-based simulated environments in which users interact via avatars, provide an opportunity for the highly realistic enactment of real life activities online. Unlike computer games, which have a pre-defined purpose, pay-off structure, and action patterns, virtual worlds can leave many of these elements for users to determine.…

  2. Creating Safe Learning Zones: Invisible Threats, Visible Actions.

    ERIC Educational Resources Information Center

    2002

    This report is a follow-up to the first publication of the Child Proofing Our Communities Campaign, titled "Poisoned Schools: Invisible Threats, Visible Actions." The previous report looked at the problems of public schools built on contaminated land years ago, the trend of proposing new schools on contaminated land, and the threat of…

  3. Literacy Learning within Community Action Projects for Social Change

    ERIC Educational Resources Information Center

    Wright, Dana E.; Mahiri, Jabari

    2012-01-01

    This case study describes the literacy development of a struggling reader over a seven-month period as he engaged in a youth-led participatory action research (PAR) project. The project's goal was for youth participants to develop a proposal for productive change in their local community and present it to community stakeholders. The study focused…

  4. Project InterActions: A Multigenerational Robotic Learning Environment

    ERIC Educational Resources Information Center

    Bers, Marina U.

    2007-01-01

    This paper presents Project InterActions, a series of 5-week workshops in which very young learners (4- to 7-year-old children) and their parents come together to build and program a personally meaningful robotic project in the context of a multigenerational robotics-based community of practice. The goal of these family workshops is to teach both…

  5. Exploring Action Learning: How to Use and Promote "Learning through Action" in Challenging Times: A One-Day Conference at Henley Business School--30 September, 2008

    ERIC Educational Resources Information Center

    Heywood, John

    2009-01-01

    Action learning (AL) has been called the "engine of the learning organisation". It has been demonstrated that it can help individuals adapt to, and be more effective in, the fast-changing world. This article reports on a one-day conference held at Henley Business School. The conference was jointly organised by Henley Business School and…

  6. Recognizing human actions by learning and matching shape-motion prototype trees.

    PubMed

    Jiang, Zhuolin; Lin, Zhe; Davis, Larry S

    2012-03-01

    A shape-motion prototype-based approach is introduced for action recognition. The approach represents an action as a sequence of prototypes for efficient and flexible action matching in long video sequences. During training, an action prototype tree is learned in a joint shape and motion space via hierarchical K-means clustering and each training sequence is represented as a labeled prototype sequence; then a look-up table of prototype-to-prototype distances is generated. During testing, based on a joint probability model of the actor location and action prototype, the actor is tracked while a frame-to-prototype correspondence is established by maximizing the joint probability, which is efficiently performed by searching the learned prototype tree; then actions are recognized using dynamic prototype sequence matching. Distance measures used for sequence matching are rapidly obtained by look-up table indexing, which is an order of magnitude faster than brute-force computation of frame-to-frame distances. Our approach enables robust action matching in challenging situations (such as moving cameras, dynamic backgrounds) and allows automatic alignment of action sequences. Experimental results demonstrate that our approach achieves recognition rates of 92.86 percent on a large gesture data set (with dynamic backgrounds), 100 percent on the Weizmann action data set, 95.77 percent on the KTH action data set, 88 percent on the UCF sports data set, and 87.27 percent on the CMU action data set.

  7. Exploring action dynamics as an index of paired-associate learning.

    PubMed

    Dale, Rick; Roche, Jennifer; Snyder, Kristy; McCall, Ryan

    2008-03-05

    Much evidence exists supporting a richer interaction between cognition and action than commonly assumed. Such findings demonstrate that short-timescale processes, such as motor execution, may relate in systematic ways to longer-timescale cognitive processes, such as learning. We further substantiate one direction of this interaction: the flow of cognition into action systems. Two experiments explored match-to-sample paired-associate learning, in which participants learned randomized pairs of unfamiliar symbols. During the experiments, their hand movements were continuously tracked using the Nintendo Wiimote. Across learning, participant arm movements are initiated and completed more quickly, exhibit lower fluctuation, and exert more perturbation on the Wiimote during the button press. A second experiment demonstrated that action dynamics index novel learning scenarios, and not simply acclimatization to the Wiimote interface. Results support a graded and systematic covariation between cognition and action, and recommend ways in which this theoretical perspective may contribute to applied learning contexts.

  8. Defining Learning Space in a Serious Game in Terms of Operative and Resultant Actions

    NASA Technical Reports Server (NTRS)

    Martin, Michael W.; Shen, Yuzhong

    2012-01-01

    This paper explores the distinction between operative and resultant actions in games, and proposes that the learning space created by a serious game is a function of these actions. Further, it suggests a possible relationship between these actions and the forms of cognitive load imposed upon the game player. Association of specific types of cognitive load with respective forms of actions in game mechanics also presents some heuristics for integrating learning content into serious games. Research indicates that different balances of these types of actions are more suitable for novice or experienced learners. By examining these relationships, we can develop a few basic principles of game design which have an increased potential to promote positive learning outcomes.

  9. Citizen's actions

    NASA Technical Reports Server (NTRS)

    1975-01-01

    The role played by individual citizens as consumers of energy was examined, with emphasis on studying ways in which their action could result in energy conservation. It was shown that there are ways that energy can be conserved in this way, with citizens acting either individually or in groups. The potential savings are significant, but the actual savings may be quite small. The citizens need to be motivated to save and to believe in a conservation ethic; developing such an ethic is difficult, and perhaps not responsive to the shotgun approach now being attempted. The true course of action may be to synthesize new societal structures that provide the maximum evolution of culture within the limitation of scarce energy resources.

  10. First Time Facilitator's Experience: Designing and Facilitating an Action Learning Programme in China

    ERIC Educational Resources Information Center

    Wang, Jinshuai; Bloodworth, Mike

    2016-01-01

    This paper describes an action learning programme with China Unicom Broadband Limited (CUBO) to support its vision of transforming to become a world-leading broadband communications and information service provider. 64 Department directors and supervisors were invited to take part in the "China Unicom Broadband Online Phoenix Action Learning…

  11. Two-Year-Olds Learn Novel Nouns, Verbs, and Conventional Actions from Massed or Distributed Exposures.

    ERIC Educational Resources Information Center

    Childers, Jane B.; Tomasello, Michael

    2002-01-01

    Examined 2-year-olds' comprehension and production of novel nouns, verbs, or actions at 3 intervals after training conducted in massed or distributed exposures. Found that for comprehension, children learned all item types in all training conditions at all retention intervals. Production was better for nonverbal actions than for either word type…

  12. Learning from Action Evaluation of the Use of Multimedia Case Studies in Management Information Systems Courses

    ERIC Educational Resources Information Center

    Kawulich, Barbara B.

    2011-01-01

    This manuscript shares lessons learned from conducting an action evaluation of the use of multimedia case studies in Management Information Systems (MIS) courses. Three undergraduate MIS classes took part in the study. The purpose for using case studies in these classes was to teach students about the role of MIS in business. An action evaluation…

  13. Organising Collective Action for Effective Environmental Management and Social Learning in Wales

    ERIC Educational Resources Information Center

    Mills, Jane; Gibbon, David; Ingram, Julie; Reed, Matt; Short, Christopher; Dwyer, Janet

    2011-01-01

    The paper explored key factors that might lead to successful agri-environmental social learning and collective action in order to deliver landscape-scale resource management within agri-environment schemes. Using the theory of collective action as an analytical framework the paper examined findings from in-depth interviews with 20 members of two…

  14. Using Action Verbs as Learning Outcomes: Applying Bloom's Taxonomy in Measuring Instructional Objectives in Introductory Psychology

    ERIC Educational Resources Information Center

    Nevid, Jeffrey S.; McClelland, Nate

    2013-01-01

    We used a set of action verbs based on Bloom's taxonomy to assess learning outcomes in two college-level introductory psychology courses. The action verbs represented an acronym, IDEA, comprising skills relating to identifying, defining or describing, evaluating or explaining, and applying psychological knowledge. Exam performance demonstrated…

  15. The Methods of Teaching Course Based on Constructivist Learning Approach: An Action Research

    ERIC Educational Resources Information Center

    Altun, Sertel; Yücel-Toy, Banu

    2015-01-01

    This purpose of this study is to investigate how the course designed based on constructivist principles has been implemented, what actions have been taken to solve problems and what thoughts have arisen in the minds of teacher candidates with regard to the constructivist learning approach. In this study, an action research was employed which…

  16. Youth Participatory Action Research: A Transformative Approach to Service-Learning

    ERIC Educational Resources Information Center

    Schensul, Jean J.; Berg, Marlene

    2004-01-01

    This article describes a model of participatory action research and service-learning conducted with urban, high school African American, West Indian/Caribbean, and Puerto Rican/Latino youth and adult facilitators, in a nonclassroom setting, in a mid-sized northeastern city. Youth Participatory Action Research (YPAR) integrates critical theory,…

  17. Developing Deep Group Reflection within a Critical Reflection Action Learning Set

    ERIC Educational Resources Information Center

    Shepherd, Gary

    2016-01-01

    This account of practice describes how a manufacturing company in the North of England transformed their approach to problem-solving and action through the use of a Critical Reflection Action Learning (CRAL) methodology. The company, who had been in business for over 25 years, experienced problems due to a diminishing customer base and substantial…

  18. Conscious Action/Zombie Action

    PubMed Central

    Shepherd, Joshua

    2015-01-01

    Abstract I argue that the neural realizers of experiences of trying (that is, experiences of directing effort towards the satisfaction of an intention) are not distinct from the neural realizers of actual trying (that is, actual effort directed towards the satisfaction of an intention). I then ask how experiences of trying might relate to the perceptual experiences one has while acting. First, I assess recent zombie action arguments regarding conscious visual experience, and I argue that contrary to what some have claimed, conscious visual experience plays a causal role for action control in some circumstances. Second, I propose a multimodal account of the experience of acting. According to this account, the experience of acting is (at the very least) a temporally extended, co‐conscious collection of agentive and perceptual experiences, functionally integrated and structured both by multimodal perceptual processing as well as by what an agent is, at the time, trying to do. PMID:27667859

  19. Conscious Action/Zombie Action.

    PubMed

    Shepherd, Joshua

    2016-06-01

    I argue that the neural realizers of experiences of trying (that is, experiences of directing effort towards the satisfaction of an intention) are not distinct from the neural realizers of actual trying (that is, actual effort directed towards the satisfaction of an intention). I then ask how experiences of trying might relate to the perceptual experiences one has while acting. First, I assess recent zombie action arguments regarding conscious visual experience, and I argue that contrary to what some have claimed, conscious visual experience plays a causal role for action control in some circumstances. Second, I propose a multimodal account of the experience of acting. According to this account, the experience of acting is (at the very least) a temporally extended, co-conscious collection of agentive and perceptual experiences, functionally integrated and structured both by multimodal perceptual processing as well as by what an agent is, at the time, trying to do.

  20. Gradations of emulation learning in infants' imitation of actions on objects.

    PubMed

    Huang, Chi-Tai; Charman, Tony

    2005-11-01

    This study explored different gradations of emulation in the imitation of actions on objects by 17-month-olds. Experiment 1 established levels of behavioral reproduction following prerecorded video demonstrations similar to those levels following live demonstrations. In Experiment 2, two digitally modified videos, where object movements or body movements critical to producing the target action were highlighted in isolation, were developed. Infants produced the target action equally frequently by observing the object movement video and observing the unmodified video. In contrast, their performance was much less successful based on the body movement video. In Experiment 3, the performance obtained following the object movement video was similar to that following a further video that emphasized the object movements produced in unsuccessful attempts to produce the target action. These findings suggest that emulation in the form of object movement reenactment or affordance learning plays a role in the social learning of actions on objects during infancy.

  1. The Role of the NHS in the Development of Revans' Action Learning: Correspondence and Contradiction in Action Learning Development and Practice

    ERIC Educational Resources Information Center

    Brook, Cheryl

    2010-01-01

    In adapting Bowles' and Gintis's correspondence principle of education, this paper suggests that there are ways in which the theory and practice of action learning developed "in correspondence" with the NHS. In doing so, the paper draws, in part, upon an historical assessment of Revans' Hospital Internal Communications Project of the…

  2. Mayan Children's Creation of Learning Ecologies by Initiative and Cooperative Action.

    PubMed

    de León, Lourdes

    2015-01-01

    This chapter examines Mayan children's initiatives in creating their own learning environments in collaboration with others as they engage in culturally relevant endeavors of family and community life. To this end, I carry out a fine-grained ethnographic and linguistic analysis of the interactional emergence of learning ecologies. Erickson defines learning ecology as a socioecological system where participants mutually influence one another through verbal and nonverbal actions, as well as through other forms of semiotic communication (2010, 254). In analyzing learning ecologies, I adopt a "theory of action" approach, taking into account multimodal communication (e.g., talk, gesture, gaze, body positioning), participants' sociospatial organization, embodied action, objects, tools, and other culturally relevant materials brought together to build action (Goodwin, 2000, 2013; Hutchins, 1995). I use microethnographic analysis (Erickson, 1992) to bring to the surface central aspects of children's agentive roles in learning through "cooperative actions" (Goodwin, 2013) and "hands-on" experience (Ingold, 2007) the skills of competent members of their community. I examine three distinct Learning Ecologies created by children's initiatives among the Mayan children that I observed: (i) children requesting guidance to collaborate in a task, (ii) older children working on their own initiative with subsequent monitoring and correction from competent members, and (iii) children with near competence in a task with occasional monitoring and no guidance. I argue that these findings enrich and add power to models of family- and community-based learning such as Learning by Observing and Pitching In (Rogoff, 2014).

  3. Learning Actions, Objects and Types of Interaction: A Methodological Analysis of Expansive Learning among Pre-Service Teachers

    ERIC Educational Resources Information Center

    Rantavuori, Juhana; Engeström, Yrjö; Lipponen, Lasse

    2016-01-01

    The paper analyzes a collaborative learning process among Finnish pre-service teachers planning their own learning in a self-regulated way. The study builds on cultural-historical activity theory and the theory of expansive learning, integrating for the first time an analysis of learning actions and an analysis of types of interaction. We examine…

  4. Evolution and Reconstruction of Learning Cities for Sustainable Actions

    ERIC Educational Resources Information Center

    Watson, Connie; Wu, Aimee Tiu

    2015-01-01

    This chapter describes how the concept of learning cities evolved from the "learning society" and the lifelong education and learning movements, and advances multiple forms of communities of learning.

  5. A Reward Optimization Method Based on Action Subrewards in Hierarchical Reinforcement Learning

    PubMed Central

    Liu, Quan; Ling, Xionghong; Cui, Zhiming

    2014-01-01

    Reinforcement learning (RL) is one kind of interactive learning methods. Its main characteristics are “trial and error” and “related reward.” A hierarchical reinforcement learning method based on action subrewards is proposed to solve the problem of “curse of dimensionality,” which means that the states space will grow exponentially in the number of features and low convergence speed. The method can reduce state spaces greatly and choose actions with favorable purpose and efficiency so as to optimize reward function and enhance convergence speed. Apply it to the online learning in Tetris game, and the experiment result shows that the convergence speed of this algorithm can be enhanced evidently based on the new method which combines hierarchical reinforcement learning algorithm and action subrewards. The “curse of dimensionality” problem is also solved to a certain extent with hierarchical method. All the performance with different parameters is compared and analyzed as well. PMID:24600318

  6. Procuring a Sustainable Future: An Action Learning Approach to the Development and Modelling of Ethical and Sustainable Procurement Practices

    ERIC Educational Resources Information Center

    Boak, George; Watt, Peter; Gold, Jeff; Devins, David; Garvey, Robert

    2016-01-01

    This paper contributes to an understanding of the processes by which organisational actors learn how to affect positive and sustainable social change in their local region through action learning, action research and appreciative inquiry. The paper is based on a critically reflective account of key findings from an ongoing action research project,…

  7. Resistance in Action Learning: Struggling with Self-Efficacy and the Social Self--and What about the Set Advisor?

    ERIC Educational Resources Information Center

    Burger, Ulrike

    2013-01-01

    This account of practice explores the concept of resistance in action learning. Resistance is conceptualized as an attempt of self-protection that is manifested in action learners' struggles with their sense of self-efficacy and their social Self. These struggles are an inherent part of the action learning process and may elicit defensive…

  8. Action Researchers' Perspectives about the Distinguishing Characteristics of Action Research: A Delphi and Learning Circles Mixed-Methods Study

    ERIC Educational Resources Information Center

    Rowell, Lonnie L.; Polush, Elena Yu; Riel, Margaret; Bruewer, Aaron

    2015-01-01

    The purpose of this study was to identify distinguishing characteristics of action research within the Action Research Special Interest Group of the American Educational Research Association. The authors sought to delineate the foundational framework endorsed by this community. The study was conducted during January-April 2012 and employed an…

  9. Implementing Action Research and Professional Learning Communities in a Professional Development School Setting to Support Teacher Candidate Learning

    ERIC Educational Resources Information Center

    Shanks, Joyce

    2016-01-01

    The paper reviews teacher candidates' use of action research and the Professional Learning Community (PLC) concept to support their work in their pre-student teaching field experience. In this research study, teacher candidates are involved in a professional development school relationship that uses action research and PLCs to support candidate…

  10. Lifelong Learning in Action: Hong Kong Practitioners' Perspectives.

    ERIC Educational Resources Information Center

    Cribbin, John, Ed.; Kennedy, Peter, Ed.

    This document consists of 32 papers presenting Hong Kong practitioners' perspectives on lifelong learning. The following papers are included: "Lifelong Learning" (Albert Tuijnman); "Growth and Development of Lifelong Learning in Hong Kong " (John Cribbin); "Competition and Collaboration" (John Cribbin); "A…

  11. Demonstrating and Evaluating an Action Learning Approach to Building Project Management Competence

    NASA Technical Reports Server (NTRS)

    Kotnour, Tim; Starr, Stan; Steinrock, T. (Technical Monitor)

    2001-01-01

    This paper contributes a description of an action-learning approach to building project management competence. This approach was designed, implemented, and evaluated for use with the Dynacs Engineering Development Contract at the Kennedy Space Center. The aim of the approach was to improve three levels of competence within the organization: individual project management skills, project team performance. and organizational capabilities such as the project management process and tools. The overall steps to the approach, evaluation results, and lessons learned are presented. Managers can use this paper to design a specific action-learning approach for their organization.

  12. Action Research: Measuring Literacy Programme Participants' Learning Outcomes. Results of the Final Phase (2011-2014)

    ERIC Educational Resources Information Center

    Bolly, Madina; Jonas, Nicolas

    2015-01-01

    Action Research on Measuring Literacy Programme Participants' Learning Outcomes (RAMAA) aims to develop, implement and collaborate on the creation of a methodological approach to measure acquired learning and study the various factors that influence its development. This report examines how RAMAA I has been implemented over the past four years in…

  13. The Art and Science of Rain Barrels: A Service Learning Approach to Youth Watershed Action

    ERIC Educational Resources Information Center

    Rector, Patricia; Lyons, Rachel; Yost, Theresa

    2013-01-01

    Using an interdisciplinary approach to water resource education, 4-H Youth Development and Environmental Extension agents enlisted 4-H teens to connect local watershed education with social action. Teens participated in a dynamic service learning project that included learning about nonpoint source pollution; constructing, decorating, and teaching…

  14. Actionable Data Projects: Social Science and Service-Learning in General Education Courses

    ERIC Educational Resources Information Center

    Maloyed, Christie L.

    2016-01-01

    The use of service-learning pedagogies in general education courses is often limited to increasing volunteerism or civic literacy with problem-based or research-based projects reserved for upper level courses. This article examines the implementation of an "actionable data" service-learning project in an introductory, general studies…

  15. Making Sense of Undergraduate Students' Reflections as They Learn through Writing an Action Research Proposal

    ERIC Educational Resources Information Center

    Maoto, S.

    2011-01-01

    This article explores learning opportunities offered by students' written reflections as they learn through writing an action research proposal. From tapping into students' reported struggles, I analysed data using three stages of qualitative data analysis: data reduction, data display, and conclusion drawing (Miles and Huberman 1994). It emerged…

  16. Advancing Civic Learning and Engagement in Democracy: A Road Map and Call to Action

    ERIC Educational Resources Information Center

    US Department of Education, 2012

    2012-01-01

    Today, the U.S. Department of Education joins the National Task Force on Civic Learning and Democratic Engagement, the American Commonwealth Partnership, and the Campaign for the Civic Mission of Schools in a new national call to action to infuse and enhance civic learning and democratic engagement for all students throughout the American…

  17. Action Research in a Business Classroom--Another Lens to Examine Learning

    ERIC Educational Resources Information Center

    Smith, Janice Witt; Clark, Gloria

    2010-01-01

    This research study looks at the implementation of an action research project within a blended learning human resource management class in employee and labor relations. The internal and external environment created conditions that converged in the Perfect Storm and resulted in an almost disastrous learning experience for faculty and students. What…

  18. Tension, Risk and Conflict: Action-Learning Journeys with Four Public-Sector Partnership Teams

    ERIC Educational Resources Information Center

    Willis, Martin

    2012-01-01

    This paper examines the learning gained from facilitating four action-learning sets whose members were drawn from management teams of local authority, health, education and police, working in partnership. Facilitation posed a series of difficult choices which impacted on personal and organizational dynamics within and between the partnership…

  19. Task-Based Language Learning and Teaching: An Action-Research Study

    ERIC Educational Resources Information Center

    Calvert, Megan; Sheen, Younghee

    2015-01-01

    The creation, implementation, and evaluation of language learning tasks remain a challenge for many teachers, especially those with limited experience with using tasks in their teaching. This action-research study reports on one teacher's experience of developing, implementing, critically reflecting on, and modifying a language learning task…

  20. Action Learning on the Edge: Contributing to a Master's Programme in Human Resources for Health

    ERIC Educational Resources Information Center

    Edmonstone, John; Robson, Jean

    2014-01-01

    This account of practice describes the introduction of an accredited postgraduate management qualification which used action learning as a major contribution to a blended learning approach in a fragile cross-border setting on the edge of Europe. Conventional management education has frequently been challenged on the grounds of relevance, efficacy…

  1. Learning Circles: One Form of Knowledge Production in Social Action Research

    ERIC Educational Resources Information Center

    Ravensbergen, Frances; Vanderplaat, Madine

    2010-01-01

    This paper explores the use of "learning circles" as one form of knowledge production in social action research. It reports on a project that used learning circles as a setting within which to increase the engagement of people living with low income in developing strategies for the reduction and elimination of poverty in Canada. It…

  2. Business Simulation Exercises in Small Business Management Education: Using Principles and Ideas from Action Learning

    ERIC Educational Resources Information Center

    Gabrielsson, Jonas; Tell, Joakim; Politis, Diamanto

    2010-01-01

    Recent calls to close the rigour-relevance gap in business school education have suggested incorporating principles and ideas from action learning in small business management education. In this paper we discuss how business simulation exercises can be used as a platform to trigger students' learning by providing them with a platform where they…

  3. Living While Being Alive: Education and Learning in the Treatment Action Campaign

    ERIC Educational Resources Information Center

    Endresen, Kristin; Von Kotze, Astrid

    2005-01-01

    This paper is based on research into the Treatment Action Campaign (TAC) in South Africa. The research investigated whether, through being active members of this social movement, HIV-positive activists learn things they could not otherwise learn about their status and the epidemic, and how they put such knowledge to use. We show how activists…

  4. School-University Action Research: Impacts on Teaching Practices and Pupil Learning

    ERIC Educational Resources Information Center

    Attorps, Iiris; Kellner, Eva

    2017-01-01

    The aim of this article is to describe a design and implementation of a school-university action research project about teaching and learning biology and mathematics in primary school. Nine teachers in grades 1 to 6, in collaboration with two researchers, were using content representation (CoRe) in learning study (LS)-inspired cycle as pedagogical…

  5. Freeing the Child: Using Action Research on Visual Learning Strategies To Develop Children with Autism.

    ERIC Educational Resources Information Center

    Boswell, Laura; Nugent, Peg

    Teacher action research using both qualitative and quantitative methods of data collection were used to examine impacts of using visual learning strategies on five preschool children (ages 3-5) with autism in a self-contained classroom. During the six weeks of the study, pictures representing nine learning areas and specific developmental…

  6. The Role of Embodied Manual Action in Second Language Word Learning

    ERIC Educational Resources Information Center

    Morett, Laura

    2012-01-01

    Previous research has provided evidence that mental imagery and embodied action can facilitate lexical learning in a novel language. However, it is unclear "how" these factors interact--as well as "why" they play a role--in lexical learning. Through a set of four experiments, this research demonstrated that neither mental…

  7. Implementing Blended Self-Managed Action Learning for Digital Entrepreneurs in Higher Education

    ERIC Educational Resources Information Center

    Shurville, Simon; Rospigliosi, Asher

    2009-01-01

    We report upon implementing blended self-managed action learning (SMAL) within graduate and postgraduate courses in digital entrepreneurship. In four out of five cases, we found that SMAL was highly motivating to our learners and integrated well with a blended and flexible approach to learning. We report a case where a SMAL set broke down due to…

  8. The path to learning: action acquisition is impaired when visual reinforcement signals must first access cortex.

    PubMed

    Thirkettle, Martin; Walton, Thomas; Shah, Ashvin; Gurney, Kevin; Redgrave, Peter; Stafford, Tom

    2013-04-15

    Animals, interacting with the environment, learn and exploit the consequences of their movements. Fundamental to this is the pairing of salient sensory input with recent motor output to form an action-outcome pair linking a performed movement with its outcome. Short-latency dopamine (DA) signalling in the basal ganglia has been proposed to support this crucial task. For visual stimuli, this DA signalling is triggered at short latency by input from the superior colliculus (SC). While some aspects of the visual signal (e.g. luminance), are relayed directly to the SC via the retinotectal projection, other information unavailable to this subcortical pathway must take a more circuitous route to the SC, first submitting to early visual processing in cortex. By comparing action-outcome pairing when the visual stimulus denoting success was immediately available to the SC, via the retinotectal pathway, against that when cortical processing of the signal was required, the impact this additional sensory processing has on action-outcome learning can be established. We found that action acquisition was significantly impaired when the action was reinforced by a stimulus ineligible for the retinotectal pathway. Furthermore, we found that when the stimulus was eligible for the retinotectal pathway but evoked an increased latency, action acquisition was not impaired. These results suggest that the afferent sensory pathway via the SC is certainly primary and possibly instrumental to the DA neurons' role in the discovery of novel actions and that the differences found are not due to simple sensory latency.

