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Sample records for action learning program

  1. 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…

  2. 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 from a study…

  3. 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…

  4. 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…

  5. 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…

  6. 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,…

  7. 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 Action Research in Context" (Cliff…

  8. Learning Spatio-Temporal Representations for Action Recognition: A Genetic Programming Approach.

    PubMed

    Liu, Li; Shao, Ling; Li, Xuelong; Lu, Ke

    2016-01-01

    Extracting discriminative and robust features from video sequences is the first and most critical step in human action recognition. In this paper, instead of using handcrafted features, we automatically learn spatio-temporal motion features for action recognition. This is achieved via an evolutionary method, i.e., genetic programming (GP), which evolves the motion feature descriptor on a population of primitive 3D operators (e.g., 3D-Gabor and wavelet). In this way, the scale and shift invariant features can be effectively extracted from both color and optical flow sequences. We intend to learn data adaptive descriptors for different datasets with multiple layers, which makes fully use of the knowledge to mimic the physical structure of the human visual cortex for action recognition and simultaneously reduce the GP searching space to effectively accelerate the convergence of optimal solutions. In our evolutionary architecture, the average cross-validation classification error, which is calculated by an support-vector-machine classifier on the training set, is adopted as the evaluation criterion for the GP fitness function. After the entire evolution procedure finishes, the best-so-far solution selected by GP is regarded as the (near-)optimal action descriptor obtained. The GP-evolving feature extraction method is evaluated on four popular action datasets, namely KTH, HMDB51, UCF YouTube, and Hollywood2. Experimental results show that our method significantly outperforms other types of features, either hand-designed or machine-learned.

  9. Developing an Action Learning Design Model

    ERIC Educational Resources Information Center

    Bong, Hyeon-Cheol; Cho, Yonjoo; Kim, Hyung-Sook

    2014-01-01

    As the number of organizations implementing action learning increases, both successful and failed cases also increase in action learning practice in South Korea. Existing studies on action learning have listed key success factors of action learning at the program level or at the team level but have not paid sufficient attention to the program…

  10. 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.

  11. Flexible and Inexpensive: Improving Learning Transfer and Program Evaluation through Participant Action Plans

    ERIC Educational Resources Information Center

    Cowan, Chris A.; Goldman, Ellen F.; Hook, Melissa

    2010-01-01

    Action plans have been shown to improve transfer of learning and have proven an effective tool in training evaluation. This study describes how action planning was simply and successfully adapted to a preexisting curriculum with few additional resources. The decision to use participant action planning, the administration of it, and the…

  12. 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…

  13. Community-Action Learning

    ERIC Educational Resources Information Center

    Bell, Sarah; Mattern, Mark; Telin, Mike

    2007-01-01

    This paper describes and analyzes an undergraduate course entitled Public Interest Research in which students learn research methods by conducting research on behalf of one or more community organizations. Students' work is conceived of as community action learning, a combination of participatory action research and service learning, emphasizing…

  14. 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…

  15. 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 transfer…

  16. 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…

  17. 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…

  18. Action Learning as Invigoration

    ERIC Educational Resources Information Center

    Chivers, Terence S.

    2011-01-01

    The present account of action learning describes its adoption for pragmatic reasons by the University of the Third Age (U3A). The reason for the existence of this movement is the education of retired people. The account seeks to explain why the action learning method spread from one local U3A to another and across it to other local U3As. The case…

  19. Learning Action Learning: A Journey

    ERIC Educational Resources Information Center

    Ceely, Brad; Davis, Anne Maree; Hooke, Natalie; Kelly, Margaret; Lewis, Peter; Watson, Claudia

    2008-01-01

    The action learning set (ALS) is an often-used tool in practice development to facilitate group reflection. As such, its use evolves in the hands of the participants as they become more comfortable with the process and as trust develops amongst group members. This paper aims to discuss the journey of one ALS over a 2-year period. It seeks to…

  20. What Has Action Learning Learned to Become?

    ERIC Educational Resources Information Center

    Pedler, Mike; Burgoyne, John; Brook, Cheryl

    2005-01-01

    This inquiry originates in a conversation between the first two authors which concluded with the challenge that a Revans Institute for Action Learning & Research should not only be doing research "by" action learning and but should also be researching "into" action learning itself. Action learning has been a recognised innovation in management…

  1. Lights, Camera, Action: Advancing Learning, Research, and Program Evaluation through Video Production in Educational Leadership Preparation

    ERIC Educational Resources Information Center

    Friend, Jennifer; Militello, Matthew

    2015-01-01

    This article analyzes specific uses of digital video production in the field of educational leadership preparation, advancing a three-part framework that includes the use of video in (a) teaching and learning, (b) research methods, and (c) program evaluation and service to the profession. The first category within the framework examines videos…

  2. Learning to take actions

    SciTech Connect

    Khardon, R.