  9. Exploring Constructivist Social Learning Practices in Aiding Russian-Speaking Teachers to Learn Estonian: An Action Research Approach

    ERIC Educational Resources Information Center

    Kiilo, Tatjana; Kutsar, Dagmar

    2012-01-01

    Based on appreciative inquiry and threshold concepts from an intercultural learning perspective, the article makes insights into the constructivist social learning practice of Estonian language learning amongst Russian-speaking teachers in Estonia. The application of educational action research methodology, more specifically that of Bridget…

  10. School Reform in Action.

    ERIC Educational Resources Information Center

    Miller, A. Christine

    This study describes and analyzes the impact on student learning and the learning environment of 55 schools in Broward, Palm Beach, and Miami-Dade school districts as they implemented the schoolwide action-research framework for school improvement. Interviews, observations, document review during site visits, school framework reports, surveys,…

  11. The Constitution in Action

    ERIC Educational Resources Information Center

    Potter, Lee Ann

    2007-01-01

    In this article, the author describes the experiences middle school students on a field trip to the new Constitution in Action Learning Lab in the Boeing Learning Center at the National Archives can expect. There, middle school students take on the roles of archivists and researchers collecting and analyzing primary sources from the holdings of…

  12. Short-term memory traces for action bias in human reinforcement learning.

    PubMed

    Bogacz, Rafal; McClure, Samuel M; Li, Jian; Cohen, Jonathan D; Montague, P Read

    2007-06-11

    Recent experimental and theoretical work on reinforcement learning has shed light on the neural bases of learning from rewards and punishments. One fundamental problem in reinforcement learning is the credit assignment problem, or how to properly assign credit to actions that lead to reward or punishment following a delay. Temporal difference learning solves this problem, but its efficiency can be significantly improved by the addition of eligibility traces (ET). In essence, ETs function as decaying memories of previous choices that are used to scale synaptic weight changes. It has been shown in theoretical studies that ETs spanning a number of actions may improve the performance of reinforcement learning. However, it remains an open question whether including ETs that persist over sequences of actions allows reinforcement learning models to better fit empirical data regarding the behaviors of humans and other animals. Here, we report an experiment in which human subjects performed a sequential economic decision game in which the long-term optimal strategy differed from the strategy that leads to the greatest short-term return. We demonstrate that human subjects' performance in the task is significantly affected by the time between choices in a surprising and seemingly counterintuitive way. However, this behavior is naturally explained by a temporal difference learning model which includes ETs persisting across actions. Furthermore, we review recent findings that suggest that short-term synaptic plasticity in dopamine neurons may provide a realistic biophysical mechanism for producing ETs that persist on a timescale consistent with behavioral observations.

  13. Moving the Classroom Outdoors: Schoolyard-Enhanced Learning in Action

    ERIC Educational Resources Information Center

    Broda, Herbert W.

    2011-01-01

    Since Herb Broda published Schoolyard-Enhanced Learning, his groundbreaking first book on outdoor learning, many schools across North America have embraced the benefits of "greening" their learning programs. Herb has visited dozens of these schools and nature centers, and he showcases the very best examples of schoolyard-enhanced…

  14. Hebbian learning and predictive mirror neurons for actions, sensations and emotions

    PubMed Central

    Keysers, Christian; Gazzola, Valeria

    2014-01-01

    Spike-timing-dependent plasticity is considered the neurophysiological basis of Hebbian learning and has been shown to be sensitive to both contingency and contiguity between pre- and postsynaptic activity. Here, we will examine how applying this Hebbian learning rule to a system of interconnected neurons in the presence of direct or indirect re-afference (e.g. seeing/hearing one's own actions) predicts the emergence of mirror neurons with predictive properties. In this framework, we analyse how mirror neurons become a dynamic system that performs active inferences about the actions of others and allows joint actions despite sensorimotor delays. We explore how this system performs a projection of the self onto others, with egocentric biases to contribute to mind-reading. Finally, we argue that Hebbian learning predicts mirror-like neurons for sensations and emotions and review evidence for the presence of such vicarious activations outside the motor system. PMID:24778372

  15. Experiential learning in nursing consultation education via clinical simulation with actors: action research.

    PubMed

    de Oliveira, Saionara Nunes; do Prado, Marta Lenise; Kempfer, Silvana Silveira; Martini, Jussara Gue; Caravaca-Morera, Jaime Alonso; Bernardi, Mariely Carmelina

    2015-02-01

    This was an action research study conducted during an undergraduate nursing course. The objective was to propose and implement experiential learning for nursing consultation education using clinical simulation with actors. The 4 steps of action research were followed: planning, action, observation and reflection. Three nursing undergraduate students participated in the study. Data were collected in May and July 2013 via participant comments and interviews and were analyzed in accordance with the operative proposal for qualitative data analysis. Planning included constructing and validating the clinical guides, selecting and training the actors, organizing and preparing the scenario and the issuing invitations to the participants. The action was carried out according to Kolb's (1984) 4 stages of learning cycles: Concrete Experience, Reflective Observation, Abstract Conceptualization and Active Experimentation. Clinical simulation involves different subjects' participation in all stages, and action research is a method that enables the clinical stimulation to be implemented. It must be guided by clear learning objectives and by a critical pedagogy that encourages critical thinking in students. Using actors and a real scenario facilitated psychological fidelity, and debriefing was the key moment of the reflective process that facilitated the integral training of students through experiential learning.

  16. Building Better Futures: Leveraging Action Learning at Kentz Engineers & Constructors

    ERIC Educational Resources Information Center

    Karallis, Takis; Sandelands, Eric

    2011-01-01

    This article provides a case study of how Kentz Engineers & Constructors, with more than 10,000 employees in 26 countries, are leveraging learning to "Build better futures" for its stakeholders: clients, shareholders, employees and communities. Kentz provide opportunities for learning at all levels, ensuring that "no one is left behind". This case…

  17. Collective Learning: Interaction and a Shared Action Arena

    ERIC Educational Resources Information Center

    Doos, Marianne; Wilhelmson, Lena

    2011-01-01

    Purpose: The paper seeks to argue for a theoretical contribution that deals with the detection of collective learning. The aim is to examine and clarify the genesis processes of collective learning. The empirical basis is a telecoms context with task-driven networking across both internal and external organisational borders.…

  18. Service Learning and Social Action: Feeding Preservice Teachers' Souls

    ERIC Educational Resources Information Center

    Eidson, Karla W.; Nickson, Lautrice; Hughes, Teresa

    2014-01-01

    Preservice teacher education candidates identified personal and professional benefits of participating in a service-learning project helping a food pantry, culminating in a 48-hour fast. At the end of the project, student reflections revealed that the service-learning component influenced participants' preconceptions about hunger.

  19. Reinforcement Learning for the Adaptive Control of Perception and Action

    DTIC Science & Technology

    1992-02-01

    This dissertation applies reinforcement learning to the adaptive control of active sensory-motor systems. Active sensory-motor systems, in addition...distinct states in the external world. This phenomenon, called perceptual aliasing, is shown to destabilize existing reinforcement learning algorithms

  20. Results from Action Analysis in an Interactive Learning Environment

    ERIC Educational Resources Information Center

    Scheuer, Oliver; Muhlenbrock, Martin; Melis, Erica

    2007-01-01

    Recently, there is a growing interest in the automatic analysis of learner activity in web-based learning environments. The approach and system SIAM (System for Interaction Analysis by Machine learning) presented in this article aims at helping to establish a basis for the automatic analysis of interaction data by developing a data logging and…

  1. Images in Action. Learning Tomorrow: Linking Technology and Restructuring.

    ERIC Educational Resources Information Center

    National Foundation for the Improvement of Education, Washington, DC.

    Focusing on the use of advanced technologies in classrooms to reshape the educational environment in which students learn, this report on Phase II of the Learning Tomorrow program contains brief descriptions of the most promising educational practices submitted by teachers in response to two nation-wide calls for Innovation in Practice. The report…

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

    ERIC Educational Resources Information Center

    Scheer, Andrea; Noweski, Christine; Meinel, Christoph

    2012-01-01

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

  3. Students Learning Agroecology: Phenomenon-Based Education for Responsible Action

    ERIC Educational Resources Information Center

    Ostergaard, Edvin; Lieblein, Geir; Breland, Tor Arvid; Francis, Charles

    2010-01-01

    Preparing students for a complex and dynamic future is a challenge for educators. This article explores three crucial issues related to agroecological education and learning: (1) the phenomenological foundation for learning agroecology in higher education; (2) the process of students' interactions with a wide range of various learners within and…

  4. Frontal Oscillatory Dynamics Predict Feedback Learning and Action Adjustment

    ERIC Educational Resources Information Center

    van de Vijver, Irene; Ridderinkhof, K. Richard; Cohen, Michael X.

    2011-01-01

    Frontal oscillatory dynamics in the theta (4-8 Hz) and beta (20-30 Hz) frequency bands have been implicated in cognitive control processes. Here we investigated the changes in coordinated activity within and between frontal brain areas during feedback-based response learning. In a time estimation task, participants learned to press a button after…

  5. Experiential Learning and Research Ethics: Enhancing Knowledge through Action

    ERIC Educational Resources Information Center

    Teixeira-Poit, Stephanie M.; Cameron, Abigail E.; Schulman, Michael D.

    2011-01-01

    How can instructors use experiential learning strategies to enhance student understanding of research ethics and responsible research conduct? In this article, the authors review literature on using experiential learning to teach research ethics and responsible research conduct. They present a three-step exercise for teaching research ethics and…

  6. SOCAP: Lessons learned in applying SIPE-2 to the military operations crisis action planning domain

    NASA Technical Reports Server (NTRS)

    Desimone, Roberto

    1992-01-01

    This report describes work funded under the DARPA Planning and Scheduling Initiative that led to the development of SOCAP (System for Operations Crisis Action Planning). In particular, it describes lessons learned in applying SIPE-2, the underlying AI planning technology within SOCAP, to the domain of military operations deliberate and crisis action planning. SOCAP was demonstrated at the U.S. Central Command and at the Pentagon in early 1992. A more detailed report about the lessons learned is currently being prepared. This report was presented during one of the panel discussions on 'The Relevance of Scheduling to AI Planning Systems.'

  7. Exploring the Challenges in Scaling up the Delivery of Action Learning Facilitator Training within a Global Organisation

    ERIC Educational Resources Information Center

    Antell, Sonja; Heywood, John

    2015-01-01

    Action learning is often used as an element of leadership development programmes. The intention is to support classroom learning with an experiential thread which runs throughout the life of the programme. Action Learning Associates (ALA) has been working with an international organisation for three years to deliver the global "First Line…

  8. Action Learning, the Tool for Problem-Solving in Universities; Uganda Martyrs Nkozi, Makerere and Nkumba Universities

    ERIC Educational Resources Information Center

    Bwegyeme, Jacinta; Munene, John C.

    2015-01-01

    The article presents an account of how action learning principles were implemented to alleviate complex problems in universities. It focuses on the registrars and administrators under the academic Registrar's department. The Marquardt model of action learning was used in combination with the constructivist theories of learning, namely community of…

  9. Join Us in a Participatory Approach to Training, Learning & Production. A Practical Guide to the Action Training Model.

    ERIC Educational Resources Information Center

    Frings, A.; And Others

    This handbook is intended to help trainers and development workers plan and conduct training programs based on the Action Training Model (ATM). The ATM combines training with action and learning with production by building upon participants' knowledge and learning needs and involving participants in a process of active learning and cooperative…

  10. Dorsal striatum is necessary for stimulus-value but not action-value learning in humans

    PubMed Central

    Vo, Khoi; Rutledge, Robb B.; Chatterjee, Anjan

    2014-01-01

    Several lines of evidence implicate the striatum in learning from experience on the basis of positive and negative feedback. However, the necessity of the striatum for such learning has been difficult to demonstrate in humans, because brain damage is rarely restricted to this structure. Here we test a rare individual with widespread bilateral damage restricted to the dorsal striatum. His performance was impaired and not significantly different from chance on several classic learning tasks, consistent with current theories regarding the role of the striatum. However, he also exhibited remarkably intact performance on a different subset of learning paradigms. The tasks he could perform can all be solved by learning the value of actions, while those he could not perform can only be solved by learning the value of stimuli. Although dorsal striatum is often thought to play a specific role in action-value learning, we find surprisingly that dorsal striatum is necessary for stimulus-value but not action-value learning in humans. PMID:25273995

  11. BDNF Val66Met Polymorphism Influences Visuomotor Associative Learning and the Sensitivity to Action Observation

    PubMed Central

    Taschereau-Dumouchel, Vincent; Hétu, Sébastien; Michon, Pierre-Emmanuel; Vachon-Presseau, Etienne; Massicotte, Elsa; De Beaumont, Louis; Fecteau, Shirley; Poirier, Judes; Mercier, Catherine; Chagnon, Yvon C.; Jackson, Philip L.

    2016-01-01

    Motor representations in the human mirror neuron system are tuned to respond to specific observed actions. This ability is widely believed to be influenced by genetic factors, but no study has reported a genetic variant affecting this system so far. One possibility is that genetic variants might interact with visuomotor associative learning to configure the system to respond to novel observed actions. In this perspective, we conducted a candidate gene study on the Brain-derived neurotrophic factor (BDNF) Val66Met polymorphism, a genetic variant linked to motor learning in regions of the mirror neuron system, and tested the effect of this polymorphism on motor facilitation and visuomotor associative learning. In a single-pulse TMS study carried on 16 Met (Val/Met and Met/Met) and 16 Val/Val participants selected from a large pool of healthy volunteers, Met participants showed significantly less muscle-specific corticospinal sensitivity during action observation, as well as reduced visuomotor associative learning, compared to Val homozygotes. These results are the first evidence of a genetic variant tuning sensitivity to action observation and bring to light the importance of considering the intricate relation between genetics and associative learning in order to further understand the origin and function of the human mirror neuron system. PMID:27703276

  12. Exploration and learning in capuchin monkeys (Sapajus spp.): the role of action-outcome contingencies.

    PubMed

    Polizzi di Sorrentino, Eugenia; Sabbatini, Gloria; Truppa, Valentina; Bordonali, Anna; Taffoni, Fabrizio; Formica, Domenico; Baldassarre, Gianluca; Mirolli, Marco; Guglielmelli, Eugenio; Visalberghi, Elisabetta

    2014-09-01

    Animals have a strong propensity to explore the environment. Spontaneous exploration has a great biological significance since it allows animals to discover and learn the relation between specific behaviours and their consequences. The role of the contingency between action and outcome for learning has been mainly investigated in instrumental learning settings and much less in free exploration contexts. We tested 16 capuchin monkeys (Sapajus spp.) with a mechatronic platform that allowed complex modules to be manipulated and to produce different outcomes. Experimental subjects could manipulate the modules and discover the contingencies between their own specific actions and the outcomes produced (i.e., the opening and lighting of a box). By contrast, Control subjects could operate on the modules, but the outcomes experienced were those performed by their paired Experimental subjects ("yoked-control" paradigm). In the exploration phase, in which no food reward was present, Experimental subjects spent more time on the board and manipulated the modules more than Yoked subjects. Experimental subjects outperformed Yoked subjects in the following test phase, where success required recalling the effective action so to open the box, now baited with food. These findings demonstrate that the opportunity to experience action-outcome contingencies in the absence of extrinsic rewards promotes capuchins' exploration and facilitates learning processes. Thus, this intrinsically motivated learning represents a powerful mechanism allowing the acquisition of skills and cognitive competence that the individual can later exploit for adaptive purposes.

  13. Dynamic mesolimbic dopamine signaling during action sequence learning and expectation violation

    PubMed Central

    Collins, Anne L.; Greenfield, Venuz Y.; Bye, Jeffrey K.; Linker, Kay E.; Wang, Alice S.; Wassum, Kate M.

    2016-01-01

    Prolonged mesolimbic dopamine concentration changes have been detected during spatial navigation, but little is known about the conditions that engender this signaling profile or how it develops with learning. To address this, we monitored dopamine concentration changes in the nucleus accumbens core of rats throughout acquisition and performance of an instrumental action sequence task. Prolonged dopamine concentration changes were detected that ramped up as rats executed each action sequence and declined after earned reward collection. With learning, dopamine concentration began to rise increasingly earlier in the execution of the sequence and ultimately backpropagated away from stereotyped sequence actions, becoming only transiently elevated by the most distal and unexpected reward predictor. Action sequence-related dopamine signaling was reactivated in well-trained rats if they became disengaged in the task and in response to an unexpected change in the value, but not identity of the earned reward. Throughout training and test, dopamine signaling correlated with sequence performance. These results suggest that action sequences can engender a prolonged mode of dopamine signaling in the nucleus accumbens core and that such signaling relates to elements of the motivation underlying sequence execution and is dynamic with learning, overtraining and violations in reward expectation. PMID:26869075

  14. Frontal oscillatory dynamics predict feedback learning and action adjustment.

    PubMed

    van de Vijver, Irene; Ridderinkhof, K Richard; Cohen, Michael X

    2011-12-01

    Frontal oscillatory dynamics in the theta (4-8 Hz) and beta (20-30 Hz) frequency bands have been implicated in cognitive control processes. Here we investigated the changes in coordinated activity within and between frontal brain areas during feedback-based response learning. In a time estimation task, participants learned to press a button after specific, randomly selected time intervals (300-2000 msec) using the feedback after each button press (correct, too fast, too slow). Consistent with previous findings, theta-band activity over medial frontal scalp sites (presumably reflecting medial frontal cortex activity) was stronger after negative feedback, whereas beta-band activity was stronger after positive feedback. Theta-band power predicted learning only after negative feedback, and beta-band power predicted learning after positive and negative feedback. Furthermore, negative feedback increased theta-band intersite phase synchrony (a millisecond resolution measure of functional connectivity) among right lateral prefrontal, medial frontal, and sensorimotor sites. These results demonstrate the importance of frontal theta- and beta-band oscillations and intersite communication in the realization of reinforcement learning.

  15. Action errors, error management, and learning in organizations.

    PubMed

    Frese, Michael; Keith, Nina

    2015-01-03

    Every organization is confronted with errors. Most errors are corrected easily, but some may lead to negative consequences. Organizations often focus on error prevention as a single strategy for dealing with errors. Our review suggests that error prevention needs to be supplemented by error management--an approach directed at effectively dealing with errors after they have occurred, with the goal of minimizing negative and maximizing positive error consequences (examples of the latter are learning and innovations). After defining errors and related concepts, we review research on error-related processes affected by error management (error detection, damage control). Empirical evidence on positive effects of error management in individuals and organizations is then discussed, along with emotional, motivational, cognitive, and behavioral pathways of these effects. Learning from errors is central, but like other positive consequences, learning occurs under certain circumstances--one being the development of a mind-set of acceptance of human error.

  16. Synchronous Learning Best Practices: An Action Research Study

    ERIC Educational Resources Information Center

    Warden, Clyde A.; Stanworth, James O.; Ren, Jian Biao; Warden, Antony R.

    2013-01-01

    Low cost and significant advances in technology now allow instructors to create their own virtual learning environments. Creating social interactions within a virtual space that emulates the physical classroom remains challenging. While students are familiar with virtual worlds and video meetings, they are inexperienced as virtual learners. Over a…

  17. Leading Professional Learning in Schools: Emotion in Action

    ERIC Educational Resources Information Center

    Mitchell, Jane; Riley, Philip; Loughran, John

    2010-01-01

    School leadership and teacher professional development are two well-defined fields of research within the education literature, yet there is relatively little research that has examined the leadership of teachers' professional development and learning. The study reported in this paper seeks to understand the experience of teachers who have…

  18. Participatory Action Research: Lessons Learned with Aboriginal Grandmothers.

    ERIC Educational Resources Information Center

    Dickson, Geraldine; Green, Kathryn L.

    2001-01-01

    Twelve older Aboriginal women in a Canadian city were trained to be co-researchers as part of a participatory health assessment and health promotion project involving 40 such women. Lessons were learned about project ownership, Native perceptions of research, use of traditions, participants' capacity to engage in research and analysis, conflict…

  19. Modes of Imprinted Gene Action in Learning Disability

    ERIC Educational Resources Information Center

    Isles, A. R.; Humby, T.

    2006-01-01

    Background: It is now widely acknowledged that there may be a genetic contribution to learning disability and neuropsychiatric disorders, stemming from evidence provided by family, twin and adoption studies, and from explicit syndromic conditions. Recently it has been recognized that in some cases the presentation of genetic syndromes (or discrete…

  20. Problematizing Service-Learning: Critical Reflections for Development and Action

    ERIC Educational Resources Information Center

    Stewart, Trae, Ed.; Webster, Nicole, Ed.

    2010-01-01

    Interest in and research on civic engagement and service-learning have increased exponentially. In this rapid growth, efforts have been made to institutionalize pedagogies of engagement across both K-12 and higher education. As a result, increased positive attention has been complemented equally by well-founded critiques complicating experiential…

  1. Student-Centered Learning: Nine Classrooms in Action

    ERIC Educational Resources Information Center

    Nave, Bill, Ed.

    2015-01-01

    What does student-centered learning look like in real-life classrooms? In this collection, educator Bill Nave and nine award-winning K-12 teachers tell the story of how and why they changed their teaching and redesigned their classrooms in order to "reach every child." They reflect on their successes and struggles to put students in…

  2. Communities in Action: Lifelong Learning for Sustainable Development

    ERIC Educational Resources Information Center

    Noguchi, Fumiko; Guevara, Jose Roberto; Yorozu, Rika

    2015-01-01

    This handbook identifies principles and policy mechanisms to advance community-based learning for sustainable development based on the commitments endorsed by the participants of the "Kominkan-CLC International Conference on Education for Sustainable Development," which took place in Okayama City, Japan, in October 2014. To inform…

  3. Blended Learning and Teaching Writing: A Teacher Action Research Project

    ERIC Educational Resources Information Center

    Camahalan, Faye Marsha G.; Ruley, Andrea G.

    2014-01-01

    This teacher research project focused on utilizing blended learning to teach writing to middle school students. The intervention was designed to fit into individual lessons needed to improve students' writing skills with the main focus on sentence structure. Sixteen (16) 7th grade students were assessed with a writing sample applying the new…

  4. Awakening Sleepy Knowledge: Transformative Learning in Action. Final Report of the Transformative Learning through Environmental Action Project.

    ERIC Educational Resources Information Center

    York Univ., Toronto (Ontario).

    This document summarizes and presents materials produced during a qualitative international study of the role of transformative learning in achieving sustainable societies and global responsibility that included the following activities: case studies of experiences with transformative learning in seven countries; international survey and workshop;…

  5. Finding minimal action sequences with a simple evaluation of actions

    PubMed Central

    Shah, Ashvin; Gurney, Kevin N.

    2014-01-01

    Animals are able to discover the minimal number of actions that achieves an outcome (the minimal action sequence). In most accounts of this, actions are associated with a measure of behavior that is higher for actions that lead to the outcome with a shorter action sequence, and learning mechanisms find the actions associated with the highest measure. In this sense, previous accounts focus on more than the simple binary signal of “was the outcome achieved?”; they focus on “how well was the outcome achieved?” However, such mechanisms may not govern all types of behavioral development. In particular, in the process of action discovery (Redgrave and Gurney, 2006), actions are reinforced if they simply lead to a salient outcome because biological reinforcement signals occur too quickly to evaluate the consequences of an action beyond an indication of the outcome's occurrence. Thus, action discovery mechanisms focus on the simple evaluation of “was the outcome achieved?” and not “how well was the outcome achieved?” Notwithstanding this impoverishment of information, can the process of action discovery find the minimal action sequence? We address this question by implementing computational mechanisms, referred to in this paper as no-cost learning rules, in which each action that leads to the outcome is associated with the same measure of behavior. No-cost rules focus on “was the outcome achieved?” and are consistent with action discovery. No-cost rules discover the minimal action sequence in simulated tasks and execute it for a substantial amount of time. Extensive training, however, results in extraneous actions, suggesting that a separate process (which has been proposed in action discovery) must attenuate learning if no-cost rules participate in behavioral development. We describe how no-cost rules develop behavior, what happens when attenuation is disrupted, and relate the new mechanisms to wider computational and biological context. PMID:25506326

  6. A cooperative inquiry into action learning and praxis development in a community nursing module.

    PubMed

    Jenkins, Emrys R; Mabbett, Gaynor M; Surridge, Andrea G; Warring, Joanna; Gwynn, Elizabeth D

    2009-09-01

    As nurse lecturers we investigated practice development and action learning approaches aimed at enabling postregistration bachelor's- and master's-level nursing students (Community Health Studies, Nursing in the Home) to advance practice in the context of policy and professional developments. A patchwork text was used to assess summatively what students achieved (practice change/development) and how this was informed critically, via an extended epistemology. First-person inquiry supplemented by cooperative inquiry postcourse completion (including reflective discussions with 16 students and 16 practice mentors) were used to assist coresearcher constructions of meaning. A relational, tripartite approach to learning and assessment (students', teachers', and practice mentors' collective contributions) depends on continuing reflective attention. Action learning enhances interrelation of experience with dialectic thinking. The patchwork text functions to promote creative writing, evaluative thinking, and praxis development. Role modeling by all, being genuine and not just "talking" genuine, is challenging yet crucial if people are to function as mutual resources for learning.

  7. Study of a Self-Managed Action Learning Set: What Makes It Last 14 Years?

    ERIC Educational Resources Information Center

    Yates, Christopher

    2012-01-01

    What contributes to longevity in an action learning (AL) set? What holds it together over a long period? The article relates the chronology and reasons why a self-managed set has flourished when so many sets of voluntary membership peter out. Major attributes of successful longevity are the adherence to strong ground rules and disciplined…

  8. "Scaffolding" of Action Learning within a Part-Time Management Development Module

    ERIC Educational Resources Information Center

    Joesbury, Mark

    2015-01-01

    This Account of Practice describes the introduction and development of action learning within a level 5 module of "Communications at Work" delivered as part of a Business & Technology Education Council (BTEC) Professional Certificate in Management (CMS) between 2005/2006 and 2009/2010. This will commence with a personal narrative and…

  9. Implementing Experiential Action Learning in International Management Education: The Global Business Strategic (GLOBUSTRAT) Consulting Program

    ERIC Educational Resources Information Center

    Kamath, Shyam; Agrawal, Jagdish; Krickx, Guido

    2008-01-01

    This paper discusses the theoretical foundations and implementation challenges and outcomes of a unique "hands-on" global consulting program that is integrated into an international EMBA program for mid-career and senior American and European managers. It details the challenges for the integration of experiential action learning, double-loop…

  10. Doing Poverty: Learning Outcomes among Students Participating in the Community Action Poverty Simulation Program

    ERIC Educational Resources Information Center

    Steck, Laura West; Engler, Jennifer N.; Ligon, Mary; Druen, Perri B.; Cosgrove, Erin

    2011-01-01

    This article discusses an application of the Lewinian/Kolb experiential learning model in the context of undergraduate participation in the Missouri Community Action Poverty Simulation (CAPS) program. CAPS is designed to simulate common, everyday experiences among people living in poverty as participants take on the roles of family members working…

  11. Impact of Action Learning on Entrepreneurial Traits and Inclination: Evidence from a Comparative Study

    ERIC Educational Resources Information Center

    Wong, Hilleas Chi Hang; Man, Thomas Wing Yan

    2012-01-01

    Based on a comparative survey supplemented with focus group interviews, it was found that an action learning activity in an entrepreneurship programme produced both positive and negative results with regard to the entrepreneurial traits of students and their inclination towards entrepreneurship, depending on the influence of external and…

  12. Integrating Teaching, Learning, and Action Research: Enhancing Instruction in the K-12 Classroom

    ERIC Educational Resources Information Center

    Stringer, Ernest T.; Christensen, Lois McFadyen; Baldwin, Shelia C.

    2010-01-01

    This book demonstrates how teachers can use action research as an integral component of teaching and learning. The text uses examples and lesson plans to demonstrate how student research processes can be incorporated into classroom lessons that are linked to standards. Key features of this book are: (1) Guides teachers through systematic steps of…

  13. Action Learning in Higher Education: An Investigation of Its Potential to Develop Professional Capability

    ERIC Educational Resources Information Center

    Lizzio, Alf; Wilson, Keithia

    2004-01-01

    This study investigated the extent to which a course, designed using peer and action learning principles to function as an 'on campus practicum', can develop the professional capabilities of students. As part of their formal coursework, third year behavioural science students, functioning as 'student consultants', entered into a…

  14. Teacher Professional Development through Collaborative Action Research: Impact on Foreign English-Language Teaching and Learning

    ERIC Educational Resources Information Center

    Banegas, Dario; Pavese, Anahi; Velazquez, Aurelia; Velez, Sandra Maria

    2013-01-01

    In 2011 we, a group of English-as-a-foreign-language teachers at a secondary school in Argentina, decided to investigate our teaching practices through collaborative action research so as to improve our students' learning opportunities and thus revitalise English-language teaching in our context. We implemented and evaluated the integration of…

  15. Using Action Research to Teach Students to Manage Team Learning and Improve Teamwork Satisfaction

    ERIC Educational Resources Information Center

    Scott-Ladd, Brenda; Chan, Christopher C. A.

    2008-01-01

    This article reports on a study investigating strategies that students can use to develop skills in managing team learning. Two groups of second-year management students participated in a semester-long action research project over two semesters. The students were educated on team development, team processes and conflict management and how to…

  16. A Partnership Approach to Action Learning within a Masters Educational Programme

    ERIC Educational Resources Information Center

    Harrison, Patricia; Edwards, Carys

    2012-01-01

    This account of practice provides a practical example of the use of action learning within a masters educational programme, an MA in Change Management designed and delivered by a collaborative partnership between the Isle of Anglesey County Council (ACC) and Liverpool Business School (LBS), Liverpool John Moores University. The account has been…

  17. Managing the Action/Reflection Polarity Through Dialogue: A Path to Transformative Learning. NALL Working Paper.

    ERIC Educational Resources Information Center

    Laiken, Marilyn E.

    At the Ontario Institute for Studies in Education of the University of Ontario, a course entitled Developing and Leading High Performing Teams: Theory and Practice is experimenting with a design that surfaces the action/reflection paradox for the purpose of learning how to manage this polarity. Whether the product is defined as services or goods,…

  18. Learning and Teaching Breathing and Oboe Playing: Action Research in a Conservatoire

    ERIC Educational Resources Information Center

    Gaunt, Helena

    2007-01-01

    This paper presents findings from action research in a conservatoire (the Guildhall School of Music & Drama) which focused on teaching and learning effective breathing in playing the oboe. A range of approaches and techniques emerged from a literature review. These were implemented in practice with oboe students at the Guildhall School, and…

  19. Kanbay's Global Leadership Development Program: A Case Study of Virtual Action Learning

    ERIC Educational Resources Information Center

    Marsh, Catherine; Johnson, Carrie

    2005-01-01

    This study examines action learning as a vehicle for the transfer of organizational values in a multi-cultural, virtual-team based leadership development process. A Case Study of Kanbay International's Global Leadership Development Program is used as a lens through which HRD researchers and practitioners may glimpse new possibilities for the…

  20. Action Learning Sets and Social Capital: Ameliorating the Burden of Clergy Isolation in One Rural Diocese

    ERIC Educational Resources Information Center

    Muskett, Judith A.; Village, Andrew

    2016-01-01

    Rural clergy often lack colleagues and may struggle with isolation, especially if over-extended in multi-parish benefices. Theory suggests that this sense of isolation could be addressed by launching clergy action learning sets, which have the potential to establish a peer support network through the formation of social capital as a by-product of…

  1. Leaders Behaving Badly: Using Power to Generate Undiscussables in Action Learning Sets

    ERIC Educational Resources Information Center

    Donovan, Paul Jeffrey

    2014-01-01

    "Undiscussables" are topics associated with threat or embarrassment that are avoided by groups, where that avoidance is also not discussed. Their deleterious effect on executive groups has been a point of discussion for several decades. More recently critical action learning (AL) has brought a welcome focus to power relations within AL…

  2. Evaluating STAR--A Transformative Learning Framework: Interdisciplinary Action Research in Health Training

    ERIC Educational Resources Information Center

    McAllister, Margaret; Oprescu, Florin; Downer, Teresa; Lyons, Michael; Pelly, Fiona; Barr, Nigel

    2013-01-01

    Transformative learning aims to awaken students to issues of injustice, and to promote their critical analysis of assumptions, beliefs and values that lead to and sustain social inequities, so that they may become agents of social change. This paper introduces the Sensitise Take Action and Reflection (STAR) framework, which encapsulates…

  3. An Action Research Study on the Effect of Interactive Technology and Active Learning on Student Performance

    ERIC Educational Resources Information Center

    Bear, Teresa J.

    2013-01-01

    This quantitative action science research study utilized a causal-comparative experimental research design in order to determine if the use of student response systems (clickers), as an active learning strategy in a community college course, improved student performance in the course. Students in the experimental group (n = 26) used clickers to…

  4. Service Learning Experience and Undergraduate Leadership Behaviors: An Action Research Case Study

    ERIC Educational Resources Information Center

    Kenary, Judy

    2010-01-01

    Service-learning has been shown to be an effective practice that positively affects students' academic achievement, self-esteem, and problem-solving skills (Billig, 2002; Eyler & Giles, 1999; Wilczenski & Coomey, 2007). This mixed-method action research case study was conducted to explore the possible link between service-learning…

  5. A Contribution to the Discussion on Participant Readiness for Action Learning

    ERIC Educational Resources Information Center

    Breathnach, Catherine; Stephenson, Frances

    2011-01-01

    The authors explore their experience of a course for long-term unemployed people and reflect as to whether the traits identified by Tom Bourner on readiness for action learning actually relate to their experience. They conclude that based on the obvious development by the members of the group over the course, they observed, in some small way, the…

  6. Doing Right in Business: Can Action Learning Develop Moral Sensitivity and Promote Ethical Behaviour?

    ERIC Educational Resources Information Center

    Brook, Cheryl; Christy, Gill

    2013-01-01

    The question addressed in this paper is whether action learning as a management development technique can be more effective in promoting ethical decision-making than more traditional approaches. Recent examples of moral failures which have emerged in both corporate and public sector organisations in the UK during recent years have prompted a…

  7. Reflections on "Creative" Action Learning in Business Education: Some Issues in Its Theory and Practice

    ERIC Educational Resources Information Center

    Brook, Cheryl; Milner, Christopher

    2014-01-01

    The purpose of this paper is to consider some issues in the uses of what we have termed "creative" action learning in a business education context, and to review some aspects of its practice. A review of the literature, including its use in higher education, is followed by a case illustration of its use in a UK business school with…

  8. Engaging Preservice Teachers in Action Research to Enhance Awareness of Second Language Learning and Teaching

    ERIC Educational Resources Information Center

    Zainuddin, Hanizah; Moore, Rashid A.

    2004-01-01

    This article examines a study on how preservice teachers enhance their understanding of theory and research in second language learning through an action research project that took place in a TESOL (Teachers of English to Speakers of Other Languages) education course. The study focuses on how interaction with English language learners (ELLs)…

  9. Steps to Leadership Action Learning Sets: "Make It Challenging but Not Too Challenging"

    ERIC Educational Resources Information Center

    Hughes, Derek

    2010-01-01

    This paper reviews how action learning was used as part of a regional leadership development programme involving a number of public sector organisations. It explores how the sets were designed and set up and the significant challenges that this particular approach brought. A number of positive tangible outcomes were produced from the sets and…

  10. The Learning of Visually Guided Action: An Information-Space Analysis of Pole Balancing

    ERIC Educational Resources Information Center

    Jacobs, David M.; Vaz, Daniela V.; Michaels, Claire F.

    2012-01-01

    In cart-pole balancing, one moves a cart in 1 dimension so as to balance an attached inverted pendulum. We approached perception-action and learning in this task from an ecological perspective. This entailed identifying a space of informational variables that balancers use as they perform the task and demonstrating that they improve by traversing…

  11. Using Participatory Action Research to Increase Learning Transfer of Recovery-Based Principles

    ERIC Educational Resources Information Center

    Barish, Diane J.

    2009-01-01

    This study questions whether or not participatory action research is an effective and practical method for increasing learning transfer of recovery-based principles. The participants (N = 250) were ethnically and educationally diverse clinicians, in an urban state mental health institute. The Self-Assessment of Recovery-Based Behaviors survey ( n…

  12. From Action to Insight: A Professional Learning Community's Experiences with the European Language Portfolio

    ERIC Educational Resources Information Center

    Kristmanson, Paula Lee; Lafargue, Chantal; Culligan, Karla

    2011-01-01

    This paper focuses on an action research project set in the context of one professional learning community's (PLC's) exploration of the Common European Framework of Reference (CEFR) and the European Language Portfolio (ELP). Teachers of second and foreign languages in a large urban high school examined the potential of principles and tools related…

  13. Rethinking Approaches to Working with Children Who Challenge: Action Learning for Emancipatory Practice

    ERIC Educational Resources Information Center

    MacNaughton, Glenda; Hughes, Patrick; Smith, Kylie

    2007-01-01

    This article describes an action-learning project that helped teachers to rethink their approaches to children who challenge. The project enabled and encouraged teachers to reflect critically on why and how particular children challenged them and then to use their critical reflections to strengthen their capacity to work with those children. The…

  14. Conversations outside the Comfort Zone: Identity Formation in SME Manager Action Learning

    ERIC Educational Resources Information Center

    Anderson, Lisa; Gold, Jeff

    2009-01-01

    In this paper we consider the construction of narrative identity and particularly how managers of small businesses may construct new narrative identities within the activity of the action learning situation. We build on recent work to suggest that the "world" of managers can be explored through a consideration of Vygotsky's socio-cultural theory…

  15. Bridging the Generation Gap: "Growing Golf" through an Action Learning Activity

    ERIC Educational Resources Information Center

    Elbert, Norb; Cumiskey, Kevin J.

    2014-01-01

    This paper describes an action learning simulation designed for a Professional Golf Management (PGM) program housed in a College of Business of a public university. The PGA Golf Management University Program, a 4.5- to 5-year college curriculum for aspiring PGA Professionals is offered at 19 PGA accredited universities nationwide. The program…

  16. Promoting Students' Motivation in Learning Physical Science--An Action Research Approach.

    ERIC Educational Resources Information Center

    Tuan, Hsiao-Lin; Chin, Chi-Chin; Tsai, Chih-Chung

    This study reported how four science teachers used action research to promote their students' motivation in learning physical science. Four teachers with one of their 8th grade physical science classes participated in the study. A combination of qualitative and quantitative research design were used in the study, and data collection included…

  17. Enacting Change through Action Learning: Mobilizing and Managing Power and Emotion

    ERIC Educational Resources Information Center

    Conklin, James; Cohen-Schneider, Rochelle; Linkewich, Beth; Legault, Emma

    2012-01-01

    This paper reports on a study of how action learning facilitates the movement of knowledge between social contexts. The study involved a community organization that provides educational services related to aphasia and members of a complex continuing care (CCC) practice that received training from the agency. People with aphasia (PWA) (a disability…

  18. Action-Based Digital Tools: Mathematics Learning in 6-Year-Old Children

    ERIC Educational Resources Information Center

    Dejonckheere, Peter J. N.; Desoete, Annemie; Fonck, Nathalie; Roderiguez, Dave; Six, Leen; Vermeersch, Tine; Vermeulen, Lies

    2014-01-01

    Introduction: In the present study we used a metaphorical representation in order to stimulate the numerical competences of six-year-olds. It was expected that when properties of physical action are used for mathematical thinking or when abstract mathematical thinking is grounded in sensorimotor processes, learning gains should be more pronounced…

  19. Supplemental action learning workshops: Understanding the effects of independent and cooperative workshops on students' knowledge

    NASA Astrophysics Data System (ADS)

    Morris, Kathryn Michelle

    Community colleges enroll more than half of the undergraduate population in the United States, thereby retaining students of varying demographics with extracurricular demands differing from traditional four-year university students. Often in a collegiate lecture course, students are limited in their abilities to absorb and process information presented by their instructors due to content-specific cognitive gaps between the instructor and the student (Preszler, 2009). Research has shown that implementation of instructor-facilitated action learning workshops as supplemental instruction may help bridge these cognitive gaps allowing better student conceptualization and dissemination of knowledge (Drake, 2011; Fullilove & Treisman, 1990; Preszler, 2009; Udovic, Morris, Dickman, Postlethwait, & Wetherwax, 2002). The purpose of this study was to determine the effects of cooperative action learning workshops and independent action learning workshops on students' knowledge of specified topics within a General Biology I with lab course. The results of this investigation indicate that implementation of an instructor-facilitated action learning workshop did not affect students' knowledge gain; furthermore, attendance of a particular workshop style (independent or cooperative) did not affect students' knowledge gain.

  20. Action Figures

    ERIC Educational Resources Information Center

    Straits, William; Stone, Kristin

    2010-01-01

    With upper-elementary students, using the skeletal system can be a productive first step in learning about the various systems in the human body. Of all the systems, the skeletal system seems to be the most familiar to students. This lesson, which helps students understand joints and their role in how our bodies bend, twist, and spin--is always a…

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

    NASA Astrophysics Data System (ADS)

    Yang, Eunah

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

  2. Learning Action Research and Managing Educational Change-Improvement in Careers Education: A Case Study of Managerialism in Action?

    ERIC Educational Resources Information Center

    Hutchinson, Barry

    1998-01-01

    Asks why so few prospective teachers, on completing their studies (extolling action research), continue to use this approach in their subsequent practice. Drawing upon Esland's notion of "managerialism" and employing an indepth case study of Gerard, a recent graduate, concludes that marketing pressures have taken priority over core…

  3. A Framework for Hierarchical Perception-Action Learning Utilizing Fuzzy Reasoning.

    PubMed

    Windridge, David; Felsberg, Michael; Shaukat, Affan

    2013-02-01

    Perception-action (P-A) learning is an approach to cognitive system building that seeks to reduce the complexity associated with conventional environment-representation/action-planning approaches. Instead, actions are directly mapped onto the perceptual transitions that they bring about, eliminating the need for intermediate representation and significantly reducing training requirements. We here set out a very general learning framework for cognitive systems in which online learning of the P-A mapping may be conducted within a symbolic processing context, so that complex contextual reasoning can influence the P-A mapping. In utilizing a variational calculus approach to define a suitable objective function, the P-A mapping can be treated as an online learning problem via gradient descent using partial derivatives. Our central theoretical result is to demonstrate top-down modulation of low-level perceptual confidences via the Jacobian of the higher levels of a subsumptive P-A hierarchy. Thus, the separation of the Jacobian as a multiplying factor between levels within the objective function naturally enables the integration of abstract symbolic manipulation in the form of fuzzy deductive logic into the P-A mapping learning. We experimentally demonstrate that the resulting framework achieves significantly better accuracy than using P-A learning without top-down modulation. We also demonstrate that it permits novel forms of context-dependent multilevel P-A mapping, applying the mechanism in the context of an intelligent driver assistance system.

  4. Economics Action Pack.

    ERIC Educational Resources Information Center

    McDonald's Corp., Oak Brook, IL.

    One of five McDonald's Action Packs, this learning package introduces intermediate grade students to basic economic concepts. The fourteen activities include the topics of consumption (4 activities), production (5), the market system (3), a pretest, and a posttest. Specific titles under consumption include The Wonderful Treasure Tree (introduction…

  5. Hope for Environmental Action

    ERIC Educational Resources Information Center

    Fleischer, Barbara J.; DeMoor, Emily

    2015-01-01

    Environmental consciousness-raising programs tend to emphasize the magnitude of imminent ecological disasters, if humans continue on their current trajectory. While these environmental literacy programs also call for action to avoid cataclysmic ecological changes, psychological research on "learned helplessness" suggests that information…

  6. Are people successful at learning sequences of actions on a perceptual matching task?

    PubMed

    Yakushijin, Reiko; Jacobs, Robert A

    2011-07-01

    We report the results of an experiment in which human subjects were trained to perform a perceptual matching task. Subjects were asked to manipulate comparison objects until they matched target objects using the fewest manipulations possible. An unusual feature of the experimental task is that efficient performance requires an understanding of the hidden or latent causal structure governing the relationships between actions and perceptual outcomes. We use two benchmarks to evaluate the quality of subjects' learning. One benchmark is based on optimal performance as calculated by a dynamic programming procedure. The other is based on an adaptive computational agent that uses a reinforcement-learning method known as Q-learning to learn to perform the task. Our analyses suggest that subjects were successful learners. In particular, they learned to perform the perceptual matching task in a near-optimal manner (i.e., using a small number of manipulations) at the end of training. Subjects were able to achieve near-optimal performance because they learned, at least partially, the causal structure underlying the task. In addition, subjects' performances were broadly consistent with those of model-based reinforcement-learning agents that built and used internal models of how their actions influenced the external environment. We hypothesize that people will achieve near-optimal performances on tasks requiring sequences of action-especially sensorimotor tasks with underlying latent causal structures-when they can detect the effects of their actions on the environment, and when they can represent and reason about these effects using an internal mental model.

  7. With you or against you: Social orientation dependent learning signals guide actions made for others

    PubMed Central

    Christopoulos, George I.; King-Casas, Brooks

    2014-01-01

    In social environments, it is crucial that decision-makers take account of the impact of their actions not only for oneself, but also on other social agents. Previous work has identified neural signals in the striatum encoding value-based prediction errors for outcomes to oneself; also, recent work suggests neural activity in prefrontal cortex may similarly encode value-based prediction errors related to outcomes to others. However, prior work also indicates that social valuations are not isomorphic, with social value orientations of decision-makers ranging on a cooperative to competitive continuum; this variation has not been examined within social learning environments. Here, we combine a computational model of learning with functional neuroimaging to examine how individual differences in orientation impact neural mechanisms underlying ‘other-value’ learning. Across four experimental conditions, reinforcement learning signals for other-value were identified in medial prefrontal cortex, and were distinct from self-value learning signals identified in striatum. Critically, the magnitude and direction of the other-value learning signal depended strongly on an individual’s cooperative or competitive orientation towards others. These data indicate that social decisions are guided by a social orientation-dependent learning system that is computationally similar but anatomically distinct from self-value learning. The sensitivity of the medial prefrontal learning signal to social preferences suggests a mechanism linking such preferences to biases in social actions and highlights the importance of incorporating heterogeneous social predispositions in neurocomputational models of social behavior. PMID:25224998

  8. With you or against you: social orientation dependent learning signals guide actions made for others.

    PubMed

    Christopoulos, George I; King-Casas, Brooks

    2015-01-01

    In social environments, it is crucial that decision-makers take account of the impact of their actions not only for oneself, but also on other social agents. Previous work has identified neural signals in the striatum encoding value-based prediction errors for outcomes to oneself; also, recent work suggests that neural activity in prefrontal cortex may similarly encode value-based prediction errors related to outcomes to others. However, prior work also indicates that social valuations are not isomorphic, with social value orientations of decision-makers ranging on a cooperative to competitive continuum; this variation has not been examined within social learning environments. Here, we combine a computational model of learning with functional neuroimaging to examine how individual differences in orientation impact neural mechanisms underlying 'other-value' learning. Across four experimental conditions, reinforcement learning signals for other-value were identified in medial prefrontal cortex, and were distinct from self-value learning signals identified in striatum. Critically, the magnitude and direction of the other-value learning signal depended strongly on an individual's cooperative or competitive orientation toward others. These data indicate that social decisions are guided by a social orientation-dependent learning system that is computationally similar but anatomically distinct from self-value learning. The sensitivity of the medial prefrontal learning signal to social preferences suggests a mechanism linking such preferences to biases in social actions and highlights the importance of incorporating heterogeneous social predispositions in neurocomputational models of social behavior.

  9. The Belem Framework for Action: Harnessing the Power and Potential of Adult Learning and Education for a Viable Future

    ERIC Educational Resources Information Center

    Adult Learning, 2012

    2012-01-01

    This article presents the Belem Framework for Action. This framework focuses on harnessing the power and potential of adult learning and education for a viable future. This framework begins with a preamble on adult education and towards lifelong learning.

  10. Toward Solutions: The Work of the Physics Action-Research Group. Learning in Science Project. Working Paper No. 32.

    ERIC Educational Resources Information Center

    Osborne, Roger; Schollum, Brendan

    In the action-research phase of the Learning in Science Project, four groups of people worked on problems identified in the project's second (in-depth) phase. The Physics action-research group considered problems related to the teaching and learning of ideas associated with force and motion, suggesting that children's ideas of these concepts might…

  11. Action Learning: a new method to increase tractor rollover protective structure (ROPS) adoption.

    PubMed

    Biddle, Elyce Anne; Keane, Paul R

    2012-01-01

    Action Learning is a problem-solving process that is used in various industries to address difficult problems. This project applied Action Learning to a leading problem in agricultural safety. Tractor overturns are the leading cause of fatal injury to farmworkers. This cause of injury is preventable using rollover protective structures (ROPS), protective equipment that functions as a roll bar structure to protect the operator in the event of an overturn. For agricultural tractors manufactured after 1976 and employee operated, Occupational Safety and Health Administration (OSHA) regulation requires employers to equip them with ROPS and seat belts. By the mid-1980s, US tractor manufacturers began adding ROPS on all farm tractors over 20 horsepower sold in the United States (http://www.nasdonline.org/document/113/d001656/rollover-protection-for-farm-tractor-operators.html). However, many older tractors remain in use without ROPS, putting tractor operators at continued risk for traumatic injury and fatality. For many older tractor models ROPS are available for retrofit, but for a variety of reasons, tractor owners have not chosen to retrofit those ROPS. The National Institute for Occupational Safety and Health (NIOSH) attempted various means to ameliorate this occupational safety risk, including the manufacture of a low-cost ROPS for self-assembly. Other approaches address barriers to adoption. An Action Learning approach to increasing adoption of ROPS was followed in Virginia and New York, with mixed results. Virginia took action to increase the manufacturing and adoption of ROPS, but New York saw problems that would be insurmountable. Increased focus on team composition might be needed to establish effective Action Learning teams to address this problem.

  12. The action of orexin B on passive avoidance learning. Involvement of neurotransmitters.

    PubMed

    Palotai, Miklós; Telegdy, Gyula; Ekwerike, Alphonsus; Jászberényi, Miklós

    2014-10-01

    The extensive projection of orexigenic neurons and the diffuse expression of orexin receptors suggest that endogenous orexins are involved in several physiological functions of the central nervous system, including learning and memory. Our previous study demonstrated that orexin A improves learning, consolidation and retrieval processes, which involves α- and β-adrenergic, cholinergic, dopaminergic, GABA-A-ergic, opiate and nitrergic neurotransmissions. However, we have little evidence about the action of orexin B on memory processes and the underlying neuromodulation. Therefore, the aim of the present study was to investigate the action of orexin B on passive avoidance learning and the involvement of neurotransmitters in this action in rats. Accordingly, rats were pretreated with the selective orexin 2 receptor (OX2R) antagonist, EMPA; the γ-aminobutyric acid subunit A (GABA-A) receptor antagonist, the bicuculline; a D2, D3, D4 dopamine receptor antagonist, haloperidol; the nonselective opioid receptor antagonist, naloxone; the non-specific nitric oxide synthase (NOS) inhibitor, nitro-l-arginine; the nonselective α-adrenergic receptor antagonist, phenoxybenzamine and the β-adrenergic receptor antagonist, propranolol. Our results demonstrate that orexin B can improve learning, consolidation of memory and retrieval. EMPA reversed completely the action of orexin B on memory consolidation. Bicuculline blocked fully; naloxone, nitro-l-arginine, phenoxybenzamine and propranolol attenuated the orexin B-induced memory consolidation, whereas haloperidol was ineffective. These data suggest that orexin B improves memory functions through OX2R and GABA-ergic, opiate, nitrergic, α- and β-adrenergic neurotransmissions are also involved in this action.

  13. Intrinsically motivated action-outcome learning and goal-based action recall: a system-level bio-constrained computational model.

    PubMed

    Baldassarre, Gianluca; Mannella, Francesco; Fiore, Vincenzo G; Redgrave, Peter; Gurney, Kevin; Mirolli, Marco

    2013-05-01

    Reinforcement (trial-and-error) learning in animals is driven by a multitude of processes. Most animals have evolved several sophisticated systems of 'extrinsic motivations' (EMs) that guide them to acquire behaviours allowing them to maintain their bodies, defend against threat, and reproduce. Animals have also evolved various systems of 'intrinsic motivations' (IMs) that allow them to acquire actions in the absence of extrinsic rewards. These actions are used later to pursue such rewards when they become available. Intrinsic motivations have been studied in Psychology for many decades and their biological substrates are now being elucidated by neuroscientists. In the last two decades, investigators in computational modelling, robotics and machine learning have proposed various mechanisms that capture certain aspects of IMs. However, we still lack models of IMs that attempt to integrate all key aspects of intrinsically motivated learning and behaviour while taking into account the relevant neurobiological constraints. This paper proposes a bio-constrained system-level model that contributes a major step towards this integration. The model focusses on three processes related to IMs and on the neural mechanisms underlying them: (a) the acquisition of action-outcome associations (internal models of the agent-environment interaction) driven by phasic dopamine signals caused by sudden, unexpected changes in the environment; (b) the transient focussing of visual gaze and actions on salient portions of the environment; (c) the subsequent recall of actions to pursue extrinsic rewards based on goal-directed reactivation of the representations of their outcomes. The tests of the model, including a series of selective lesions, show how the focussing processes lead to a faster learning of action-outcome associations, and how these associations can be recruited for accomplishing goal-directed behaviours. The model, together with the background knowledge reviewed in the paper

  14. Protective Action Guides (PAGs)

    EPA Pesticide Factsheets

    The Protective Action Guide (PAG) manual contains radiation dose guidelines that would trigger public safety measures. EPA developed Protective Action Guides to help responders plan for radiation emergencies.

  15. Collaborative action learning: a professional development model for educational innovation in nursing.

    PubMed

    Marlow, Annette; Spratt, Christine; Reilly, Amanda

    2008-05-01

    The paper describes the processes and outcomes of a major curriculum innovation which was conducted by a collaborative multi-disciplinary team (nurse academics, educational developers and software developers). The paper argues that collaborative professional development in pedagogical innovation in nursing can be successfully supported by action learning as a framework for practice. In presenting this argument the paper draws on the experience of the School of Nursing and Midwifery (SNM) at the University of Tasmania in integrating high-fidelity simulation-based learning into an existing undergraduate case-based learning curriculum in the three year Bachelor of Nursing (BN).

  16. Corticostriatal circuit mechanisms of value-based action selection: Implementation of reinforcement learning algorithms and beyond.

    PubMed

    Morita, Kenji; Jitsev, Jenia; Morrison, Abigail

    2016-09-15

    Value-based action selection has been suggested to be realized in the corticostriatal local circuits through competition among neural populations. In this article, we review theoretical and experimental studies that have constructed and verified this notion, and provide new perspectives on how the local-circuit selection mechanisms implement reinforcement learning (RL) algorithms and computations beyond them. The striatal neurons are mostly inhibitory, and lateral inhibition among them has been classically proposed to realize "Winner-Take-All (WTA)" selection of the maximum-valued action (i.e., 'max' operation). Although this view has been challenged by the revealed weakness, sparseness, and asymmetry of lateral inhibition, which suggest more complex dynamics, WTA-like competition could still occur on short time scales. Unlike the striatal circuit, the cortical circuit contains recurrent excitation, which may enable retention or temporal integration of information and probabilistic "soft-max" selection. The striatal "max" circuit and the cortical "soft-max" circuit might co-implement an RL algorithm called Q-learning; the cortical circuit might also similarly serve for other algorithms such as SARSA. In these implementations, the cortical circuit presumably sustains activity representing the executed action, which negatively impacts dopamine neurons so that they can calculate reward-prediction-error. Regarding the suggested more complex dynamics of striatal, as well as cortical, circuits on long time scales, which could be viewed as a sequence of short WTA fragments, computational roles remain open: such a sequence might represent (1) sequential state-action-state transitions, constituting replay or simulation of the internal model, (2) a single state/action by the whole trajectory, or (3) probabilistic sampling of state/action.

  17. Oculomotor learning revisited: a model of reinforcement learning in the basal ganglia incorporating an efference copy of motor actions

    PubMed Central

    Fee, Michale S.

    2012-01-01

    In its simplest formulation, reinforcement learning is based on the idea that if an action taken in a particular context is followed by a favorable outcome, then, in the same context, the tendency to produce that action should be strengthened, or reinforced. While reinforcement learning forms the basis of many current theories of basal ganglia (BG) function, these models do not incorporate distinct computational roles for signals that convey context, and those that convey what action an animal takes. Recent experiments in the songbird suggest that vocal-related BG circuitry receives two functionally distinct excitatory inputs. One input is from a cortical region that carries context information about the current “time” in the motor sequence. The other is an efference copy of motor commands from a separate cortical brain region that generates vocal variability during learning. Based on these findings, I propose here a general model of vertebrate BG function that combines context information with a distinct motor efference copy signal. The signals are integrated by a learning rule in which efference copy inputs gate the potentiation of context inputs (but not efference copy inputs) onto medium spiny neurons in response to a rewarded action. The hypothesis is described in terms of a circuit that implements the learning of visually guided saccades. The model makes testable predictions about the anatomical and functional properties of hypothesized context and efference copy inputs to the striatum from both thalamic and cortical sources. PMID:22754501

  18. Effect of an educational game on university students' learning about action potentials.

    PubMed

    Luchi, Kelly Cristina Gaviao; Montrezor, Luís Henrique; Marcondes, Fernanda K

    2017-06-01

    The aim of this study was to evaluate the effect of an educational game that is used for teaching the mechanisms of the action potentials in cell membranes. The game was composed of pieces representing the intracellular and extracellular environments, ions, ion channels, and the Na(+)-K(+)-ATPase pump. During the game activity, the students arranged the pieces to demonstrate how the ions move through the membrane in a resting state and during an action potential, linking the ion movement with a graph of the action potential. To test the effect of the game activity on student understanding, first-year dental students were given the game to play at different times in a series of classes teaching resting membrane potential and action potentials. In all experiments, students who played the game performed better in assessments. According to 98% of the students, the game supported the learning process. The data confirm the students' perception, indicating that the educational game improved their understanding about action potentials.

  19. Using Science to Take a Stand: Action-Oriented Learning in an Afterschool Science Club

    NASA Astrophysics Data System (ADS)

    Hagenah, Sara

    This dissertation study investigates what happens when students participate in an afterschool science club designed around action-oriented science instruction, a set of curriculum design principles based on social justice pedagogy. Comprised of three manuscripts written for journal publication, the dissertation includes 1) Negotiating community-based action-oriented science teaching and learning: Articulating curriculum design principles, 2) Middle school girls' socio-scientific participation pathways in an afterschool science club, and 3) Laughing and learning together: Productive science learning spaces for middle school girls. By investigating how action-oriented science design principles get negotiated, female identity development in and with science, and the role of everyday social interactions as students do productive science, this research fills gaps in the understanding of how social justice pedagogy gets enacted and negotiated among multiple stakeholders including students, teachers, and community members along what identity development looks like across social and scientific activity. This study will be of interest to educators thinking about how to enact social justice pedagogy in science learning spaces and those interested in identity development in science.

  20. Using a New Learning Environment Questionnaire for Reflection in Teacher Action Research

    NASA Astrophysics Data System (ADS)

    Aldridge, Jill M.; Fraser, Barry J.; Bell, Lisa; Dorman, Jeffrey

    2012-04-01

    This article reports the development, validation and use of an instrument designed to provide teachers with feedback information, based on students' perceptions, about their classroom environments. The instrument was developed to provide teachers with feedback that they could use to reflect on their teaching practices and, in turn, guide the implementation of strategies to improve their learning environments. To determine the validity and reliability of the new instrument, data from 2043 grade 11 and 12 students from 147 classes in 9 schools were analysed. The Rasch model was used to convert data collected using a frequency response scale into interval data that are suitable for parametric analyses. During an action research process, reflective journals, written feedback, discussions at a forum and interviews with eight teachers helped to illuminate the processes used by teachers during action research. This article reports the views of these teachers in general and examines more closely how one of the teachers used student responses to the learning environment questionnaire as a tool for reflection and as a guide in transforming her classroom environment. This case study helped us to gauge the extent to which action research based on students' perceptions of the learning environment was useful in guiding teachers' improvements of their classroom learning environments.

  1. Blockade of NMDA receptors in the dorsomedial striatum prevents action-outcome learning in instrumental conditioning.

    PubMed

    Yin, Henry H; Knowlton, Barbara J; Balleine, Bernard W

    2005-07-01

    Although there is consensus that instrumental conditioning depends on the encoding of action-outcome associations, it is not known where this learning process is localized in the brain. Recent research suggests that the posterior dorsomedial striatum (pDMS) may be the critical locus of these associations. We tested this hypothesis by examining the contribution of N-methyl-D-aspartate receptors (NMDARs) in the pDMS to action-outcome learning. Rats with bilateral cannulae in the pDMS were first trained to perform two actions (left and right lever presses), for sucrose solution. After the pre-training phase, they were given an infusion of the NMDA antagonist 2-amino-5-phosphonopentanoic acid (APV, 1 mg/mL) or artificial cerebral spinal fluid (ACSF) before a 30-min session in which pressing one lever delivered food pellets and pressing the other delivered fruit punch. Learning during this session was tested the next day by sating the animals on either the pellets or fruit punch before assessing their performance on the two levers in extinction. The ACSF group selectively reduced responding on the lever that, in training, had earned the now devalued outcome, whereas the APV group did not. Experiment 2 replicated the effect of APV during the critical training session but found no effect of APV given after acquisition and before test. Furthermore, Experiment 3 showed that the effect of APV on instrumental learning was restricted to the pDMS; infusion into the dorsolateral striatum did not prevent learning. These experiments provide the first direct evidence that, in instrumental conditioning, NMDARs in the dorsomedial striatum are involved in encoding action-outcome associations.

  2. Improved probabilistic inference as a general learning mechanism with action video games.

    PubMed

    Green, C Shawn; Pouget, Alexandre; Bavelier, Daphne

    2010-09-14

    Action video game play benefits performance in an array of sensory, perceptual, and attentional tasks that go well beyond the specifics of game play [1-9]. That a training regimen may induce improvements in so many different skills is notable because the majority of studies on training-induced learning report improvements on the trained task but limited transfer to other, even closely related, tasks ([10], but see also [11-13]). Here we ask whether improved probabilistic inference may explain such broad transfer. By using a visual perceptual decision making task [14, 15], the present study shows for the first time that action video game experience does indeed improve probabilistic inference. A neural model of this task [16] establishes how changing a single parameter, namely the strength of the connections between the neural layer providing the momentary evidence and the layer integrating the evidence over time, captures improvements in action-gamers behavior. These results were established in a visual, but also in a novel auditory, task, indicating generalization across modalities. Thus, improved probabilistic inference provides a general mechanism for why action video game playing enhances performance in a wide variety of tasks. In addition, this mechanism may serve as a signature of training regimens that are likely to produce transfer of learning.

  3. Seeking Conceptual Clarity in the Action Modalities

    ERIC Educational Resources Information Center

    Raelin, Joe

    2009-01-01

    This article begins with the presumption that action learning has not made as deep an impact in promoting participatory social change as its supporters may have hoped for, but nor has its cousin action modalities, such as action research and action science. These action strategies have evolved separately along distinct traditions and, rather than…

  4. Segmenting Dynamic Human Action via Statistical Structure

    ERIC Educational Resources Information Center

    Baldwin, Dare; Andersson, Annika; Saffran, Jenny; Meyer, Meredith

    2008-01-01

    Human social, cognitive, and linguistic functioning depends on skills for rapidly processing action. Identifying distinct acts within the dynamic motion flow is one basic component of action processing; for example, skill at segmenting action is foundational to action categorization, verb learning, and comprehension of novel action sequences. Yet…

  5. Joint Patch and Multi-label Learning for Facial Action Unit Detection

    PubMed Central

    Zhao, Kaili; Chu, Wen-Sheng; De la Torre, Fernando; Cohn, Jeffrey F.; Zhang, Honggang

    2016-01-01

    The face is one of the most powerful channel of nonverbal communication. The most commonly used taxonomy to describe facial behaviour is the Facial Action Coding System (FACS). FACS segments the visible effects of facial muscle activation into 30+ action units (AUs). AUs, which may occur alone and in thousands of combinations, can describe nearly all-possible facial expressions. Most existing methods for automatic AU detection treat the problem using one-vs-all classifiers and fail to exploit dependencies among AU and facial features. We introduce joint-patch and multi-label learning (JPML) to address these issues. JPML leverages group sparsity by selecting a sparse subset of facial patches while learning a multi-label classifier. In four of five comparisons on three diverse datasets, CK+, GFT, and BP4D, JPML produced the highest average F1 scores in comparison with state-of-the art. PMID:27382243

  6. Learning to Sleep without Perching: Reflections by Activist-Educators on Learning in Social Action in Ghanaian Social Movements

    ERIC Educational Resources Information Center

    Langdon, Jonathan

    2009-01-01

    This article conveys results from a participatory action research (PAR) engagement with activist/educators working in Ghanaian social movements. First, this PAR group has articulated two typologies from which to understand Ghanaian social movements based on their processes of organization, communication and learning rather than merely the issues,…

  7. Action Control, Motivated Strategies, and Integrative Motivation as Predictors of Language Learning Affect and the Intention to Continue Learning French

    ERIC Educational Resources Information Center

    MacIntyre, Peter D.; Blackie, Rebecca A.

    2012-01-01

    The present study examines the relative ability of variables from three motivational frameworks to predict four non-linguistic outcomes of language learning. The study examines Action Control Theory with its measures of (1) hesitation, (2) volatility and (3) rumination. The study also examined Pintrich's expectancy-value model that uses measures…

  8. Facilitating the Learning Process in Design-Based Learning Practices: An Investigation of Teachers' Actions in Supervising Students

    ERIC Educational Resources Information Center

    Gómez Puente, S. M.; van Eijck, M.; Jochems, W.

    2013-01-01

    Background: In research on design-based learning (DBL), inadequate attention is paid to the role the teacher plays in supervising students in gathering and applying knowledge to design artifacts, systems, and innovative solutions in higher education. Purpose: In this study, we examine whether teacher actions we previously identified in the DBL…

  9. Associative Vocabulary Learning: Development and Testing of Two Paradigms for the (Re-) Acquisition of Action- and Object-Related Words

    PubMed Central

    Dobel, Christian; Enriquez-Geppert, Stefanie; Baumgaertner, Annette; Zwitserlood, Pienie; Gerloff, Christian; Hummel, Friedhelm C.; Liuzzi, Gianpiero

    2012-01-01

    Despite a growing number of studies, the neurophysiology of adult vocabulary acquisition is still poorly understood. One reason is that paradigms that can easily be combined with neuroscientfic methods are rare. Here, we tested the efficiency of two paradigms for vocabulary (re-) acquisition, and compared the learning of novel words for actions and objects. Cortical networks involved in adult native-language word processing are widespread, with differences postulated between words for objects and actions. Words and what they stand for are supposed to be grounded in perceptual and sensorimotor brain circuits depending on their meaning. If there are specific brain representations for different word categories, we hypothesized behavioural differences in the learning of action-related and object-related words. Paradigm A, with the learning of novel words for body-related actions spread out over a number of days, revealed fast learning of these new action words, and stable retention up to 4 weeks after training. The single-session Paradigm B employed objects and actions. Performance during acquisition did not differ between action-related and object-related words (time*word category: p = 0.01), but the translation rate was clearly better for object-related (79%) than for action-related words (53%, p = 0.002). Both paradigms yielded robust associative learning of novel action-related words, as previously demonstrated for object-related words. Translation success differed for action- and object-related words, which may indicate different neural mechanisms. The paradigms tested here are well suited to investigate such differences with neuroscientific means. Given the stable retention and minimal requirements for conscious effort, these learning paradigms are promising for vocabulary re-learning in brain-lesioned people. In combination with neuroimaging, neuro-stimulation or pharmacological intervention, they may well advance the understanding of language learning

  10. Associative vocabulary learning: development and testing of two paradigms for the (re-) acquisition of action- and object-related words.

    PubMed

    Freundlieb, Nils; Ridder, Volker; Dobel, Christian; Enriquez-Geppert, Stefanie; Baumgaertner, Annette; Zwitserlood, Pienie; Gerloff, Christian; Hummel, Friedhelm C; Liuzzi, Gianpiero

    2012-01-01

    Despite a growing number of studies, the neurophysiology of adult vocabulary acquisition is still poorly understood. One reason is that paradigms that can easily be combined with neuroscientfic methods are rare. Here, we tested the efficiency of two paradigms for vocabulary (re-) acquisition, and compared the learning of novel words for actions and objects. Cortical networks involved in adult native-language word processing are widespread, with differences postulated between words for objects and actions. Words and what they stand for are supposed to be grounded in perceptual and sensorimotor brain circuits depending on their meaning. If there are specific brain representations for different word categories, we hypothesized behavioural differences in the learning of action-related and object-related words. Paradigm A, with the learning of novel words for body-related actions spread out over a number of days, revealed fast learning of these new action words, and stable retention up to 4 weeks after training. The single-session Paradigm B employed objects and actions. Performance during acquisition did not differ between action-related and object-related words (time*word category: p = 0.01), but the translation rate was clearly better for object-related (79%) than for action-related words (53%, p = 0.002). Both paradigms yielded robust associative learning of novel action-related words, as previously demonstrated for object-related words. Translation success differed for action- and object-related words, which may indicate different neural mechanisms. The paradigms tested here are well suited to investigate such differences with neuroscientific means. Given the stable retention and minimal requirements for conscious effort, these learning paradigms are promising for vocabulary re-learning in brain-lesioned people. In combination with neuroimaging, neuro-stimulation or pharmacological intervention, they may well advance the understanding of language learning

  11. Action Research: Rethinking Lewin.

    ERIC Educational Resources Information Center

    Dickens, Linda; Watkins, Karen

    1999-01-01

    Explores both historical and contemporary definitions of action research. Describes the process and goals of action research in the tradition of Lewin. Presents a case study of an action-research project involving two teams in a high-technology corporation that depicts the process in action. (Author/CCM)

  12. The action of kisspeptin-13 on passive avoidance learning in mice. Involvement of transmitters.

    PubMed

    Telegdy, Gyula; Adamik, Ágnes

    2013-04-15

    Kisspeptins are G protein-coupled receptor ligands originally identified as human metastasis suppressor gene products that have the ability to suppress melanoma and breast cancer metastasis and recently found to play an important role in initiating the secretion of gonadotropin-releasing hormone at puberty. Kisspeptin-13 is an endogenous isoform that consists of 13 amino acids. The action of kisspeptin in the regulation of gonadal function has been widely studied, but little is known as concerns its function in limbic brain structures. In the brain, the gene is transcribed within the hippocampal dentate gyrus. This paper reports on a study the effects of kisspeptin-13 on passive avoidance learning and the involvement of the adrenergic, serotonergic, cholinergic, dopaminergic and GABA-A-ergic, opiate receptors and nitric oxide in its action in mice. Mice were pretreated with a nonselective α-adrenergic receptor antagonist, phenoxybenzamine, an α2-adrenergic receptor antagonist, yohimbine, a β-adrenergic receptor antagonist, propranolol, a mixed 5-HT1/5-HT2 serotonergic receptor antagonist, methysergide, a nonselective 5-HT2 serotonergic receptor antagonist, cyproheptadine, a nonselective muscarinic acetylcholine receptor antagonist, atropine, D2, D3, D4 dopamine receptor antagonist, haloperidol, a γ-aminobutyric acid subunit A (GABAA) receptor antagonist, bicuculline, naloxone, a nonselective opioid receptor antagonist and nitro-l-arginine, a nitric oxide synthase inhibitor. Kisspeptin-13 facilitated learning and memory consolidation in a passive avoidance paradigm. Phenoxybenzamine, yohimbine, propranolol, methysergide, cyproheptadine, atropine, bicuculline and nitro-l-arginine prevented the action of kisspeptin-13 on passive avoidance learning, but haloperidol and naloxone did not block the effects of kisspeptin-13. The results demonstrated that the action of kisspeptin-13 on the facilitation of passive avoidance learning and memory consolidation is mediated

  13. Human Dorsal Striatum Encodes Prediction Errors during Observational Learning of Instrumental Actions

    PubMed Central

    Cooper, Jeffrey C.; Dunne, Simon; Furey, Teresa; O’Doherty, John P.

    2013-01-01

    The dorsal striatum plays a key role in the learning and expression of instrumental reward associations that are acquired through direct experience. However, not all learning about instrumental actions require direct experience. Instead, humans and other animals are also capable of acquiring instrumental actions by observing the experiences of others. In this study, we investigated the extent to which human dorsal striatum is involved in observational as well as experiential instrumental reward learning. Human participants were scanned with fMRI while they observed a confederate over a live video performing an instrumental conditioning task to obtain liquid juice rewards. Participants also performed a similar instrumental task for their own rewards. Using a computational model-based analysis, we found reward prediction errors in the dorsal striatum not only during the experiential learning condition but also during observational learning. These results suggest a key role for the dorsal striatum in learning instrumental associations, even when those associations are acquired purely by observing others. PMID:21812568

  14. Creating and Sustaining a Professional Learning Community to Impact Student Achievement on a High School Campus: An Action Research Project

    ERIC Educational Resources Information Center

    Nichols, Dionne DeShall

    2013-01-01

    Professional learning communities (PLCs) have become one of the most talked about ideas in education today. Many K-12 schools are working to become PLCs in the hope that student learning will improve when adults commit themselves to talking collaboratively about teaching and learning and then take action that will improve student learning and…

  15. Perception-action learning as an epistemologically-consistent model for self-updating cognitive representation.

    PubMed

    Windridge, David; Kittler, Josef

    2010-01-01

    As well as having the ability to formulate models of the world capable of experimental falsification, it is evident that human cognitive capability embraces some degree of representational plasticity, having the scope (at least in infancy) to modify the primitives in terms of which the world is delineated. We hence employ the term 'cognitive bootstrapping' to refer to the autonomous updating of an embodied agent's perceptual framework in response to the perceived requirements of the environment in such a way as to retain the ability to refine the environment model in a consistent fashion across perceptual changes.We will thus argue that the concept of cognitive bootstrapping is epistemically ill-founded unless there exists an a priori percept/motor interrelation capable of maintaining an empirical distinction between the various possibilities of perceptual categorization and the inherent uncertainties of environment modeling.As an instantiation of this idea, we shall specify a very general, logically-inductive model of perception-action learning capable of compact re-parameterization of the percept space. In consequence of the a priori percept/action coupling, the novel perceptual state transitions so generated always exist in bijective correlation with a set of novel action states, giving rise to the required empirical validation criterion for perceptual inferences. Environmental description is correspondingly accomplished in terms of progressively higher-level affordance conjectures which are likewise validated by exploratory action.Application of this mechanism within simulated perception-action environments indicates that, as well as significantly reducing the size and specificity of the a priori perceptual parameter-space, the method can significantly reduce the number of iterations required for accurate convergence of the world-model. It does so by virtue of the active learning characteristics implicit in the notion of cognitive bootstrapping.

  16. Conservation Action Planning: Lessons learned from the St. Marys River watershed biodiversity conservation planning process

    USGS Publications Warehouse

    Patterson, Tamatha A.; Grundel, Ralph

    2014-01-01

    Conservation Action Planning (CAP) is an adaptive management planning process refined by The Nature Conservancy (TNC) and embraced worldwide as the Open Standards for the Practice of Conservation. The CAP process facilitates open, multi-institutional collaboration on a common conservation agenda through organized actions and quantified results. While specifically designed for conservation efforts, the framework is adaptable and flexible to multiple scales and can be used for any collaborative planning effort. The CAP framework addresses inception; design and development of goals, measures, and strategies; and plan implementation and evaluation. The specific components of the CAP include defining the project scope and conservation targets; assessing the ecological viability; ascertaining threats and surrounding situation; identifying opportunities and designing strategies for action; and implementing actions and monitoring results. In 2007, TNC and a multidisciplinary graduate student team from the University of Michigan's School of Natural Resources and Environment initiated a CAP for the St. Marys River, the connecting channel between Lake Superior and Lake Huron, and its local watershed. The students not only gained experience in conservation planning, but also learned lessons that notably benefited the CAP process and were valuable for any successful collaborative effort—a dedicated core team improved product quality, accelerated the timeline, and provided necessary support for ongoing efforts; an academic approach in preparation for engagement in the planning process brought applicable scientific research to the forefront, enhanced workshop facilitation, and improved stakeholder participation; and early and continuous interactions with regional stakeholders improved cooperation and built a supportive network for collaboration.

  17. Inferences about Action Engage Action Systems

    ERIC Educational Resources Information Center

    Taylor, Lawrence J.; Lev-Ari, Shiri; Zwaan, Rolf A.

    2008-01-01

    Verbal descriptions of actions activate compatible motor responses [Glenberg, A. M., & Kaschak, M. P. (2002). Grounding language in action. "Psychonomic Bulletin & Review, 9", 558-565]. Previous studies have found that the motor processes for manual rotation are engaged in a direction-specific manner when a verb disambiguates the direction of…

  18. A Safe Place to Stay Sharp: Action Learning Meets Cooperative Inquiry in the Service of NHS OD Capacity Building

    ERIC Educational Resources Information Center

    Traeger, James; Norgate, Carolyn

    2015-01-01

    This is an account of practice. It explores the meeting point between action learning and action research, as a way of doing capacity building in organisational development (OD) in the NHS in the UK. The authors were part of a short cooperative inquiry (Heron, J. 1996. "Co-operative Inquiry: Research into the Human Condition." London:…

  19. Learning to associate novel words with motor actions: language-induced motor activity following short training.

    PubMed

    Fargier, Raphaël; Paulignan, Yves; Boulenger, Véronique; Monaghan, Padraic; Reboul, Anne; Nazir, Tatjana A

    2012-07-01

    Action words referring to face, arm or leg actions activate areas along the motor strip that also control the planning and execution of the actions specified by the words. This electroencephalogram (EEG) study aimed to test the learning profile of this language-induced motor activity. Participants were trained to associate novel verbal stimuli to videos of object-oriented hand and arm movements or animated visual images on two consecutive days. Each training session was preceded and followed by a test-session with isolated videos and verbal stimuli. We measured motor-related brain activity (reflected by a desynchronization in the μ frequency bands; 8-12 Hz range) localized at centro-parietal and fronto-central electrodes. We compared activity from viewing the videos to activity resulting from processing the language stimuli only. At centro-parietal electrodes, stable action-related μ suppression was observed during viewing of videos in each test-session of the two days. For processing of verbal stimuli associated with motor actions, a similar pattern of activity was evident only in the second test-session of Day 1. Over the fronto-central regions, μ suppression was observed in the second test-session of Day 2 for the videos and in the second test-session of Day 1 for the verbal stimuli. Whereas the centro-parietal μ suppression can be attributed to motor events actually experienced during training, the fronto-central μ suppression seems to serve as a convergence zone that mediates underspecified motor information. Consequently, sensory-motor reactivations through which concepts are comprehended seem to differ in neural dynamics from those implicated in their acquisition.

  20. The minimalist grammar of action

    PubMed Central

    Pastra, Katerina; Aloimonos, Yiannis

    2012-01-01

    Language and action have been found to share a common neural basis and in particular a common ‘syntax’, an analogous hierarchical and compositional organization. While language structure analysis has led to the formulation of different grammatical formalisms and associated discriminative or generative computational models, the structure of action is still elusive and so are the related computational models. However, structuring action has important implications on action learning and generalization, in both human cognition research and computation. In this study, we present a biologically inspired generative grammar of action, which employs the structure-building operations and principles of Chomsky's Minimalist Programme as a reference model. In this grammar, action terminals combine hierarchically into temporal sequences of actions of increasing complexity; the actions are bound with the involved tools and affected objects and are governed by certain goals. We show, how the tool role and the affected-object role of an entity within an action drives the derivation of the action syntax in this grammar and controls recursion, merge and move, the latter being mechanisms that manifest themselves not only in human language, but in human action too. PMID:22106430

  1. Interaction, action, and reflection: how medics learn medical care in the Swedish Armed Forces.

    PubMed

    Andersson, Sten-Ove; Lundberg, Lars; Jonsson, Anders; Tingström, Pia; Dahlgren, Madeleine Abrandt

    2013-08-01

    The objective of this study is to examine how medics within the Swedish Armed Forces perceive their learning outcome following military prehospital training. A qualitative study with a phenomenographic approach was used to investigate how learning is perceived among military medics. At meta level, the results can be viewed as an interaction, i.e., being able to collaborate in the medical platoon, including the ability to interact within the group and being able to lead; an action, i.e., being able to assess and treat casualties, including the ability to communicate with the casualty, to prioritize, and to be able to act; and a reflection, i.e., having confidence in one's own ability in first aid, including being prepared and feeling confident. Interaction during the period of education is important for learning. Action, being able to act in the field, is based on a drill in which the subject progresses from simple to complex procedures. Reflection, learning to help others, is important for confidence, which in turn creates preparedness, thereby making the knowledge meaningful.

  2. Flexibility in infant actions during arm- and leg-based learning in a mobile paradigm.

    PubMed

    Watanabe, Hama; Taga, Gentaro

    2009-01-01

    To understand young infants' flexible changes of learned actions when abrupt environmental changes occur, we examined fifty-four 3-month-olds who performed a mobile task, in which they learned to move the mobile by a string attached to their arms or legs (arm-based or leg-based learning). We manipulated the order of tests-arm to leg (AL) and leg to arm (LA)-and observed the time course of motion of four limbs. The infants in the AL condition showed a differentiated movement pattern, in which the movement of the connected arm was dominant, and when the connected limb changed, they immediately inhibited the prior movement pattern. The infants in the LA condition produced undifferentiated movement pattern of multiple limbs, which was maintained even when the critical limb was changed. The results suggest that the infants' flexibility of actions in a novel situation depends on the prior experience. We speculate neural mechanisms, which may underlie the difference between the arm-based and leg-based learning.

  3. Spatial learning and memory in male mice with altered growth hormone action.

    PubMed

    Basu, Amrita; McFarlane, Hewlet G; Kopchick, John J

    2017-04-04

    Growth hormone (GH) has a significant influence on cognitive performance in humans and other mammals. To understand the influence of altered GH action on cognition, we assessed spatial learning and memory using a Barnes maze (BM) comparing twelve-month old, male, bovine GH (bGH) and GH receptor antagonist (GHA) transgenic mice and their corresponding wild type (WT) littermates. During the acquisition training period in the BM, bGH mice showed increased latency, traveled longer path lengths and made more errors to reach the target than WT mice indicating significantly poorer learning. Short-term memory (STM) and long-term memory (LTM) trials showed significantly suppressed memory retention in bGH mice when compared to the WT group. Conversely, GHA mice showed significantly better learning parameters (latency, path length and errors) and increased use of an efficient search strategy than WT mice. Our study indicates a negative impact of GH excess and a beneficial effect of the inhibition of GH action on spatial learning and memory and, therefore, cognitive performance in male mice. Further research to elucidate GH's role in brain function will facilitate identifying therapeutic applications of GH or GHA for neuropathological and neurodegenerative conditions.

  4. Action observation versus motor imagery in learning a complex motor task: a short review of literature and a kinematics study.

    PubMed

    Gatti, R; Tettamanti, A; Gough, P M; Riboldi, E; Marinoni, L; Buccino, G

    2013-04-12

    Both motor imagery and action observation have been shown to play a role in learning or re-learning complex motor tasks. According to a well accepted view they share a common neurophysiological basis in the mirror neuron system. Neurons within this system discharge when individuals perform a specific action and when they look at another individual performing the same or a motorically related action. In the present paper, after a short review of literature on the role of action observation and motor imagery in motor learning, we report the results of a kinematics study where we directly compared motor imagery and action observation in learning a novel complex motor task. This involved movement of the right hand and foot in the same angular direction (in-phase movement), while at the same time moving the left hand and foot in an opposite angular direction (anti-phase movement), all at a frequency of 1Hz. Motor learning was assessed through kinematics recording of wrists and ankles. The results showed that action observation is better than motor imagery as a strategy for learning a novel complex motor task, at least in the fast early phase of motor learning. We forward that these results may have important implications in educational activities, sport training and neurorehabilitation.

  5. Facilitating the learning process in design-based learning practices: an investigation of teachers' actions in supervising students

    NASA Astrophysics Data System (ADS)

    Gómez Puente, S. M.; van Eijck, M.; Jochems, W.

    2013-11-01

    Background: In research on design-based learning (DBL), inadequate attention is paid to the role the teacher plays in supervising students in gathering and applying knowledge to design artifacts, systems, and innovative solutions in higher education. Purpose: In this study, we examine whether teacher actions we previously identified in the DBL literature as important in facilitating learning processes and student supervision are present in current DBL engineering practices. Sample: The sample (N=16) consisted of teachers and supervisors in two engineering study programs at a university of technology: mechanical and electrical engineering. We selected randomly teachers from freshman and second-year bachelor DBL projects responsible for student supervision and assessment. Design and method: Interviews with teachers, and interviews and observations of supervisors were used to examine how supervision and facilitation actions are applied according to the DBL framework. Results: Major findings indicate that formulating questions is the most common practice seen in facilitating learning in open-ended engineering design environments. Furthermore, other DBL actions we expected to see based upon the literature were seldom observed in the coaching practices within these two programs. Conclusions: Professionalization of teachers in supervising students need to include methods to scaffold learning by supporting students in reflecting and in providing formative feedback.

  6. Everyday robotic action: lessons from human action control

    PubMed Central

    de Kleijn, Roy; Kachergis, George; Hommel, Bernhard

    2014-01-01

    Robots are increasingly capable of performing everyday human activities such as cooking, cleaning, and doing the laundry. This requires the real-time planning and execution of complex, temporally extended sequential actions under high degrees of uncertainty, which provides many challenges to traditional approaches to robot action control. We argue that important lessons in this respect can be learned from research on human action control. We provide a brief overview of available psychological insights into this issue and focus on four principles that we think could be particularly beneficial for robot control: the integration of symbolic and subsymbolic planning of action sequences, the integration of feedforward and feedback control, the clustering of complex actions into subcomponents, and the contextualization of action-control structures through goal representations. PMID:24672474

  7. Everyday robotic action: lessons from human action control.

    PubMed

    de Kleijn, Roy; Kachergis, George; Hommel, Bernhard

    2014-01-01

    Robots are increasingly capable of performing everyday human activities such as cooking, cleaning, and doing the laundry. This requires the real-time planning and execution of complex, temporally extended sequential actions under high degrees of uncertainty, which provides many challenges to traditional approaches to robot action control. We argue that important lessons in this respect can be learned from research on human action control. We provide a brief overview of available psychological insights into this issue and focus on four principles that we think could be particularly beneficial for robot control: the integration of symbolic and subsymbolic planning of action sequences, the integration of feedforward and feedback control, the clustering of complex actions into subcomponents, and the contextualization of action-control structures through goal representations.

  8. Learning Associations between Action and Perception: Effects of Incompatible Training on Body Part and Spatial Priming

    ERIC Educational Resources Information Center

    Wiggett, Alison J.; Hudson, Matt; Tipper, Steve P.; Downing, Paul E.

    2011-01-01

    Observation of another person executing an action primes the same action in the observer's motor system. Recent evidence has shown that these priming effects are flexible, where training of new associations, such as making a foot response when viewing a moving hand, can reduce standard action priming effects (Gillmeister, Catmur, Liepelt, Brass,…

  9. Action Research in Special Education: An Inquiry Approach for Effective Teaching and Learning. Practitioner Inquiry Series

    ERIC Educational Resources Information Center

    Bruce, Susan M.; Pine, Gerald J.

    2010-01-01

    This is the first book about action research devoted to the complex issues faced by children with disabilities and their teachers. The authors begin by providing the historical and philosophical underpinnings of action research and then present a framework for conducting action research in special education. In addition, they feature four examples…

  10. The effect of animation on learning action symbols by individuals with intellectual disabilities.

    PubMed

    Fujisawa, Kazuko; Inoue, Tomoyoshi; Yamana, Yuko; Hayashi, Humirhiro

    2011-03-01

    The purpose of the present study was to investigate whether participants with intellectual impairments could benefit from the movement associated with animated pictures while they were learning symbol names. Sixteen school students, whose linguistic-developmental age ranged from 38?91 months, participated in the experiment. They were taught 16 static visual symbols and the corresponding action words (naming task) in two sessions conducted one week apart. In the experimental condition, animation was employed to facilitate comprehension, whereas no animation was used in the control condition. Enhancement of learning was shown in the experimental condition, suggesting that the participants benefited from animated symbols. Furthermore, it was found that the lower the linguistic developmental age, the more effective the animated cue was in learning static visual symbols.

  11. Set Goals & Select Actions

    EPA Pesticide Factsheets

    This phase of the Local Climate Action Framework will help users articulate the goals for their climate, energy, and sustainability programs, as well as to identify the actions that are most appropriate to help meet those goals.

  12. American Lead Action Memorandum

    EPA Pesticide Factsheets

    ACTION MEMORANDUM— Request for a Time-Critical Removal Action andExemption from the $2 Million and 12-Month Statutory Limits at the AmericanLead Site, Indianapolis, Marion County, Indiana (Site ID #B56J)

  13. Reflection in action in caring for the dying: applying organizational learning theory to improve communications in terminal care.

    PubMed

    Cherin, D; Enguidanos, S; Brumley, R

    2001-01-01

    Currently, single loop learning is the predominant method of problem solving orientation engaged in by healthcare institutions. This mode of learning is not conductive to fostering needed communications between health care providers and terminal patients. Reflection in action, second loop learning, focuses on deep listening and dialogue and can be critical in opening communications paths between the dying patient and his or her caregivers. This article discusses organizational learning theory and applies the theories double loop learning technique of reflection in action to end-of-life care. The article further explores an exemplar of reflection in action in a Palliative Care Program, and end-of-life home care program at Kaiser Permanente. In order to more effectively meet the needs of terminally ill patients, greater efforts are needed to incorporate second loop learning into the practice of those caring for these patients.

  14. Action in Development

    ERIC Educational Resources Information Center

    von Hofsten, Claes

    2007-01-01

    It is argued that cognitive development has to be understood in the functional perspective provided by actions. Actions reflect all aspects of cognitive development including the motives of the child, the problems to be solved, and the constraints and possibilities of the child's body and sensorimotor system. Actions are directed into the future…

  15. Putting Action in Perspective

    ERIC Educational Resources Information Center

    Lozano, Sandra C.; Hard, Bridgette Martin; Tversky, Barbara

    2007-01-01

    Embodied approaches to cognition propose that our own actions influence our understanding of the world. Do other people's actions also have this influence? The present studies show that perceiving another person's actions changes the way people think about objects in a scene. In Study 1, participants viewed a photograph and answered a question…

  16. Conservation Action Handbook.

    ERIC Educational Resources Information Center

    National Rifle Association, Washington, DC.

    Conservation problems are identified, with some suggestions for action. General areas covered are: Wildlife Conservation, Soil Conservation, Clean Water, Air Pollution Action, and Outdoor Recreation Action. Appendices list private organizations or agencies concerned with natural resource use and/or management, congressional committees considering…

  17. Planning as Action Research

    ERIC Educational Resources Information Center

    de Gonzalez, Carmen Beatriz; Hernandez, Teresa; Kusch, Jim; Ryan, Charly

    2004-01-01

    Planning contains so much more than the written plan. Early in 2000, an invitation came from the Collaborative Action Research Network (CARN), to people experienced in action research who might want to help plan and present an action research event for elementary school science teachers in Venezuela, South America, in Autumn 2000. This article…

  18. Participatory Action Research.

    ERIC Educational Resources Information Center

    Walker, Martha Lentz

    1993-01-01

    Describes aspects of participatory action research and considers advantages of using participatory action research in research by disabilities and rehabilitation researchers. Notes that participatory action research can be built into any rehabilitation research design but that it rests upon the recognition of persons with disabilities as integral…

  19. Manipulation Action Understanding for Observation and Execution

    ERIC Educational Resources Information Center

    Yang, Yezhou

    2015-01-01

    Modern intelligent agents will need to learn the actions that humans perform. They will need to recognize these actions when they see them and they will need to perform these actions themselves. We want to propose a cognitive system that interprets human manipulation actions from perceptual information (image and depth data) and consists of…

  20. Action Research in Rehabilitation Education: Curricular Applications

    ERIC Educational Resources Information Center

    Kiener, Michael S.; Koch, Lynn; Gitchel, Dent

    2009-01-01

    This paper examines applications of action research to rehabilitation education. An overview of action research is provided, and specific examples of action research in rehabilitation and other professions are illustrated. Emphasis is placed on utilizing action research to evaluate teaching and student learning and develop scientist practitioners…

  1. VIOLENT FRAMES IN ACTION

    SciTech Connect

    Sanfilippo, Antonio P.; McGrath, Liam R.; Whitney, Paul D.

    2011-11-17

    We present a computational approach to radical rhetoric that leverages the co-expression of rhetoric and action features in discourse to identify violent intent. The approach combines text mining and machine learning techniques with insights from Frame Analysis and theories that explain the emergence of violence in terms of moral disengagement, the violation of sacred values and social isolation in order to build computational models that identify messages from terrorist sources and estimate their proximity to an attack. We discuss a specific application of this approach to a body of documents from and about radical and terrorist groups in the Middle East and present the results achieved.

  2. Action Learning in Action: How Business Students Strengthen Their Knowledge Bases through Work-Based Experiential Methods

    ERIC Educational Resources Information Center

    Mosca, Joseph B.; Paul, David P., III; Skiba, Michaeline

    2007-01-01

    The use of service learning as a means of training future business leaders is advantageous when used as part of learning process and an introduction to problem solving. This study reviews how student knowledge can be enhanced when the learning process is linked with real world experiences such as internships, apprenticeships, cooperative education…

  3. Professional Learning of K-6 Teachers in Science Through Collaborative Action Research: An Activity Theory Analysis

    NASA Astrophysics Data System (ADS)

    Goodnough, Karen

    2016-11-01

    Primary/elementary teachers are uniquely positioned in terms of their need for ongoing, science-focused professional development. They are usually generalists, having limited preparation for teaching science, and often do not feel prepared or comfortable in teaching science. In this case study, CHAT or cultural-historical activity theory is used as a lens to examine primary/elementary teachers' activity system as they engaged in a teacher-driven professional development initiative. Teachers engaged in collaborative action research to change their practice, with the objective of making their science teaching more engaging and hands-on for students. A range of qualitative methods and sources such as teacher interviews and reflections, teacher-created artifacts, and researcher observational notes were adopted to gain insight into teacher learning. Outcomes report on how the teachers' activity system changed as they participated in two cycles of collaborative action research and how the contradictions that arose in their activity system became sources of professional growth. Furthermore, this research shows how the framework of activity theory may be used to garner insight into the activity and learning of teachers as both their professional activities and the context change over time.

  4. Gender lost and gender found: BRAC's Gender Quality Action-Learning Programme.

    PubMed

    Rao, A; Kelleher, D

    1998-05-01

    This article describes and analyzes the BRAC Gender Quality Action-Learning (GQAL) Program. BRAC aims to bring about organizational change and improve program quality through issue analysis, action planning, and implementation with an understanding of gender. During the 1990s, BRAC increased the number of women staff and set up a women's committee. In 1993, it piloted a gender training program. By 1994, BRAC did not know what the real problems were. A needs assessment was carried out among 400 staff in various program types and levels and revealed 3 empowerment issues. An intuitive understanding did not translate into creative solutions. Staff preferred non-confrontation in dealing with women's subordination in the family and community. Staff strongly believed in training as a way of changing behavior and values. BRAC is an organization in transition. The goal is changing the relationship between men and women. BRAC needs multiple perspectives of men and women staff and primary stakeholders. BRAC is gendered. Quantitative targets must be balanced with quality improvements. Quality occurs by analyzing the process and outcomes of programs. The GQAL program and cycle began in 1995. The GQAL outcome was improved working and democratic relationships and more open communication. Success was based on, for example, a field-based learning intervention, followed by trained facilitators, and innovative and tested methodology. Constraints were the perceived lack of top management support in some programs, frequent transfers of staff, and natural disasters. The authors identify future issues.

  5. Scientific rigour and innovations in participatory action research investigating workplace learning in continuing interprofessional education.

    PubMed

    Langlois, Sophie; Goudreau, Johanne; Lalonde, Lyne

    2014-05-01

    The persistent theory-practice gap shows how challenging it can be for healthcare professionals to keep updating their practices. The continuing education challenges are partly explained by the tremendous stream of new discoveries in health and the epidemic of multi-morbid conditions. Participatory action research (PAR) is used in healthcare as a research approach that capitalizes on people's resources to better understand and enhance their professional practices. PAR thus can consolidate our knowledge on workplace learning in continuing interprofessional education while directly improving quality of care. However, PAR lacks clear scientific criteria to ensure the consistency between the investigators' methodology and philosophy, which jeopardize its credibility. This paper outlines the principles of rigour in PAR and describes the additions of a preliminary planning phase to Kemmis and McTaggart's PAR description as well as the use of the professional co-development group, an action-oriented data collection method. We believe that this will help PAR co-participants achieve improved scientific rigour and encourage more investigators to collaborate through this research approach contributing to the advancement of knowledge on workplace learning in continuing interprofessional education.

  6. Processing of action- but not stimulus-related prediction errors differs between active and observational feedback learning.

    PubMed

    Kobza, Stefan; Bellebaum, Christian

    2015-01-01

    Learning of stimulus-response-outcome associations is driven by outcome prediction errors (PEs). Previous studies have shown larger PE-dependent activity in the striatum for learning from own as compared to observed actions and the following outcomes despite comparable learning rates. We hypothesised that this finding relates primarily to a stronger integration of action and outcome information in active learners. Using functional magnetic resonance imaging, we investigated brain activations related to action-dependent PEs, reflecting the deviation between action values and obtained outcomes, and action-independent PEs, reflecting the deviation between subjective values of response-preceding cues and obtained outcomes. To this end, 16 active and 15 observational learners engaged in a probabilistic learning card-guessing paradigm. On each trial, active learners saw one out of five cues and pressed either a left or right response button to receive feedback (monetary win or loss). Each observational learner observed exactly those cues, responses and outcomes of one active learner. Learning performance was assessed in active test trials without feedback and did not differ between groups. For both types of PEs, activations were found in the globus pallidus, putamen, cerebellum, and insula in active learners. However, only for action-dependent PEs, activations in these structures and the anterior cingulate were increased in active relative to observational learners. Thus, PE-related activity in the reward system is not generally enhanced in active relative to observational learning but only for action-dependent PEs. For the cerebellum, additional activations were found across groups for cue-related uncertainty, thereby emphasising the cerebellum's role in stimulus-outcome learning.

  7. Causal learning from probabilistic events in 24-month-olds: an action measure.

    PubMed

    Waismeyer, Anna; Meltzoff, Andrew N; Gopnik, Alison

    2015-01-01

    How do young children learn about causal structure in an uncertain and variable world? We tested whether they can use observed probabilistic information to solve causal learning problems. In two experiments, 24-month-olds observed an adult produce a probabilistic pattern of causal evidence. The toddlers then were given an opportunity to design their own intervention. In Experiment 1, toddlers saw one object bring about an effect with a higher probability than a second object. In Experiment 2, the frequency of the effect was held constant, though its probability differed. After observing the probabilistic evidence, toddlers in both experiments chose to act on the object that was more likely to produce the effect. The results demonstrate that toddlers can learn about cause and effect without trial-and-error or linguistic instruction on the task, simply by observing the probabilistic patterns of evidence resulting from the imperfect actions of other social agents. Such observational causal learning from probabilistic displays supports human children's rapid cultural learning.

  8. "I Have No English Friends": Some Observations on the Practice of Action Learning with International Business Students

    ERIC Educational Resources Information Center

    Brook, Cheryl; Milner, Christopher

    2014-01-01

    This account reports on some experiences of facilitating action learning with international business students. Interest in international student learning and the international student experience is significant and increasing with a considerable range of literature on the subject. Some of this literature is concerned with the perceived…

  9. From Idea to Action: Promoting Responsible Management Education through a Semester-Long Academic Integrity Learning Project

    ERIC Educational Resources Information Center

    Lavine, Marc H.; Roussin, Christopher J.

    2012-01-01

    The authors describe a semester-long action-learning project where undergraduate or graduate management students learn about ethics, responsibility, and organizational behavior by examining the policy of their college or university that addresses academic integrity. Working in teams, students adopt a stakeholder management approach as they make…

  10. Recording Single Neurons' Action Potentials from Freely Moving Pigeons Across Three Stages of Learning

    PubMed Central

    Güntürkün, Onur

    2014-01-01

    While the subject of learning has attracted immense interest from both behavioral and neural scientists, only relatively few investigators have observed single-neuron activity while animals are acquiring an operantly conditioned response, or when that response is extinguished. But even in these cases, observation periods usually encompass only a single stage of learning, i.e. acquisition or extinction, but not both (exceptions include protocols employing reversal learning; see Bingman et al.1 for an example). However, acquisition and extinction entail different learning mechanisms and are therefore expected to be accompanied by different types and/or loci of neural plasticity. Accordingly, we developed a behavioral paradigm which institutes three stages of learning in a single behavioral session and which is well suited for the simultaneous recording of single neurons' action potentials. Animals are trained on a single-interval forced choice task which requires mapping each of two possible choice responses to the presentation of different novel visual stimuli (acquisition). After having reached a predefined performance criterion, one of the two choice responses is no longer reinforced (extinction). Following a certain decrement in performance level, correct responses are reinforced again (reacquisition). By using a new set of stimuli in every session, animals can undergo the acquisition-extinction-reacquisition process repeatedly. Because all three stages of learning occur in a single behavioral session, the paradigm is ideal for the simultaneous observation of the spiking output of multiple single neurons. We use pigeons as model systems, but the task can easily be adapted to any other species capable of conditioned discrimination learning. PMID:24961391

  11. Supporting Educational Management through Action Research.

    ERIC Educational Resources Information Center

    McPherson, Maggie; Nunes, Jose Miguel Baptista

    2002-01-01

    Presents the Educational Management Action Research model, which is intended to support action research into issues relating to the management of distance learning programs. Describes its successful use in a particular information technology course. (EV)

  12. National Biofuels Action Plan

    DTIC Science & Technology

    2008-10-01

    Leading the Federal Interagency Biomass Research and Development Initiative October 2008 National Biofuels Action Plan Biomass Research and...REPORT DATE OCT 2008 2. REPORT TYPE 3. DATES COVERED 00-00-2008 to 00-00-2008 4. TITLE AND SUBTITLE National Biofuels Action Plan 5a. CONTRACT...goal of the National Biofuels Action Plan is to maximize the environmental and economic benefi ts of biofuels use by advancing sustainable practices

  13. Neuronal Competition for Action Potential Initiation Sites in a Circuit Controlling Simple Learning

    PubMed Central

    Cruz, Georgina E.; Sahley, Christie L.; Muller, Kenneth J.

    2007-01-01

    The spatial and temporal patterns of action potential initiations were studied in a behaving leech preparation to determine the basis of increased firing that accompanies sensitization, a form of non-associative learning requiring the S-interneurons. Little is known at the network level about mechanisms of behavioral sensitization. The S-interneurons, one in each ganglion and linked by electrical synapses with both neighbors to form a chain, are interposed between sensory and motor neurons. In sensitized preparations the strength of shortening is related to S-cell firing, which itself is the result of impulses initiating in several S-cells. Because the S-cells, as independent initiation sites, all contribute to activity in the chain, it was hypothesized that during sensitization, increased multi-site activity increased the chain's firing rate. However, it was found that during sensitization, the single site with the largest initiation rate, the S-cell in the stimulated segment, suppressed initiations in adjacent ganglia. Experiments showed this was both because (1) it received the earliest, greatest input and (2) the delayed synaptic input to the adjacent S-cells coincided with the action potential refractory period. A compartmental model of the S-cell and its inputs showed that a simple, intrinsic mechanism of inexcitability after each action potential may account for suppression of impulse initiations. Thus, a non-synaptic competition between neurons alters synaptic integration in the chain. In one mode, inputs to different sites sum independently, whereas in another, synaptic input to a single site precisely specifies the overall pattern of activity. PMID:17644266

  14. Stereoscopically Observing Manipulative Actions

    PubMed Central

    Ferri, S.; Pauwels, K.; Rizzolatti, G.; Orban, G. A.

    2016-01-01

    The purpose of this study was to investigate the contribution of stereopsis to the processing of observed manipulative actions. To this end, we first combined the factors “stimulus type” (action, static control, and dynamic control), “stereopsis” (present, absent) and “viewpoint” (frontal, lateral) into a single design. Four sites in premotor, retro-insular (2) and parietal cortex operated specifically when actions were viewed stereoscopically and frontally. A second experiment clarified that the stereo-action-specific regions were driven by actions moving out of the frontoparallel plane, an effect amplified by frontal viewing in premotor cortex. Analysis of single voxels and their discriminatory power showed that the representation of action in the stereo-action-specific areas was more accurate when stereopsis was active. Further analyses showed that the 4 stereo-action-specific sites form a closed network converging onto the premotor node, which connects to parietal and occipitotemporal regions outside the network. Several of the specific sites are known to process vestibular signals, suggesting that the network combines observed actions in peripersonal space with gravitational signals. These findings have wider implications for the function of premotor cortex and the role of stereopsis in human behavior. PMID:27252350

  15. Action principles in nature

    NASA Astrophysics Data System (ADS)

    Barrow, John D.; Tipler, Frank J.

    1988-01-01

    Physical theories have their most fundamental expression as action integrals. This suggests that the total action of the universe is the most fundamental physical quantity, and hence finite. In this article it is argued that finite universal action implies that the universe is spatially closed. Further, the possible spatial topologies, the types of matter that can dominate the early universe dynamics, and the form of any quadratic additions to the lagrangian of general relativity are constrained. Initial and final cosmological curvature singularities are required to avoid a universal action singularity.

  16. Stress at learning facilitates memory formation by regulating AMPA receptor trafficking through a glucocorticoid action.

    PubMed

    Conboy, Lisa; Sandi, Carmen

    2010-02-01

    Stress and glucocorticoids (GCs) can facilitate memory formation. However, the molecular mechanisms mediating their effects are largely unknown. Alpha-amino-3-hydroxy-5-methyl-4-isoxazolepropionic acid (AMPA) receptor (AMPAR) trafficking has been implicated in the changes in synaptic strength at central glutamatergic synapses associated with memory formation. In cell cultures, corticosterone has been shown to condition the synaptic trafficking of the AMPAR GluA2 subunit. In this study, we investigated the involvement of GluA2 trafficking in the facilitation of learning by stress. Using the water maze spatial task involving different stress levels, mice trained under more stressful conditions (water at 22 degrees C) showed better learning and memory, and higher post-training corticosterone levels, than mice trained under lower stress (water at 30 degrees C). Strikingly, this facilitated learning by stress was accompanied by enhanced synaptic expression of GluA2 AMPARs that was not observed in mice trained under less stressful conditions. Interfering with GC actions by injecting the GC synthesis inhibitor, metyrapone, blocked both the memory facilitation and the enhanced GluA2 trafficking induced by stressful learning. Intracerebroventricular infusion of the peptide, pep2m, that blocks GluA2 synaptic trafficking by interfering with the interaction between N-ethylmaleimide-sensitive factor and GluA2, impaired immediate performance at learning as well as long-term memory retrieval, supporting a causal role for GluA2 trafficking in stress-induced facilitation of spatial learning and memory. Evidence for the involvement of the neural cell adhesion molecule N-cadherin in interaction with GluA2 is also provided. These findings underscore a new mechanism whereby stress can improve memory function.

  17. The Anatomy of Action Systems: Task Differentiation When Learning an EMG Controlled Game.

    PubMed

    van Dijk, Ludger; Heerschop, Anniek; van der Sluis, Corry K; Bongers, Raoul M

    2016-01-01

    This study aims to determine to what extent the task for an action system in its initial development relies on functional and anatomical components. Fifty-two able-bodied participants were randomly assigned to one of three experimental groups or to a control group. As a pre- and post-test all groups performed a computer game with the same goal and using the same musculature. One experimental group also trained to perform this test, while the other two experimental groups learned to perform a game that differed either in its goal or in the musculature used. The observed change in accuracy indicated that retaining the goal of the task or the musculature used equally increased transfer performance relative to controls. Conversely, changing either the goal or the musculature equally decreased transfer relative to training the test. These results suggest that in the initial development of an action system, the task to which the system pertains is not specified solely by either the goal of the task or the anatomical structures involved. It is suggested that functional specificity and anatomical dependence might equally be outcomes of continuously differentiating activity.

  18. The Anatomy of Action Systems: Task Differentiation When Learning an EMG Controlled Game

    PubMed Central

    van Dijk, Ludger; Heerschop, Anniek; van der Sluis, Corry K.; Bongers, Raoul M.

    2016-01-01

    This study aims to determine to what extent the task for an action system in its initial development relies on functional and anatomical components. Fifty-two able-bodied participants were randomly assigned to one of three experimental groups or to a control group. As a pre- and post-test all groups performed a computer game with the same goal and using the same musculature. One experimental group also trained to perform this test, while the other two experimental groups learned to perform a game that differed either in its goal or in the musculature used. The observed change in accuracy indicated that retaining the goal of the task or the musculature used equally increased transfer performance relative to controls. Conversely, changing either the goal or the musculature equally decreased transfer relative to training the test. These results suggest that in the initial development of an action system, the task to which the system pertains is not specified solely by either the goal of the task or the anatomical structures involved. It is suggested that functional specificity and anatomical dependence might equally be outcomes of continuously differentiating activity. PMID:28018278

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

    ERIC Educational Resources Information Center

    Yang, Eunah

    2012-01-01

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

  20. Critical and Creative Reflective Inquiry: Surfacing Narratives to Enable Learning and Inform Action

    ERIC Educational Resources Information Center

    Cardiff, Shaun

    2012-01-01

    Narratives are being increasingly used in nursing and action research. In this participatory action research study, nurse leaders of an acute care of the older person unit collectively, critically and creatively reflected on lived experiences in order to explore the concept of person-centred leadership within their own practice. This paper…

  1. Collaborative Developmental Action Inquiry: An Opportunity for Transformative Learning to Occur?

    ERIC Educational Resources Information Center

    Nicolaides, Aliki; Dzubinski, Leanne

    2016-01-01

    Life in the 21st century is increasingly complex, paradoxical, and ambiguous, bringing into question the ways that graduate adult education programs function. In this article, we describe an action research study involving the method of collaborative developmental action inquiry conducted with key stakeholders of a program in adult education at a…

  2. Lessons Learned for Cx PRACA. Constellation Program Problem Reporting, Analysis and Corrective Action Process and System

    NASA Technical Reports Server (NTRS)

    Kelle, Pido I.; Ratterman, Christian; Gibbs, Cecil

    2009-01-01

    This slide presentation reviews the Constellation Program Problem Reporting, Analysis and Corrective Action Process and System (Cx PRACA). The goal of the Cx PRACA is to incorporate Lessons learned from the Shuttle, ISS, and Orbiter programs by creating a single tool for managing the PRACA process, that clearly defines the scope of PRACA applicability and what must be reported, and defines the ownership and responsibility for managing the PRACA process including disposition approval authority. CxP PRACA is a process, supported by a single information gathering data module which will be integrated with a single CxP Information System, providing interoperability, import and export capability making the CxP PRACA a more effective and user friendly technical and management tool.

  3. Action learning enhances professional development of research supervisors: an Australian health science exemplar.

    PubMed

    Davis, Kierrynn; Brownie, Sonya; Doran, Frances; Evans, Sue; Hutchinson, Marie; Mozolic-Staunton, Beth; Provost, Stephen; van Aken, Rosalie

    2012-03-01

    The worldwide academic workforce is ageing. At the same time, health and human services workforces are expanding. The preparation of educators to fill gaps in expertise and to position the health sciences for future growth is an urgent need. The findings from a recent action learning project that aimed to enhance the professional growth and development of higher degree researcher student supervisors in a School of Health and Human Sciences are presented. Seven early career researchers and the facilitator met for two hours every two to three weeks over 4 months between April and July 2010, in a rural and regional university in New South Wales, Australia. The processes initiated were a combination of experiential knowledge, referral to relevant published reports, use of an effective supervision checklist, and critical conversations. Learning outcomes centered on higher degree management and supervision pedagogy, communities of practice, knowledge translation, and the establishment of a research culture. The contextual barriers and implications of the methodology and learning outcomes for the professional development of health and human science practitioners, researchers and educators is also discussed.

  4. Link prediction based on temporal similarity metrics using continuous action set learning automata

    NASA Astrophysics Data System (ADS)

    Moradabadi, Behnaz; Meybodi, Mohammad Reza

    2016-10-01

    Link prediction is a social network research area that tries to predict future links using network structure. The main approaches in this area are based on predicting future links using network structure at a specific period, without considering the links behavior through different periods. For example, a common traditional approach in link prediction calculates a chosen similarity metric for each non-connected link and outputs the links with higher similarity scores as the prediction result. In this paper, we propose a new link prediction method based on temporal similarity metrics and Continuous Action set Learning Automata (CALA). The proposed method takes advantage of using different similarity metrics as well as different time periods. In the proposed algorithm, we try to model the link prediction problem as a noisy optimization problem and use a team of CALAs to solve the noisy optimization problem. CALA is a reinforcement based optimization tool which tries to learn the optimal behavior from the environment feedbacks. To determine the importance of different periods and similarity metrics on the prediction result, we define a coefficient for each of different periods and similarity metrics and use a CALA for each coefficient. Each CALA tries to learn the true value of the corresponding coefficient. Final link prediction is obtained from a combination of different similarity metrics in different times based on the obtained coefficients. The link prediction results reported here show satisfactory of the proposed method for some social network data sets.

  5. From Experiential Knowledge to Public Participation: Social Learning at the Community Fisheries Action Roundtable

    NASA Astrophysics Data System (ADS)

    Brewer, Jennifer F.

    2013-08-01

    Extensive research demonstrates that public participation in environmental decision making can increase understanding of diverse worldviews and knowledge bases, public faith in governance institutions, and compliance with resulting rules. Concerns linger around costs, possibilities of polarization and decreased legitimacy in cases of poorly executed processes, and the ability of newly empowered groups to gain political leverage over others. If participants in public processes can bracket their personal experience to better assess other viewpoints, establishing mutual respect and understanding through deliberative exchange, they increase the likelihood of maximizing participatory benefits and minimizing risks. Such reflexivity indicates double-loop social learning, change undertaken through collective discussion and interaction. A capacity-building workshop program aims to foster such learning within the Maine fishing industry. Case material draws primarily on participant observation and interview data, using a grounded theory approach to qualitative analysis. Evidence indicates that in social contexts removed from the norms of daily life and the frustrations of past fishery management confrontations, harvesters acquire knowledge and skills that facilitate more strategic and productive behavior in formal and informal marine resource decision venues. Suspensions of longstanding spatio-temporal assumptions around the prosecution and management of fisheries comprise key learning moments, and yield corresponding changes in industry attitudes and actions. With heightened appreciation for a diversity of experiences and management priorities, harvesters can better mobilize a broad spectrum of local knowledge to develop viable regulatory proposals and collaborative decision processes.

  6. Who Needs Affirmative Action.

    ERIC Educational Resources Information Center

    Ginger, Ann Fagan

    1979-01-01

    Affirmative action and reverse discrimination are discussed. Facts that were omitted from the court record on the Bakke case are examined. The need for encouraging minority students and women to continue to press for school admission and for lawyers to continue to press affirmative action suits is stressed. (MC)

  7. Renormalized action improvements

    SciTech Connect

    Zachos, C.

    1984-01-01

    Finite lattice spacing artifacts are suppressed on the renormalized actions. The renormalized action trajectories of SU(N) lattice gauge theories are considered from the standpoint of the Migdal-Kadanoff approximation. The minor renormalized trajectories which involve representations invariant under the center are discussed and quantified. 17 references.

  8. Training for Nonviolent Action.

    ERIC Educational Resources Information Center

    Olson, Theodore W.; Shivers, Lynne

    The theory and practice of nonviolent action training as it exists to date are reviewed in this pamphlet. A response to a renewal of interest in alternative forms of social action, the pamphlet results specifically from an international seminar of experienced organizers and trainers held at Preston Patrick, Westmorland, England, June 27 - July 2,…

  9. Affirmative Action Program Manual.

    ERIC Educational Resources Information Center

    Ventura County Community Coll. District, CA.

    Guidelines relating to the affirmative action program of the Ventura County Community College District are provided in this manual. Affirmative action is defined as, "A set of specific and result-oriented procedures to which a contractor commits himself/herself to apply every good faith effort. The objective of those procedures, plus such efforts,…

  10. ACTION. 1977 Annual Report.

    ERIC Educational Resources Information Center

    ACTION, Washington, DC.

    In this report are described projects and activities undertaken by ACTION's volunteer programs in 1977. The first section concentrates on reviews conducted, including a major review of ACTION's domestic volunteer programs and the management systems supporting them and an assessment of its programs using the Zero-Base Budget approach called for by…

  11. Handbook for Ecology Action.

    ERIC Educational Resources Information Center

    Eber, Ronald

    This handbook has been compiled to aid concerned individuals and ecology groups more adequately define their goals, initiate good programs, and take effective action. It examines the ways a group of working individuals can become involved in action programs for ecological change. Part 1 deals with organization, preliminary organizing, structuring,…

  12. Conscious Vision in Action.

    PubMed

    Briscoe, Robert; Schwenkler, John

    2015-09-01

    It is natural to assume that the fine-grained and highly accurate spatial information present in visual experience is often used to guide our bodily actions. Yet this assumption has been challenged by proponents of the Two Visual Systems Hypothesis (TVSH), according to which visuomotor programming is the responsibility of a "zombie" processing stream whose sources of bottom-up spatial information are entirely non-conscious (Clark, 2007, 2009; Goodale & Milner, 1992, 2004a; Milner & Goodale, 1995/2006, 2008). In many formulations of TVSH, the role of conscious vision in action is limited to "recognizing objects, selecting targets for action, and determining what kinds of action, broadly speaking, to perform" (Clark, 2007, p. 570). Our aim in this study is to show that the available evidence not only fails to support this dichotomous view but actually reveals a significant role for conscious vision in motor programming, especially for actions that require deliberate attention.

  13. Copying results and copying actions in the process of social learning: chimpanzees (Pan troglodytes) and human children (Homo sapiens).

    PubMed

    Call, Josep; Carpenter, Malinda; Tomasello, Michael

    2005-07-01

    There is currently much debate about the nature of social learning in chimpanzees. The main question is whether they can copy others' actions, as opposed to reproducing the environmental effects of these actions using their own preexisting behavioral strategies. In the current study, chimpanzees (Pan troglodytes) and human children (Homo sapiens) were shown different demonstrations of how to open a tube-in both cases by a conspecific. In different experimental conditions, demonstrations consisted of (1) action only (the actions necessary to open the tube without actually opening it); (2) end state only (the open tube, without showing any actions); (3) both of these components (in a full demonstration); or (4) neither of these components (in a baseline condition). In the first three conditions subjects saw one of two different ways that the tube could open (break in middle; caps off ends). Subjects' behavior in each condition was assessed for how often they opened the tube, how often they opened it in the same location as the demonstrator, and how often they copied the demonstrator's actions or style of opening the tube. Whereas chimpanzees reproduced mainly the environmental results of the demonstrations (emulation), human children often reproduced the demonstrator's actions (imitation). Because the procedure used was similar in many ways to the procedure that Meltzoff (Dev Psych 31:1, 1995) used to study the understanding of others' unfulfilled intentions, the implications of these findings with regard to chimpanzees' understanding of others' intentions are also discussed.

  14. Using Video Game Telemetry Data to Research Motor Chunking, Action Latencies, and Complex Cognitive-Motor Skill Learning.

    PubMed

    Thompson, Joseph J; McColeman, C M; Stepanova, Ekaterina R; Blair, Mark R

    2017-02-07

    Many theories of complex cognitive-motor skill learning are built on the notion that basic cognitive processes group actions into easy-to-perform sequences. The present work examines predictions derived from laboratory-based studies of motor chunking and motor preparation using data collected from the real-time strategy video game StarCraft 2. We examined 996,163 action sequences in the telemetry data of 3,317 players across seven levels of skill. As predicted, the latency to the first action (thought to be the beginning of a chunked sequence) is delayed relative to the other actions in the group. Other predictions, inspired by the memory drum theory of Henry and Rogers, received only weak support.

  15. The Confucian View of the Relationship between Knowledge and Action and Its Relevance to Action Research

    ERIC Educational Resources Information Center

    Tsai, Ching-tien

    2014-01-01

    There are marked similarities between Confucian ideas about the relationship between action, knowledge and learning, and contemporary educational thinking about action research. Examples can be seen in the relationship between action and research. First, Confucius emphasized the importance of "action" which was different from…

  16. Topological lattice actions

    NASA Astrophysics Data System (ADS)

    Bietenholz, W.; Gerber, U.; Pepe, M.; Wiese, U.-J.

    2010-12-01

    We consider lattice field theories with topological actions, which are invariant against small deformations of the fields. Some of these actions have infinite barriers separating different topological sectors. Topological actions do not have the correct classical continuum limit and they cannot be treated using perturbation theory, but they still yield the correct quantum continuum limit. To show this, we present analytic studies of the 1-d O(2) and O(3) model, as well as Monte Carlo simulations of the 2-d O(3) model using topological lattice actions. Some topological actions obey and others violate a lattice Schwarz inequality between the action and the topological charge Q. Irrespective of this, in the 2-d O(3) model the topological susceptibility {χ_t} = {{{left< {{Q^2}} rightrangle }} left/ {V} right.} is logarithmically divergent in the continuum limit. Still, at non-zero distance the correlator of the topological charge density has a finite continuum limit which is consistent with analytic predictions. Our study shows explicitly that some classically important features of an action are irrelevant for reaching the correct quantum continuum limit.

  17. Spatial learning and action planning in a prefrontal cortical network model.

    PubMed

    Martinet, Louis-Emmanuel; Sheynikhovich, Denis; Benchenane, Karim; Arleo, Angelo

    2011-05-01

    The interplay between hippocampus and prefrontal cortex (PFC) is fundamental to spatial cognition. Complementing hippocampal place coding, prefrontal representations provide more abstract and hierarchically organized memories suitable for decision making. We model a prefrontal network mediating distributed information processing for spatial learning and action planning. Specific connectivity and synaptic adaptation principles shape the recurrent dynamics of the network arranged in cortical minicolumns. We show how the PFC columnar organization is suitable for learning sparse topological-metrical representations from redundant hippocampal inputs. The recurrent nature of the network supports multilevel spatial processing, allowing structural features of the environment to be encoded. An activation diffusion mechanism spreads the neural activity through the column population leading to trajectory planning. The model provides a functional framework for interpreting the activity of PFC neurons recorded during navigation tasks. We illustrate the link from single unit activity to behavioral responses. The results suggest plausible neural mechanisms subserving the cognitive "insight" capability originally attributed to rodents by Tolman & Honzik. Our time course analysis of neural responses shows how the interaction between hippocampus and PFC can yield the encoding of manifold information pertinent to spatial planning, including prospective coding and distance-to-goal correlates.

  18. Spacelike brane actions.

    PubMed

    Hashimoto, Koji; Ho, Pei-Ming; Wang, John E

    2003-04-11

    We derive effective actions for "spacelike branes" (S-branes) and find a solution describing the formation of fundamental strings in the rolling tachyon background. The S-brane action is a Dirac-Born-Infeld action for Euclidean world volumes defined in the context of time-dependent tachyon condensation of non-BPS (Bogomol'nyi-Prasad-Sommerfield) branes. It includes gauge fields and, in particular, a scalar field associated with translation along the time direction. We show that the BIon spike solutions constructed in this system correspond to the production of a confined electric flux tube (a fundamental string) at late time of the rolling tachyon.

  19. Conscious Control over Action.

    PubMed

    Shepherd, Joshua

    2015-06-01

    The extensive involvement of nonconscious processes in human behaviour has led some to suggest that consciousness is much less important for the control of action than we might think. In this article I push against this trend, developing an understanding of conscious control that is sensitive to our best models of overt (that is, bodily) action control. Further, I assess the cogency of various zombie challenges-challenges that seek to demote the importance of conscious control for human agency. I argue that though nonconscious contributions to action control are evidently robust, these challenges are overblown.

  20. Conscious Control over Action

    PubMed Central

    Shepherd, Joshua

    2015-01-01

    The extensive involvement of nonconscious processes in human behaviour has led some to suggest that consciousness is much less important for the control of action than we might think. In this article I push against this trend, developing an understanding of conscious control that is sensitive to our best models of overt (that is, bodily) action control. Further, I assess the cogency of various zombie challenges—challenges that seek to demote the importance of conscious control for human agency. I argue that though nonconscious contributions to action control are evidently robust, these challenges are overblown. PMID:26113753

  1. Causality patterns and machine learning for the extraction of problem-action relations in discharge summaries.

    PubMed

    Seol, Jae-Wook; Yi, Wangjin; Choi, Jinwook; Lee, Kyung Soon

    2017-02-01

    Clinical narrative text includes information related to a patient's medical history such as chronological progression of medical problems and clinical treatments. A chronological view of a patient's history makes clinical audits easier and improves quality of care. In this paper, we propose a clinical Problem-Action relation extraction method, based on clinical semantic units and event causality patterns, to present a chronological view of a patient's problem and a doctor's action. Based on our observation that a clinical text describes a patient's medical problems and a doctor's treatments in chronological order, a clinical semantic unit is defined as a problem and/or an action relation. Since a clinical event is a basic unit of the problem and action relation, events are extracted from narrative texts, based on the external knowledge resources context features of the conditional random fields. A clinical semantic unit is extracted from each sentence based on time expressions and context structures of events. Then, a clinical semantic unit is classified into a problem and/or action relation based on the event causality patterns of the support vector machines. Experimental results on Korean discharge summaries show 78.8% performance in the F1-measure. This result shows that the proposed method is effectively classifies clinical Problem-Action relations.

  2. The Ongoing Development of an Effective Model of Action Learning for Use by the Busy GP Veterinary Surgeon

    ERIC Educational Resources Information Center

    Shuttleworth, Sue

    2005-01-01

    I passionately believe that reflective practice is an essential competency for the busy GP veterinary surgeon to develop throughout their career. Action learning sets would appear to offer a way of promoting this while at the same time helping the GP veterinary surgeon find a way forward with professional issues. In this article I reflect on my…

  3. Building a Student-Centred Learning Framework Using Social Software in the Middle Years Classroom: An Action Research Study

    ERIC Educational Resources Information Center

    Casey, Gail

    2013-01-01

    This article discusses the development of the online spaces that were used to create a learning framework: a student-centred framework that combined face-to-face teaching with online social and participatory media. The author, as part of her Doctoral research study, used action research as a mechanism for continual improvement as she redesigned…

  4. Using Tourism Free-Choice Learning Experiences to Promote Environmentally Sustainable Behaviour: The Role of Post-Visit "Action Resources"

    ERIC Educational Resources Information Center

    Ballantyne, Roy; Packer, Jan

    2011-01-01

    This paper argues the need for the providers of ecotourism and other free-choice environmental learning experiences to promote the adoption of environmentally sustainable actions beyond their own sites, when visitors return to their home environments. Previous research indicates that although visitors often leave such experiences with a heightened…

  5. How a Small Family Run Business Adopted Critical Reflection Action Learning Using Hand Drawn Images to Initiate Organisational Change

    ERIC Educational Resources Information Center

    Shepherd, Gary

    2016-01-01

    In this account of practice I would like to share my experiences of facilitating a Critical Reflection Action Learning (CRAL) set with a small family run business, struggling to make change and expand their services due to the problems they encountered in separating their business lives from their family lives. The account I present here is based…

  6. Science in Action: How Middle School Students Are Changing Their World through STEM Service-Learning Projects

    ERIC Educational Resources Information Center

    Newman, Jane L.; Dantzler, John; Coleman, April N.

    2015-01-01

    The purpose of Science in Action (SIA) was to examine the relationship between implementing quality science, technology, engineering, and math (STEM) service-learning (SL) projects and the effect on students' academic engagement in middle school science, civic responsibility, and resilience to at-risk behaviors. The innovative project funded by…

  7. A Mirror in Which to Practice--Using Action Learning to Change End-of-Life Care

    ERIC Educational Resources Information Center

    Winterburn, Kathryn; Hicks, Fiona

    2012-01-01

    While action learning is a familiar tenet of much management and leadership development activity within the NHS it is not commonly utilised within the education and development of doctors where didactic methods remain the preferred mechanism to impart factual knowledge necessary to fulfil the autonomous practitioner role. Within the specialism of…

  8. Analytics4Action Evaluation Framework: A Review of Evidence-Based Learning Analytics Interventions at the Open University UK

    ERIC Educational Resources Information Center

    Rienties, Bart; Boroowa, Avinash; Cross, Simon; Kubiak, Chris; Mayles, Kevin; Murphy, Sam

    2016-01-01

    There is an urgent need to develop an evidence-based framework for learning analytics whereby stakeholders can manage, evaluate, and make decisions about which types of interventions work well and under which conditions. In this article, we will work towards developing a foundation of an Analytics4Action Evaluation Framework (A4AEF) that is…

  9. Cooperative and Context-Based Learning on Eletrochemical Cells in Lower Secondary Chemistry: A Project of Participatory Action Research

    ERIC Educational Resources Information Center

    Markic, Silvija; Eilks, Ingo

    2006-01-01

    This paper discusses a project of Participatory Action Research (PAR) on lower secondary chemistry education. In this ongoing project, practicing teachers and university researchers in chemical education jointly carry out projects for developing and evaluating new lesson plans. The focus of the PAR group is to develop teaching/learning activities…

  10. The Implementation of Action Research for the Improvement of Biology Teaching and Learning in Senior Secondary Schools in Nigeria

    ERIC Educational Resources Information Center

    Udeani, U. N.; Atagana, H. I.; Esiobu, G. O.

    2016-01-01

    The main objective of the study was to implement an action research strategy to improve the teaching and learning of biology in senior secondary schools in Nigeria. Specifically the following research questions were raised: (1) What are the levels of intellectual challenge included in the activities used for classroom and laboratory instructions?…

  11. Discovering and Articulating What Is Not yet Known: Using Action Learning and Grounded Theory as a Knowledge Management Strategy

    ERIC Educational Resources Information Center

    Pauleen, David J.; Corbitt, Brian; Yoong, Pak

    2007-01-01

    Purpose: To provide a conceptual model for the discovery and articulation of emergent organizational knowledge, particularly knowledge that develops when people work with new technologies. Design/methodology/approach: The model is based on two widely accepted research methods--action learning and grounded theory--and is illustrated using a case…

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

    ERIC Educational Resources Information Center

    Baran, Evrim; Uygun, Erdem

    2016-01-01

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

  13. "Professional Learning that Makes a Difference": Successful Strategies Implemented by Priority Action Schools in New South Wales

    ERIC Educational Resources Information Center

    Beveridge, Sue; Groundwater-Smith, Susan; Kemmis, Stephen; Wasson, Dianne

    2005-01-01

    This article presents the learnings from PASP, the Priority Action Schools Program expressed in the meta-evaluation "Knowing Makes the Difference". PASP, jointly supported by the NSW Department of Education and Training and the NSW Teachers Federation, was designed to provide intensive support to 74 schools with concentrations of…

  14. Developing a Service Management Strategy Facilitated by Action Learning: An Empirical Study from the UK Health & Fitness Industry

    ERIC Educational Resources Information Center

    Oliver, John

    2006-01-01

    One of the principle tenets of action learning is that it provides the potential to explore and solve complex organisational problems. The question of how best to develop a future business strategy is such a problem. Existing literature on strategy making presents a multi-faceted debate, suggesting that the complexity of competitive environments…

  15. Toward Participatory Communal Citizenship: Rendering Visible the Civic Teaching, Learning, and Actions of African Immigrant Youth and Young Adults

    ERIC Educational Resources Information Center

    Knight, Michelle G.; Watson, Vaughn W. M.

    2014-01-01

    Rendering visible African immigrants' shared and differing experiences of civic learning and action, the authors present findings from in-depth semi-structured interviews with second- and 1.5-generation African immigrants in New York City. Drawing on an interdisciplinary framework of African immigrant identities constructions and civic engagement,…

  16. Less chalk more action

    NASA Astrophysics Data System (ADS)

    Mitriceski Andelkovic, Bojana; Jovic, Sladjana

    2016-04-01

    Less chalk more action Education should not be a mechanical system that operates according to the principles of the orders and implementation. Education should respect the basic laws of the develop and progress. Curiosity is the engine of achievement and children spontaneously and happily learn only if they get interested, if teacher wake up and stimulate their creativity and individuality. We would like to present classes that are realized as thematic teaching with several subjects involved: chemistry, geography, math, art and biology. Classes were organized for students at age from 10 to 13 years, every month during autumn and winter 2015. Better students identified themselves as teachers and presented peer education .Teachers were monitoring the process of teaching and help to develop links between younger and older students, where older students were educators to younger students. Also one student with special needs was involved in this activities and was supported by other students during the workshops The benefit from this project will be represented with evaluation marks. Evaluation table shows that group of ten students(age 10 to13 years) which are selected in October as children with lack of motivation for learning, got better marks, at the end of January , then they had it in the beginning of the semester.

  17. Learning from Lessons: Teachers' Insights and Intended Actions Arising from Their Learning about Student Thinking

    ERIC Educational Resources Information Center

    Roche, Anne; Clarke, Doug; Clarke, David; Chan, Man Ching Esther

    2016-01-01

    A central premise of this project is that teachers learn from the act of teaching a lesson and that this learning is evident in the planning and teaching of a subsequent lesson. We are studying the knowledge construction of mathematics teachers utilising multi-camera research techniques during lesson planning, classroom interactions and…

  18. Opportunities and Limitations for Learning within Teachers' Collaboration in Teams: Perspectives from Action Learning

    ERIC Educational Resources Information Center

    Plauborg, Helle

    2009-01-01

    Researchers posit that teachers' teaching and learning are improved by teachers' collective efforts to examine and reflect on practice. Yet the questions of what and how teachers learn when collaborating with colleagues remain unanswered: What kinds of knowledge and skills do teachers acquire in conjunction with their collaboration? What brings…

  19. Olfactory Perceptual Learning Requires Action of Noradrenaline in the Olfactory Bulb: Comparison with Olfactory Associative Learning

    ERIC Educational Resources Information Center

    Vinera, Jennifer; Kermen, Florence; Sacquet, Joëlle; Didier, Anne; Mandairon, Nathalie; Richard, Marion

    2015-01-01

    Noradrenaline contributes to olfactory-guided behaviors but its role in olfactory learning during adulthood is poorly documented. We investigated its implication in olfactory associative and perceptual learning using local infusion of mixed a1-ß adrenergic receptor antagonist (labetalol) in the adult mouse olfactory bulb. We reported that…

  20. Decoding Learning in Law: Collaborative Action towards the Reshaping of University Teaching and Learning

    ERIC Educational Resources Information Center

    Wilkinson, Annette

    2014-01-01

    At the University of the Free State (UFS) in South Africa, professional development is characterised by its focus on the advancement of scholarly teaching in the disciplines. Practices followed are informed by the scholarship of teaching and learning movement. Within learning communities, special attention is given to the motivational conditions…

  1. Understanding Professional Learning in Action: A Case Study of a Research-Based Professional Learning Program

    ERIC Educational Resources Information Center

    Stukey, Marisa Ramirez

    2012-01-01

    During the last twenty years, professional learning for teachers has been promoted as a viable path for increased teacher effectiveness and student achievement. Because of the complexities of the school system and the diversity of the student population, designing quality professional learning opportunities that are meaningful for teachers can be…

  2. Stabilizing bottomless action theories

    NASA Astrophysics Data System (ADS)

    Greensite, J.; Halpern, M. B.

    1984-08-01

    We show how to construct the euclidean quantum theory corresponding to classical actions which are unbounded from below. Our method preserves the classical limit, the large- N limit, and the perturbative expansion of the unstabilized theories.

  3. Benzidine Dyes Action Plan

    EPA Pesticide Factsheets

    This Action Plan addresses the use of benzidine-based dyes and benzidine congener-based dyes, both metalized and non-metalized, in products that would result in consumer exposure, such as for use to color textiles.

  4. Oak Canyon Action Memo

    EPA Pesticide Factsheets

    This memorandum requests approval for a time-critical removal action at the 27 residential properties that compose the Oak Canyon Site located in the Village of Paguate, Pueblo of Laguna, near Cibola County, New Mexico.

  5. Cardiac action potential imaging

    NASA Astrophysics Data System (ADS)

    Tian, Qinghai; Lipp, Peter; Kaestner, Lars

    2013-06-01

    Action potentials in cardiac myocytes have durations in the order of magnitude of 100 milliseconds. In biomedical investigations the documentation of the occurrence of action potentials is often not sufficient, but a recording of the shape of an action potential allows a functional estimation of several molecular players. Therefore a temporal resolution of around 500 images per second is compulsory. In the past such measurements have been performed with photometric approaches limiting the measurement to one cell at a time. In contrast, imaging allows reading out several cells at a time with additional spatial information. Recent developments in camera technologies allow the acquisition with the required speed and sensitivity. We performed action potential imaging on isolated adult cardiomyocytes of guinea pigs utilizing the fluorescent membrane potential sensor di-8-ANEPPS and latest electron-multiplication CCD as well as scientific CMOS cameras of several manufacturers. Furthermore, we characterized the signal to noise ratio of action potential signals of varying sets of cameras, dye concentrations and objective lenses. We ensured that di-8-ANEPPS itself did not alter action potentials by avoiding concentrations above 5 μM. Based on these results we can conclude that imaging is a reliable method to read out action potentials. Compared to conventional current-clamp experiments, this optical approach allows a much higher throughput and due to its contact free concept leaving the cell to a much higher degree undisturbed. Action potential imaging based on isolated adult cardiomyocytes can be utilized in pharmacological cardiac safety screens bearing numerous advantages over approaches based on heterologous expression of hERG channels in cell lines.

  6. [Addictions and action systems].

    PubMed

    Loonis, E; Apter, M J

    2000-01-01

    Generalizing from some previous analyses of addiction, and introducing the concept of an action system which governs all actions which are focussed on what Brown (1988) calls "hedonic management", we argue that addictions of every kind involve an action system that displays high salience, low variety and low vicariance. Addictions also involve what Apter (1982) calls the "paratelic state". A study was carried out comparing 31 drug addicts with 29 control subjects in terms of action system variables. To measure these variables, we constructed a new instrument, the Activity-System Drawing Test, and also used the Telic Dominance Scale to measure frequency of paratelic states. Dysphoria was measured by means of the BATE (anxiety), IDA-13 (depression), SEI (self-esteem), and TAS-20 (alexithymia) instruments. Strongly significant differences were found between groups for both action system variables and dysphoria, and there were also strong correlations between both groups of variables. This supports the idea that addictions emerge from systemic properties of the action system.

  7. Antisymmetric string actions

    NASA Astrophysics Data System (ADS)

    Aragone, C.

    1986-12-01

    An action is presented for the free bosonic string on external flat space in terms of an antisymmetric second-rank string background tensor which is classically equivalent to the Nambu-Goto action. Both action and field equations are entirely described in terms of 2D world-sheet forms, without any reference to a 2D metric tensor background. The analysis of its canonical formulation shows how the quadratic Virasoro constraints are generated in this case and what their connection with the Bianchi identities are. Since in the orthonormal gauge the reduced action coincides with the standard one, it has the same critical dimension D = 26. The existence of an interaction term of a purely geometric structure stemming in the extrinsic curvature is pointed out. Its action and the new string field equations are then derived. This polynomial antisymmetric string action is uniformly generalized in order to describe d < D-dimensional extended objects in D-dimensional flat space. On leave of absence from Departamento de Física, Universidad Simon Bolívar, Apartado 80659, Caracas 1080A, Venezuela.

  8. A spiking neuron model of the cortico-basal ganglia circuits for goal-directed and habitual action learning.

    PubMed

    Chersi, Fabian; Mirolli, Marco; Pezzulo, Giovanni; Baldassarre, Gianluca

    2013-05-01

    Dual-system theories postulate that actions are supported either by a goal-directed or by a habit-driven response system. Neuroimaging and anatomo-functional studies have provided evidence that the prefrontal cortex plays a fundamental role in the first type of action control, while internal brain areas such as the basal ganglia are more active during habitual and overtrained responses. Additionally, it has been shown that areas of the cortex and the basal ganglia are connected through multiple parallel "channels", which are thought to function as an action selection mechanism resolving competitions between alternative options available in a given context. In this paper we propose a multi-layer network of spiking neurons that implements in detail the thalamo-cortical circuits that are believed to be involved in action learning and execution. A key feature of this model is that neurons are organized in small pools in the motor cortex and form independent loops with specific pools of the basal ganglia where inhibitory circuits implement a multistep selection mechanism. The described model has been validated utilizing it to control the actions of a virtual monkey that has to learn to turn on briefly flashing lights by pressing corresponding buttons on a board. When the animal is able to fluently execute the task the button-light associations are remapped so that it has to suppress its habitual behavior in order to execute goal-directed actions. The model nicely shows how sensory-motor associations for action sequences are formed at the cortico-basal ganglia level and how goal-directed decisions may override automatic motor responses.

  9. Learners in Action, Summer 2005

    ERIC Educational Resources Information Center

    Movement for Canadian Literacy, 2005

    2005-01-01

    This Summer 2005 issue of "Learners in Action" contains the following articles: (1) Bridging Barriers to Learning (Glenn Kissman); (2) Education Really Is a Family Affair; (3) Sabrina's Story; (4) SARAW Helps Students Find Their Voice; (5) Literacy Changes Lives; and (6) Seeing STARs in Alberta.

  10. The Impact of a Dual-Project Action Learning Program: A Case of a Large IT Manufacturing Company in South Korea

    ERIC Educational Resources Information Center

    Yoon, Hyung Joon; Cho, Yonjoo; Bong, Hyeon-Cheol

    2012-01-01

    The primary purpose of this article is to evaluate the impact of a dual-project action learning program (DPALP) conducted in South Korea. A dual-project program requires each participant to carry out both team and individual projects. Cho and Egan's [2009. Action learning research: A systematic review and conceptual framework. "Human Resource…

  11. Plan for early action: Recommendations

    SciTech Connect

    1998-12-31

    This report contains recommendations on the implementation of an action plan to reduce or recapture greenhouse gas (GHG) emissions in British Columbia. The report includes the consensus recommendations of the BC Greenhouse Gas Forum, as well as those items on which Forum participants have agreed to disagree, plus the reasons for those differences. The recommendations include: Umbrella actions which may affect several or all sectors of the economy, or support the success of other actions; actions to reduce vehicle kilometers travelled; actions to increase vehicle efficiency or increase the use of alternative fuels or technologies; actions to decrease GHG emissions from energy production; actions to increase end-use energy efficiency; and actions to reduce non-energy-related emissions. Appendices include work sheets on each action, with a description of the action and information on the action`s rationale, experience elsewhere, related policy initiatives, and key issues regarding feasibility and implementation.

  12. What's an Asthma Action Plan?

    MedlinePlus

    ... to 2-Year-Old What's an Asthma Action Plan? KidsHealth > For Parents > What's an Asthma Action Plan? ... normal everyday activities without having asthma symptoms. Action Plans Are Unique Each person's experience with asthma is ...

  13. Learning English through Actions: A Study of Mobile-Assisted Language Learning

    ERIC Educational Resources Information Center

    Liu, Pei-Lin; Chen, Chiu-Jung

    2015-01-01

    This study investigated the impact of taking photos using mobile phones on the English phrase-learning performance of English as a second-language learners. A total of 116 students enrolled in a college in Central Taiwan participated in this study. The participants were divided randomly into two groups: a control group and an experimental group…

  14. Classifying Facial Actions

    PubMed Central

    Donato, Gianluca; Bartlett, Marian Stewart; Hager, Joseph C.; Ekman, Paul; Sejnowski, Terrence J.

    2010-01-01

    The Facial Action Coding System (FACS) [23] is an objective method for quantifying facial movement in terms of component actions. This system is widely used in behavioral investigations of emotion, cognitive processes, and social interaction. The coding is presently performed by highly trained human experts. This paper explores and compares techniques for automatically recognizing facial actions in sequences of images. These techniques include analysis of facial motion through estimation of optical flow; holistic spatial analysis, such as principal component analysis, independent component analysis, local feature analysis, and linear discriminant analysis; and methods based on the outputs of local filters, such as Gabor wavelet representations and local principal components. Performance of these systems is compared to naive and expert human subjects. Best performances were obtained using the Gabor wavelet representation and the independent component representation, both of which achieved 96 percent accuracy for classifying 12 facial actions of the upper and lower face. The results provide converging evidence for the importance of using local filters, high spatial frequencies, and statistical independence for classifying facial actions. PMID:21188284

  15. ES H action plan

    SciTech Connect

    Not Available

    1991-01-01

    This document contains planned actions to correct the deficiencies identified in the Pre-Tiger Team Self-Assessment (PTTSA), January 1991, of Sandia National Laboratories (SNL -- Albuquerque, New Mexico; Tonopah, Nevada; and Kauai, Hawaii). The Self-Assessment was conducted by a Self-Assessment Working Group consisting of 19 department managers, with support from Environment, Safety, and Health (ES H) professionals, from October through December 1990. Findings from other past audits, dating back to 1985, were reviewed and compared with the PTTSA findings to determine if additional findings, key findings, or root causes were warranted. The resulting ES H Action Plan and individual planned actions were prepared by the ES H Action Plan Project Group with assistance from the Program owners/authors during February and March 1991. The plan was reviewed by SNL Management in April 1991. This document serves as a planning instrument for the Laboratories to aid in the scoping and sizing of activities related to ES H compliance for the coming five years. It will be modified as required to ensure a workload/funding balance and to address the findings resulting from the Tiger Team assessment at SNL, Albuquerque. The process of producing this document has served well to prepare SNL, Albuquerque, for the coming task of producing the required post-Tiger Team action plan document. 8 tabs.

  16. Rank Pooling for Action Recognition.

    PubMed

    Fernando, Basura; Gavves, Efstratios; Oramas M, Jose Oramas; Ghodrati, Amir; Tuytelaars, Tinne

    2017-04-01

    We propose a function-based temporal pooling method that captures the latent structure of the video sequence data - e.g., how frame-level features evolve over time in a video. We show how the parameters of a function that has been fit to the video data can serve as a robust new video representation. As a specific example, we learn a pooling function via ranking machines. By learning to rank the frame-level features of a video in chronological order, we obtain a new representation that captures the video-wide temporal dynamics of a video, suitable for action recognition. Other than ranking functions, we explore different parametric models that could also explain the temporal changes in videos. The proposed functional pooling methods, and rank pooling in particular, is easy to interpret and implement, fast to compute and effective in recognizing a wide variety of actions. We evaluate our method on various benchmarks for generic action, fine-grained action and gesture recognition. Results show that rank pooling brings an absolute improvement of 7-10 average pooling baseline. At the same time, rank pooling is compatible with and complementary to several appearance and local motion based methods and features, such as improved trajectories and deep learning features.

  17. Action languages: Dimensions, effects

    NASA Technical Reports Server (NTRS)

    Hayes, Daniel G.; Streeter, Gordon

    1989-01-01

    Dimensions of action languages are discussed for communication between humans and machines, and the message handling capabilities of object oriented programming systems are examined. Design of action languages is seen to be very contextual. Economical and effective design will depend on features of situations, the tasks intended to be accomplished, and the nature of the devices themselves. Current object oriented systems turn out to have fairly simple and straightforward message handling facilities, which in themselves do little to buffer action or even in some cases to handle competing messages. Even so, it is possible to program a certain amount of discretion about how they react to messages. Such thoughtfulness and perhaps relative autonomy of program modules seems prerequisite to future systems to handle complex interactions in changing situations.

  18. Mitigation Action Plan

    SciTech Connect

    Not Available

    1994-02-01

    This Mitigation Action Plan (MAP) focuses on mitigation commitments stated in the Supplemental Environmental Impact Statement (SEIS) and the Record of Decision (ROD) for the Naval Petroleum Reserve No. 1 (NPR-1). Specific commitments and mitigation implementation actions are listed in Appendix A-Mitigation Actions, and form the central focus of this MAP. They will be updated as needed to allow for organizational, regulatory, or policy changes. It is the intent of DOE to comply with all applicable federal, state, and local environmental, safety, and health laws and regulations. Eighty-six specific commitments were identified in the SEIS and associated ROD which pertain to continued operation of NPR-1 with petroleum production at the Maximum Efficient Rate (MER). The mitigation measures proposed are expected to reduce impacts as much as feasible, however, as experience is gained in actual implementation of these measures, some changes may be warranted.

  19. Action-perception coupling in pianists: learned mappings or spatial musical association of response codes (SMARC) effect?

    PubMed

    Stewart, Lauren; Verdonschot, Rinus G; Nasralla, Patrick; Lanipekun, Jennifer

    2013-01-01

    The principle of common coding suggests that a joint representation is formed when actions are repeatedly paired with a specific perceptual event. Musicians are occupationally specialized with regard to the coupling between actions and their auditory effects. In the present study, we employed a novel paradigm to demonstrate automatic action-effect associations in pianists. Pianists and nonmusicians pressed keys according to aurally presented number sequences. Numbers were presented at pitches that were neutral, congruent, or incongruent with respect to pitches that would normally be produced by such actions. Response time differences were seen between congruent and incongruent sequences in pianists alone. A second experiment was conducted to determine whether these effects could be attributed to the existence of previously documented spatial/pitch compatibility effects. In a "stretched" version of the task, the pitch distance over which the numbers were presented was enlarged to a range that could not be produced by the hand span used in Experiment 1. The finding of a larger response time difference between congruent and incongruent trials in the original, standard, version compared with the stretched version, in pianists, but not in nonmusicians, indicates that the effects obtained are, at least partially, attributable to learned action effects.

  20. Characterizations of proper actions

    NASA Astrophysics Data System (ADS)

    Biller, Harald

    2004-03-01

    Three kinds of proper actions of increasing strength are defined. We prove that the three definitions specialize to the definitions by Bourbaki, by Palais and by Baum, Connes and Higson in their respective settings. The third of these, which thus turns out to be the strongest, originally only concerns actions of second countable locally compact groups on metrizable spaces. In this situation, it is shown to coincide with the other two definitions if the total space locally has the Lindelöf property and the orbit space is regular.

  1. For the Welfare of Children: Lessons Learned from Class Action Litigation

    ERIC Educational Resources Information Center

    Meltzer, Judith, Ed.; Joseph, Rachel Molly, Ed.; Shookhoff, Andy, Ed.

    2012-01-01

    This series of papers brings together distinguished experts writing on the use of class action litigation to reform public child welfare systems. It is an effort to tease out of four decades of experience in this work, the factors that increase the likelihood that litigation will result in successful system reform. This publication is an outgrowth…

  2. Christian Faculty Teaching Reflective Practice: An Action Research Approach to Learning

    ERIC Educational Resources Information Center

    Wong, Arch Chee Keen

    2009-01-01

    The article reports the final results of a collaborative action research project that devised a reflective approach to theological education. This project lives within the tension between prescribing and implementing a model of theological education and working at the level of applied understanding. Living within this tension are six professors in…

  3. Learning from Experiences in Action: Music in Schools to Promote Healthy Coping with Grief and Loss

    ERIC Educational Resources Information Center

    McFerran, Katrina; Hunt, Meagan

    2008-01-01

    This article describes three research projects that utilise a range of research approaches to investigate the benefits of music therapy as support for young people experiencing both bereavement and migration. Two of the research projects utilise formal action research principles in their design, whilst the original project employs a…

  4. Negotiation for Action: English Language Learning in Game-Based Virtual Worlds

    ERIC Educational Resources Information Center

    Zheng, Dongping; Young, Michael F.; Wagner, Manuela Maria; Brewer, Robert A.

    2009-01-01

    This study analyzes the user chat logs and other artifacts of a virtual world, "Quest Atlantis" (QA), and proposes the concept of Negotiation for Action (NfA) to explain how interaction, specifically, avatar-embodied collaboration between native English speakers and nonnative English speakers, provided resources for English language acquisition.…

  5. One School's Approach to Overcoming Resistance and Improving Appraisal: Organizational Learning in Action

    ERIC Educational Resources Information Center

    Piggot-Irvine, Eileen

    2010-01-01

    This article reports on the action research (AR) approach adopted by one New Zealand (NZ) primary school to review and improve its appraisal system. Historically the staff had demonstrated considerable negativity towards appraisal. The classic reconnaissance, implementation and evaluation phases of AR were adopted by the case study school as a…

  6. How Young Children Learn to Program with Sensor, Action, and Logic Blocks

    ERIC Educational Resources Information Center

    Wyeth, Peta

    2008-01-01

    Electronic Blocks are a new programming environment designed specifically for children aged between 3 and 8 years. These physical, stackable blocks include sensor blocks, action blocks, and logic blocks. By connecting these blocks, children can program a wide variety of structures that interact with one another and the environment. Electronic…

  7. Learning from a Community Action Plan to Promote Safe Sexual Practices

    ERIC Educational Resources Information Center

    Weiss, Josie A.; Dwonch-Schoen, Kathy; Howard-Barr, Elissa M.; Panella, Michael P.

    2010-01-01

    The well-being of a community is only as good as the well-being of the individuals who reside in the community. A group of citizens, concerned about the welfare of their community, recognized the high rates of HIV/AIDS and teenage pregnancy in their south Florida county and decided to take action. Supported by community leaders and using available…

  8. Taking Action--Mathematics Curricular Organization for Effective Teaching and Learning

    ERIC Educational Resources Information Center

    Appelbaum, Peter

    2009-01-01

    The curricular structure of Taking Action is described and analyzed as a form of culturally responsive and culturally specific pedagogy. In this design structure, students reconsider what they have done and identify key aspects of their experience. Based on this reflection, they design a way to interact with people outside of their class in order…

  9. The Kaleidoscope of Voices: An Action Research Approach to Informing Institutional e-Learning Policy

    ERIC Educational Resources Information Center

    Roushan, Gelareh; Holley, Debbie; Biggins, David

    2016-01-01

    This paper describes a two-spiral action research approach (AR) in its analysis of the experience of a British University endeavouring to change and reposition itself in the context of fast pace external change in terms of innovation. Taking the European Union (EU) 2020 digital competence framework (Ferrari 2013), with its drive to address the…

  10. Learning from the Apprentice: An Account of Action Research Practice in a University Department

    ERIC Educational Resources Information Center

    Cockburn-Wootten, Cheryl; Henderson, Alison; Rix, Caroline

    2005-01-01

    An action research project, managed by a graduate student, resulted in the development of an academic website as an effective internal and external communication tool. The main focus of the investigation was to uncover the tacit knowledge held by staff in the Department of Management Communication through a series of in-depth interviews, a focus…

  11. California Freshwater Shrimp Project: An Eco-Action Project with Real Life Learning.

    ERIC Educational Resources Information Center

    Rogers, Laurette H.

    The California Freshwater Shrimp Project is an example of a student-initiated, eco-action project. Students, from a fourth grade class in the Ross Valley School District in San Rafael, California, were linked to their community and environment through their work in rehabilitating habitat and educating the public. The paper gives an overview of a…

  12. An Action-Research Programme with Secondary Education Teachers on Teaching and Learning Photosynthesis

    ERIC Educational Resources Information Center

    Domingos-Grilo, Paula; Reis-Grilo, Carlos; Ruiz, Constantino; Mellado, Vicente

    2012-01-01

    We describe part of an action-research programme in Spain which was based on metacognitive reflection. The participants were four science teachers in a secondary school during the 2004-05 and 2005-06 academic years. During the study, they each analysed their own pupils' alternative ideas on photosynthesis and their teaching methods as recorded in…

  13. Principles to Actions: Mathematics Programs as the Core for Student Learning

    ERIC Educational Resources Information Center

    Brahier, Daniel; Leinwand, Steve; Huniker, DeAnn

    2014-01-01

    The National Council of Teachers of Mathematics (NCTM) launched the "standards-based" education movement in North America in 1989 with the release of "Curriculum and Evaluation Standards for School Mathematics," an unprecedented action to promote systemic improvement in mathematics education. Now, twenty-five years later, the…

  14. Learning How to Manage Bias: A Case Study of Youth Participatory Action Research

    ERIC Educational Resources Information Center

    Kirshner, Ben; Pozzoboni, Kristen; Jones, Hannah

    2011-01-01

    Youth programs that are organized around intellectually challenging, socially relevant projects create opportunities for deep cognitive engagement. One type of authentic project that deserves attention from applied developmental scientists is youth participatory action research (YPAR), in which participants study a problem relevant to young…

  15. Gradations of Emulation Learning in Infants' Imitation of Actions on Objects

    ERIC Educational Resources Information Center

    Huang, Chi-Tai.; Charman, Tony

    2005-01-01

    This study explored different gradations of emulation in the imitation of actions on objects by 17-month-olds. Experiment 1 established levels of behavioral reproduction following prerecorded video demonstrations similar to those levels following live demonstrations. In Experiment 2, two digitally modified videos, where object movements or body…

  16. Representation Learning of Temporal Dynamics for Skeleton-Based Action Recognition.

    PubMed

    Du, Yong; Fu, Yun; Wang, Liang

    2016-07-01

    Motion characteristics of human actions can be represented by the position variation of skeleton joints. Traditional approaches generally extract the spatial-temporal representation of the skeleton sequences with well-designed hand-crafted features. In this paper, in order to recognize actions according to the relative motion between the limbs and the trunk, we propose an end-to-end hierarchical RNN for skeleton-based action recognition. We divide human skeleton into five main parts in terms of the human physical structure, and then feed them to five independent subnets for local feature extraction. After the following hierarchical feature fusion and extraction from local to global, dimensions of the final temporal dynamics representations are reduced to the same number of action categories in the corresponding data set through a single-layer perceptron. In addition, the output of the perceptron is temporally accumulated as the input of a softmax layer for classification. Random scale and rotation transformations are employed to improve the robustness during training. We compare with five other deep RNN variants derived from our model in order to verify the effectiveness of the proposed network. In addition, we compare with several other methods on motion capture and Kinect data sets. Furthermore, we evaluate the robustness of our model trained with random scale and rotation transformations for a multiview problem. Experimental results demonstrate that our model achieves the state-of-the-art performance with high computational efficiency.

  17. From Marginality to the Mainstream: Learning from Action Research for Sustainable Development

    ERIC Educational Resources Information Center

    Liddy, Mags

    2012-01-01

    Education for sustainable development establishes the need for change within education; in particular, teacher education is recognised as a priority for reorientation towards sustainability needs. The Ubuntu Network is an action research programme, focusing on supporting teacher educators to explore the integration of development education and…

  18. Learned Patterns of Action-Effect Anticipation Contribute to the Spatial Displacement of Continuously Moving Stimuli

    ERIC Educational Resources Information Center

    Jordan, J. Scott; Hunsinger, Matthew

    2008-01-01

    When participants control the horizontal movements of a stimulus and indicate its vanishing point after it unexpectedly vanishes, the perceived vanishing point is displaced beyond the actual vanishing point, and the size of the displacement is directly related to the action-effect anticipation one has to generate to successfully control the…

  19. Learning to Be Interdisciplinary: An Action Research Approach to Boundary Spanning

    ERIC Educational Resources Information Center

    Munoz, Karen; Jeris, Laurel

    2005-01-01

    Objective: This study explored challenges and barriers that need to be addressed in a preprofessional educational setting to provide opportunities for boundary spanning that leads to family-centred interdisciplinary service provision. Design: The design employed in this study was participatory action research, an inductive approach. Setting: The…

  20. Learning from Wang Yang-Ming: Exploring Oriental Contributions to Understanding Action Research

    ERIC Educational Resources Information Center

    Tickle, Les

    2005-01-01

    This article reports recent foraging for ideas in action research among the lives and intellects of Chinese society. It began and is reported as a personal journey, initially following the trail of the activist scholar Wang Yang-Ming. The method is a roam through some of the resources that have so far been discovered. The style is…

  1. Efficient computation of optimal actions.

    PubMed

    Todorov, Emanuel

    2009-07-14

    Optimal choice of actions is a fundamental problem relevant to fields as diverse as neuroscience, psychology, economics, computer science, and control engineering. Despite this broad relevance the abstract setting is similar: we have an agent choosing actions over time, an uncertain dynamical system whose state is affected by those actions, and a performance criterion that the agent seeks to optimize. Solving problems of this kind remains hard, in part, because of overly generic formulations. Here, we propose a more structured formulation that greatly simplifies the construction of optimal control laws in both discrete and continuous domains. An exhaustive search over actions is avoided and the problem becomes linear. This yields algorithms that outperform Dynamic Programming and Reinforcement Learning, and thereby solve traditional problems more efficiently. Our framework also enables computations that were not possible before: composing optimal control laws by mixing primitives, applying deterministic methods to stochastic systems, quantifying the benefits of error tolerance, and inferring goals from behavioral data via convex optimization. Development of a general class of easily solvable problems tends to accelerate progress--as linear systems theory has done, for example. Our framework may have similar impact in fields where optimal choice of actions is relevant.

  2. Efficient computation of optimal actions

    PubMed Central

    Todorov, Emanuel

    2009-01-01

    Optimal choice of actions is a fundamental problem relevant to fields as diverse as neuroscience, psychology, economics, computer science, and control engineering. Despite this broad relevance the abstract setting is similar: we have an agent choosing actions over time, an uncertain dynamical system whose state is affected by those actions, and a performance criterion that the agent seeks to optimize. Solving problems of this kind remains hard, in part, because of overly generic formulations. Here, we propose a more structured formulation that greatly simplifies the construction of optimal control laws in both discrete and continuous domains. An exhaustive search over actions is avoided and the problem becomes linear. This yields algorithms that outperform Dynamic Programming and Reinforcement Learning, and thereby solve traditional problems more efficiently. Our framework also enables computations that were not possible before: composing optimal control laws by mixing primitives, applying deterministic methods to stochastic systems, quantifying the benefits of error tolerance, and inferring goals from behavioral data via convex optimization. Development of a general class of easily solvable problems tends to accelerate progress—as linear systems theory has done, for example. Our framework may have similar impact in fields where optimal choice of actions is relevant. PMID:19574462

  3. Angels in Action

    ERIC Educational Resources Information Center

    Stylianou, Xanthippi Cynthia

    2009-01-01

    In this article, the author discusses the importance of the placement of action lines to show the direction of movement. The author shows some visuals of angels and discusses in details the texture of the wings, the hair and the clothing.

  4. Executive Mind, Timely Action.

    ERIC Educational Resources Information Center

    Torbert, William R.

    1983-01-01

    The idea of "Executive Mind" carries with it the notion of purposeful and effective action. Part I of this paper characterizes three complements to "Executive Mind"--"Observing Mind,""Theorizing Mind," and "Passionate Mind"--and offers historical figures exemplifying all four types. The concluding…

  5. College Comedy and Action

    ERIC Educational Resources Information Center

    Moore, Rosanna

    1977-01-01

    A few materials such as yarn and scraps of paper and cloth can provide the media for recording limitless ideas from the imaginations of students. With a little encouragement and a few suggestions of actions, emotions, exaggerations and activities students will produce a vast array of amusing characters. (Author)

  6. Affirmative Action Plan.

    ERIC Educational Resources Information Center

    Triton Coll., River Grove, IL.

    In order to develop an affirmative action plan at Triton College, the college President appointed a committee made up of nine representatives from the various college constituencies, the majority of which were women and minorities, to determine the objectives to be achieved and how to implement them, and to establish appropriate review procedures.…

  7. Youth Engaged for Action

    ERIC Educational Resources Information Center

    Post, Margaret; Little, Priscilla

    2005-01-01

    This article examines how out-of-school time programs can promote youth involvement in civic action by focusing on four interrelated programmatic strategies: establishing organizational readiness that fosters engagement; promoting youth-adult partnerships; engaging youth as leaders and decision makers; and involving youth in research and…

  8. Expert Teacher Action Program.

    ERIC Educational Resources Information Center

    Washington, Eva

    The expert teacher action program is to improve classroom teaching performance. The program has been tested in workshop sessions involving more than 1,200 educators representing 50 school districts. A set of standards, consisting of 25 variables, lead to the definition of expert teaching. Each variable deals with a major aspect of the duties of…

  9. Court Action for Migrants.

    ERIC Educational Resources Information Center

    Ewald, Thomas R.

    Aiding attorneys who represent migrant farmworkers and their families when affirmative civil action is required, this book helps to raise the level of migrants' legal protection to a minimum standard of adequacy. The text is based on the Federal Rules of Civil Procedure, a national set of rules. The book is divided into 3 sections: the…

  10. Action for Children's Television.

    ERIC Educational Resources Information Center

    Ranly, Donald P.

    The origins, development, and effectiveness of Action for Children's Television (ACT) are examined in this pamphlet. The strategies used by ACT to obtain change at the congressional level and within television stations and networks include the following: a "tuneout" day when people are urged to turn off their television sets, a boycott…

  11. Cognitive framing in action.

    PubMed

    Huhn, John M; Potts, Cory Adam; Rosenbaum, David A

    2016-06-01

    Cognitive framing effects have been widely reported in higher-level decision-making and have been ascribed to rules of thumb for quick thinking. No such demonstrations have been reported for physical action, as far as we know, but they would be expected if cognition for physical action is fundamentally similar to cognition for higher-level decision-making. To test for such effects, we asked participants to reach for a horizontally-oriented pipe to move it from one height to another while turning the pipe 180° to bring one end (the "business end") to a target on the left or right. From a physical perspective, participants could have always rotated the pipe in the same angular direction no matter which end was the business end; a given participant could have always turned the pipe clockwise or counter-clockwise. Instead, our participants turned the business end counter-clockwise for left targets and clockwise for right targets. Thus, the way the identical physical task was framed altered the way it was performed. This finding is consistent with the hypothesis that cognition for physical action is fundamentally similar to cognition for higher-level decision-making. A tantalizing possibility is that higher-level decision heuristics have roots in the control of physical action, a hypothesis that accords with embodied views of cognition.

  12. Nutrition Action Pack.

    ERIC Educational Resources Information Center

    Sockut, Joanne; Stumpe, Stephanie

    One of five McDonald's Action Packs, these instructional materials integrate elementary school-level nutrition education into other disciplines--biology, sociology, physiology, mathematics, and art. Contents include four units consisting of twelve activities. Unit 1, Why You Need Food, is a self-examination of what is needed for growth, health,…

  13. Sustainability as Moral Action

    ERIC Educational Resources Information Center

    Dunn, Merrily S.; Hart-Steffes, Jeanne S.

    2012-01-01

    When one considers sustainability as a moral action, there are equally complex realities at hand--climate change, resource depletion, water and land rights. One author describes this broad sense of sustainability as "the connection of specific social and environmental problems to the functioning of human and ecological systems" (Jenkins, 2011).…

  14. Conjugate flow action functionals

    NASA Astrophysics Data System (ADS)

    Venturi, Daniele

    2013-11-01

    We present a new general framework to construct an action functional for a non-potential field theory. The key idea relies on representing the governing equations relative to a diffeomorphic flow of curvilinear coordinates which is assumed to be functionally dependent on the solution field. Such flow, which will be called the conjugate flow, evolves in space and time similarly to a physical fluid flow of classical mechanics and it can be selected in order to symmetrize the Gâteaux derivative of the field equations with respect to suitable local bilinear forms. This is equivalent to requiring that the governing equations of the field theory can be derived from a principle of stationary action on a Lie group manifold. By using a general operator framework, we obtain the determining equations of such manifold and the corresponding conjugate flow action functional. In particular, we study scalar and vector field theories governed by second-order nonlinear partial differential equations. The identification of transformation groups leaving the conjugate flow action functional invariant could lead to the discovery of new conservation laws in fluid dynamics and other disciplines.

  15. From Awareness to Action

    ERIC Educational Resources Information Center

    Micklos, John, Jr.

    2012-01-01

    What inspires young people to become activists? Events such as wars or regime changes obviously raise high emotions. But some choose to get involved because they saw a need and felt compelled to take action. Young Americans have a long track record as activists. Among other things, they played a key role in the civil rights movement of the 1950s…

  16. Affirmative Action Fallout

    ERIC Educational Resources Information Center

    Roach, Ronald

    2005-01-01

    Race-conscious affirmative action in higher education survived a close challenge in 2003 when the U.S. Supreme Court ruled that race was a valid academic admission criteria in the "Grutter v. Bollinger" case. Two years later, a number of "pipeline" programs to help under-represented minorities gain admission to and complete graduate school have…

  17. Conjugate flow action functionals

    SciTech Connect

    Venturi, Daniele

    2013-11-15

    We present a new general framework to construct an action functional for a non-potential field theory. The key idea relies on representing the governing equations relative to a diffeomorphic flow of curvilinear coordinates which is assumed to be functionally dependent on the solution field. Such flow, which will be called the conjugate flow, evolves in space and time similarly to a physical fluid flow of classical mechanics and it can be selected in order to symmetrize the Gâteaux derivative of the field equations with respect to suitable local bilinear forms. This is equivalent to requiring that the governing equations of the field theory can be derived from a principle of stationary action on a Lie group manifold. By using a general operator framework, we obtain the determining equations of such manifold and the corresponding conjugate flow action functional. In particular, we study scalar and vector field theories governed by second-order nonlinear partial differential equations. The identification of transformation groups leaving the conjugate flow action functional invariant could lead to the discovery of new conservation laws in fluid dynamics and other disciplines.

  18. Jump into Action

    ERIC Educational Resources Information Center

    Ball, Stephen; Cohen, Ann; Meyer, Margaret

    2012-01-01

    Jump Into Action (JIA) is a school-based team-taught program to help fifth-grade students make healthy food choices and be more active. The JIA team (physical education teacher, classroom teacher, school nurse, and parent) work together to provide a supportive environment as students set goals to improve food choices and increase activity.…

  19. Target: Development Action.

    ERIC Educational Resources Information Center

    American Freedom from Hunger Foundation, Washington, DC. Young World Development.

    This handbook, suggestive rather than prescriptive, is written for Young World Development and/or similar groups committed to active involvement in community, national, and world improvement. Emphasis is upon organizing high school, college, and adult courses and action programs in the community which will help sensitize participants and make them…

  20. Justifying Action Research

    ERIC Educational Resources Information Center

    Helskog, Guro Hansen

    2014-01-01

    In this paper I use a general philosophy of science perspective in looking at the problem of justifying action research. First I try to clarify the concept of justification, by contrasting it with the concept of validity, which seems to be used almost as a synonym in some parts of the literature. I discuss the need for taking a stand in relation…

  1. Classroom Assessment in Action

    ERIC Educational Resources Information Center

    Shermis, Mark D.; DiVesta, Francis J.

    2011-01-01

    "Classroom Assessment in Action" clarifies the multi-faceted roles of measurement and assessment and their applications in a classroom setting. Comprehensive in scope, Shermis and Di Vesta explain basic measurement concepts and show students how to interpret the results of standardized tests. From these basic concepts, the authors then…

  2. Quick action clamp

    NASA Technical Reports Server (NTRS)

    Calco, Frank S. (Inventor)

    1991-01-01

    A quick release toggle clamp that utilizes a spring that requires a deliberate positive action for disengagement is presented. The clamp has a sliding bolt that provides a latching mechanism. The bolt is moved by a handle that tends to remain in an engaged position while under tension.

  3. SYRACUSE ACTION FOR YOUTH.

    ERIC Educational Resources Information Center

    ADDINGTON, HAROLD E.; AND OTHERS

    A PROPOSAL WAS MADE TO PREVENT AND CONTROL JUVENILE DELINQUENCY BY OPENING OPPORTUNITIES AND DEVELOPING COMPETENCE AMONG DISADVANTAGED YOUTH. THE TOTAL COMMUNITY WAS MOBILIZED TO DEVELOP A PROGRAM TO ATTACK THE PROBLEM AT ALL LEVELS THEY WORKED FOR 18 MONTHS TO PLAN A SERIES OF CREATIVE ACTION PROGRAMS IN EDUCATION, EMPLOYMENT, AND COMMUNITY…

  4. Affirmative Action Plan.

    ERIC Educational Resources Information Center

    North Carolina State Dept. of Public Instruction, Raleigh.

    This affirmative action (AA) guide is intended to identify and remove discriminatory employment practices that may still exist in the North Carolina State Department of Public Instruction (DPI). DPI extends equal employment opportunity (EEO) to all applicants and employees without regard to race, color, religion, sex, age, handicap, political…

  5. The Shape of Action

    ERIC Educational Resources Information Center

    Hard, Bridgette Martin; Recchia, Gabriel; Tversky, Barbara

    2011-01-01

    How do people understand the everyday, yet intricate, behaviors that unfold around them? In the present research, we explored this by presenting viewers with self-paced slideshows of everyday activities and recording looking times, subjective segmentation (breakpoints) into action units, and slide-to-slide physical change. A detailed comparison of…

  6. Learning to Control Actions: Transfer Effects following a Procedural Cognitive Control Computerized Training

    PubMed Central

    Shahar, Nitzan; Meiran, Nachshon

    2015-01-01

    Few studies have addressed action control training. In the current study, participants were trained over 19 days in an adaptive training task that demanded constant switching, maintenance and updating of novel action rules. Participants completed an executive functions battery before and after training that estimated processing speed, working memory updating, set-shifting, response inhibition and fluid intelligence. Participants in the training group showed greater improvement than a no-contact control group in processing speed, indicated by reduced reaction times in speeded classification tasks. No other systematic group differences were found across the different pre-post measurements. Ex-Gaussian fitting of the reaction-time distribution revealed that the reaction time reduction observed among trained participants was restricted to the right tail of the distribution, previously shown to be related to working memory. Furthermore, training effects were only found in classification tasks that required participants to maintain novel stimulus-response rules in mind, supporting the notion that the training improved working memory abilities. Training benefits were maintained in a 10-month follow-up, indicating relatively long-lasting effects. The authors conclude that training improved action-related working memory abilities. PMID:25799443

  7. Learning to control actions: transfer effects following a procedural cognitive control computerized training.

    PubMed

    Shahar, Nitzan; Meiran, Nachshon

    2015-01-01

    Few studies have addressed action control training. In the current study, participants were trained over 19 days in an adaptive training task that demanded constant switching, maintenance and updating of novel action rules. Participants completed an executive functions battery before and after training that estimated processing speed, working memory updating, set-shifting, response inhibition and fluid intelligence. Participants in the training group showed greater improvement than a no-contact control group in processing speed, indicated by reduced reaction times in speeded classification tasks. No other systematic group differences were found across the different pre-post measurements. Ex-Gaussian fitting of the reaction-time distribution revealed that the reaction time reduction observed among trained participants was restricted to the right tail of the distribution, previously shown to be related to working memory. Furthermore, training effects were only found in classification tasks that required participants to maintain novel stimulus-response rules in mind, supporting the notion that the training improved working memory abilities. Training benefits were maintained in a 10-month follow-up, indicating relatively long-lasting effects. The authors conclude that training improved action-related working memory abilities.

  8. Building a community of practice for sustainability: strengthening learning and collective action of Canadian biosphere reserves through a national partnership.

    PubMed

    Reed, Maureen G; Godmaire, Hélène; Abernethy, Paivi; Guertin, Marc-André

    2014-12-01

    Deliberation, dialogue and systematic learning are now considered attributes of good practice for organizations seeking to advance sustainability. Yet we do not know whether organizations that span spatial scales and governance responsibilities can establish effective communities of practice to facilitate learning and action. The purpose of this paper is to generate a framework that specifies actions and processes of a community of practice designed to instill collective learning and action strategies across a multi-level, multi-partner network. The framework is then used to describe and analyze a partnership among practitioners of Canada's 16 UNESCO biosphere reserves, and additional researchers and government representatives from across Canada. The framework is a cycle of seven action steps, beginning and ending with reflecting on and evaluating present practice. It is supported by seven characteristics of collaborative environmental management that are used to gauge the success of the partnership. Our results show that the partnership successfully built trust, established shared norms and common interest, created incentives to participate, generated value in information sharing and willingness to engage, demonstrated effective flow of information, and provided leadership and facilitation. Key to success was the presence of a multi-lingual facilitator who could bridge cultural differences across regions and academia-practitioner expectations. The project succeeded in establishing common goals, setting mutual expectations and building relations of trust and respect, and co-creating knowledge. It is too soon to determine whether changes in practices that support sustainability will be maintained over the long term and without the help of an outside facilitator.

  9. A Metadata Action Language

    NASA Technical Reports Server (NTRS)

    Golden, Keith; Clancy, Dan (Technical Monitor)

    2001-01-01

    The data management problem comprises data processing and data tracking. Data processing is the creation of new data based on existing data sources. Data tracking consists of storing metadata descriptions of available data. This paper addresses the data management problem by casting it as an AI planning problem. Actions are data-processing commands, plans are dataflow programs and goals are metadata descriptions of desired data products. Data manipulation is simply plan generation and execution, and a key component of data tracking is inferring the effects of an observed plan. We introduce a new action language for data management domains, called ADILM. We discuss the connection between data processing and information integration and show how a language for the latter must be modified to support the former. The paper also discusses information gathering within a data-processing framework, and show how ADILM metadata expressions are a generalization of Local Completeness.

  10. Adipokines and insulin action

    PubMed Central

    Knights, Alexander J; Funnell, Alister PW; Pearson, Richard CM; Crossley, Merlin; Bell-Anderson, Kim S

    2014-01-01

    Obesity is a major public health concern and a strong risk factor for insulin resistance, type 2 diabetes mellitus (T2DM), and cardiovascular disease. The last two decades have seen a reconsideration of the role of white adipose tissue (WAT) in whole body metabolism and insulin action. Adipose tissue-derived cytokines and hormones, or adipokines, are likely mediators of metabolic function and dysfunction. While several adipokines have been associated with obese and insulin-resistant phenotypes, a select group has been linked with insulin sensitivity, namely leptin, adiponectin, and more recently, adipolin. What is known about these insulin-sensitizing molecules and their effects in healthy and insulin resistant states is the subject of this review. There remains a significant amount of research to do to fully elucidate the mechanisms of action of these adipokines for development of therapeutics in metabolic disease. PMID:24719781

  11. Atoms in Action

    SciTech Connect

    2009-01-01

    This movie produced with Berkeley Lab's TEAM 0.5 microscope shows the growth of a hole and the atomic edge reconstruction in a graphene sheet. An electron beam focused to a spot on the sheet blows out the exposed carbon atoms to make the hole. The carbon atoms then reposition themselves to find a stable configuration. http://newscenter.lbl.gov/press-releases/2009/03/26/atoms-in-action/

  12. Battle Space Action Centers

    DTIC Science & Technology

    2011-05-14

    VREEDE, G. J. D., & KOLFSCHOTEN, G. L . (2008). Extending the contextual and organizational elements of adaptive structurization theory in GSS...Reiter-Palmon, R., & Harland, L . (2009). Computer Assisted Collaboration Engineering and Process Support Systems: The BattleSpace ActionCenters...Collaboration Science, 27 February, University of Nebraska at Omaha, Omaha, NE. 18. BRIGGS, R.O., VREEDE, G.J. DE, REITER-PALMON, R., HARLAND, L

  13. Platform for Action: update.

    PubMed

    1995-01-01

    The Center for Women's Global Leadership (CWGL) has collaborated in the preparation of amendments and strategies designed to withstand the challenges being posed to the Platform for Action of the Fourth World Conference on Women. Specific challenges include the inappropriate use of the word "universal" to modify "human rights." This implies that some human rights are less than universal. The strategy proposed is to accept the use of the word "universal" in this context only when it affirms principles of universality contained in the Vienna Programme of Action and not where its use would restrict the rights to which women are entitled. A second concern is over the use of the word "equity" rather than "equality" when referring to gender relations. The use of these terms will be carefully monitored to insure that "equity" not be used to undermine the principle of gender equality. The third concern is the efforts of some governments to hinder the integration of women's human rights throughout the UN system. Such efforts will be opposed. Fourth, the CWGL will seek the inclusion of language which recognizes the barriers that different groups of women face when trying to secure their rights. Finally, the CWGL will propose inclusion of language recognizing and protecting sexual orientation rights. The CWGL is also going to work to translate the abstract language of the Platform for Action into political organizing potential to insure that governments will follow through on their agreements.

  14. Empirical microeconomics action functionals

    NASA Astrophysics Data System (ADS)

    Baaquie, Belal E.; Du, Xin; Tanputraman, Winson

    2015-06-01

    A statistical generalization of microeconomics has been made in Baaquie (2013), where the market price of every traded commodity, at each instant of time, is considered to be an independent random variable. The dynamics of commodity market prices is modeled by an action functional-and the focus of this paper is to empirically determine the action functionals for different commodities. The correlation functions of the model are defined using a Feynman path integral. The model is calibrated using the unequal time correlation of the market commodity prices as well as their cubic and quartic moments using a perturbation expansion. The consistency of the perturbation expansion is verified by a numerical evaluation of the path integral. Nine commodities drawn from the energy, metal and grain sectors are studied and their market behavior is described by the model to an accuracy of over 90% using only six parameters. The paper empirically establishes the existence of the action functional for commodity prices that was postulated to exist in Baaquie (2013).

  15. Archetypes as action patterns.

    PubMed

    Hogenson, George B

    2009-06-01

    The discovery of mirror neurons by researchers at the University of Parma promises to radically alter our understanding of fundamental cognitive and affective states. This paper explores the relationship of mirror neurons to Jung's theory of archetypes and proposes that archetypes may be viewed as elementary action patterns. The paper begins with a review of a proposed interpretation of the fainting spells of S. Freud in his relationship with Jung as an example of an action pattern that also defines an archetypal image. The challenge that mirror neurons present to traditional views in analytical psychology and psychoanalysis, however, is that they operate without recourse to a cognitive processing element. This is a position that is gaining increasing acceptance in other fields as well. The paper therefore reviews the most recent claims made by the Boston Process of Change Study Group as well as conclusions drawn from dynamic systems views of development and theoretical robotics to underline the conclusion that unconscious agency is not a requirement for coherent action. It concludes with the suggestion that this entire body of research may lead to the conclusion that the dynamic unconscious is an unnecessary hypothesis in psychoanalysis and analytical psychology.

  16. Development and Testing of a M-Learning System for the Professional Development of Academics through Design-Based Action Research

    ERIC Educational Resources Information Center

    Keskin, Nilgun Ozdamar; Kuzu, Abdullah

    2015-01-01

    In the present study, a mobile learning system for the professional development of academics was developed by design based action research, and the perceptions and experiences of the academics using this system were examined. In the first phase of this design-based action research, the research question was defined. In the second phase, a…

  17. New Evaluation Vector through the Stanford Mobile Inquiry-Based Learning Environment (SMILE) for Participatory Action Research

    PubMed Central

    An, Ji-Young

    2016-01-01

    Objectives This article reviews an evaluation vector model driven from a participatory action research leveraging a collective inquiry system named SMILE (Stanford Mobile Inquiry-based Learning Environment). Methods SMILE has been implemented in a diverse set of collective inquiry generation and analysis scenarios including community health care-specific professional development sessions and community-based participatory action research projects. In each scenario, participants are given opportunities to construct inquiries around physical and emotional health-related phenomena in their own community. Results Participants formulated inquiries as well as potential clinical treatments and hypothetical scenarios to address health concerns or clarify misunderstandings or misdiagnoses often found in their community practices. From medical universities to rural village health promotion organizations, all participatory inquiries and potential solutions can be collected and analyzed. The inquiry and solution sets represent an evaluation vector which helps educators better understand community health issues at a much deeper level. Conclusions SMILE helps collect problems that are most important and central to their community health concerns. The evaluation vector, consisting participatory and collective inquiries and potential solutions, helps the researchers assess the participants' level of understanding on issues around health concerns and practices while helping the community adequately formulate follow-up action plans. The method used in SMILE requires much further enhancement with machine learning and advanced data visualization. PMID:27525157

  18. Action spectra for photosynthetic inhibition

    NASA Technical Reports Server (NTRS)

    Caldwell, M. M.; Flint, S.; Camp, L. B.

    1981-01-01

    The ultraviolet action spectrum for photosynthesis inhibition was determined to fall between that of the general DNA action spectrum and the generalized plant action spectrum. The characteristics of this action spectrum suggest that a combination of pronounced increase in effectiveness with decreasing wavelength, substantial specificity for the UV-B waveband, and very diminished response in the UV-A waveband result in large radiation amplification factors when the action spectra are used as weighting functions. Attempted determination of dose/response relationships for leaf disc inhibition provided inconclusive data from which to deconvolute an action spectrum.

  19. The Cost of Action Miscues: Hemispheric Asymmetries

    ERIC Educational Resources Information Center

    Shenal, Brian V.; Hinze, Stephan; Heilman, Kenneth M.

    2012-01-01

    Adaptive behaviors require preparation and when necessary inhibition or alteration of actions. The right hemisphere has been posited to be dominant for preparatory motor activation. This experiment was designed to learn if there are hemispheric asymmetries in the control of altered plans of actions. Cues, both valid and invalid, which indicate the…

  20. Auto Action Learning: a tool for policy change. Building capacity across the developing regional system to improve health in the North East of England.

    PubMed

    Learmonth, Alyson; Pedler, Mike

    2004-05-01

    Health policy traditionally has tended to focus on health care policy. The World Health Organisation Investment for Health approach aims to influence policy development by locating health as both the outcome of, and an asset for, sustainable economic and social development. The policy context in England offers a range of drivers and opportunities to operationalise the Investment for Health approach through action to improve health and reduce inequalities, nationally and as importantly at a regional and local level. This paper traces developments in the North East of England April 2002-November 2002, from the perspective of an advocate for developing a systemic and systematic approach using an Investment for Health approach. The tool used to track change is based in action learning [M. Pedler, Action Learning for Managers, Lemos and Crane, London, 1996]. The Action Learning Problem Brief identifies why the goal is important, who to, how progress might be identified, difficulties and benefits. Generally, this acts as a starting point for problem solving within an Action Learning Set. This piece of work uses the framework for reflection and tracking, with input from a mentor, at four to eight weekly intervals, 'Auto Action Learning'. The authors pull out key learning points from the process, using a framework 'Towards a model for systematic learning from doing in the North East of England'.