    1996-12-31

    We formalize a model for supervised learning of action strategies in dynamic stochastic domains, and show that pac-learning results on Occam algorithms hold in this model as well. We then identify a particularly useful bias for action strategies based on production rule systems. We show that a subset of production rule systems, including rules in predicate calculus style, small hidden state, and unobserved support predicates, is properly learnable. The bias we introduce enables the learning algorithm to invent the recursive support predicates which are used in the action strategy, and to reconstruct the internal state of the strategy. It is also shown that hierarchical strategies are learnable if a helpful teacher is available, but that otherwise the problem is computationally hard.

  3. Following the Action in Action Learning: Towards Ethnomethodological Studies of (Critical) Action Learning

    ERIC Educational Resources Information Center

    Fox, Steve

    2009-01-01

    Action learning is a pedagogical practice that helps participants learn by talking about their workplace action with fellow participants ("comrades in adversity") in their action learning set. This paper raises questions about the action in action learning, such as: how do members of an action learning set learn from and through each other? How do…

  4. 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…

  5. Programs for Urban Action.

    ERIC Educational Resources Information Center

    National Board of Young Men's Christian Associations, New York, NY.

    This booklet contains descriptions of 150 urban action programs being conducted by Young Men's Christian Associations throughout the United States. Planning principles are included to assist those who wish to adapt the programs to local situations: involvement of people in planning; use of local indigenous leadership; planning in collaboration…

  6. 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,…

  7. 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…

  8. 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…

  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. The Positive Action Program: Improving Academics, Behavior, and Character by Teaching Comprehensive Skills for Successful Learning and Living

    ERIC Educational Resources Information Center

    Flay, Brian R.; Allred, Carol G.

    2010-01-01

    This chapter outlines and provides evidence for the effects of the "Positive Action Program" as a way of inculcating values, driving student wellbeing, and improving academic performance and interpersonal behavior. The program centers on addressing behavioral, emotional, and academic problems by developing in individuals positive beliefs…

  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. 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.…

  13. Learning to understand others' actions

    PubMed Central

    Press, Clare; Heyes, Cecilia; Kilner, James M.

    2011-01-01

    Despite nearly two decades of research on mirror neurons, there is still much debate about what they do. The most enduring hypothesis is that they enable ‘action understanding’. However, recent critical reviews have failed to find compelling evidence in favour of this view. Instead, these authors argue that mirror neurons are produced by associative learning and therefore that they cannot contribute to action understanding. The present opinion piece suggests that this argument is flawed. We argue that mirror neurons may both develop through associative learning and contribute to inferences about the actions of others. PMID:21084333

  14. Action Learning from a Participant's Perspective

    ERIC Educational Resources Information Center

    Lee, N. J.

    2006-01-01

    The overall aim of this paper is to give an account of action learning in practice. It demonstrates the potential strengths and weaknesses of action learning. The information given is derived from five years in an action learning set. Significant events from within and without the action learning set will be explored using the themes clarifying;…

  15. Partners in Action & Learning 1994-1995 Annual Report.

    ERIC Educational Resources Information Center

    Exley, Robert J.; And Others

    The Partners in Action and Learning Program at Florida's Miami-Dade Community College (M-DCC) was established in 1994 to aid the integration of service learning into the college's general education curricula. Goals for the first year of the program included the establishment of service-learning centers at MDCC's Homestead and Medical Center…

  16. 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…

  17. 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 established…

  18. COMMUNITY ACTION PROGRAMS REPORT.

    ERIC Educational Resources Information Center

    MACDOUGALL, MARY ANN

    SPECIAL PROGRAMS IN REMEDIAL READING, EARLY CHILDHOOD EDUCATION, SUMMER SCHOOL INSTRUCTION, AND SCHOOL-COMMUNITY COORDINATION ARE EVALUATED. ALTHOUGH THE REMEDIAL READING PROGRAM DID NOT ESTABLISH THE SUPERIORITY OF ANY PARTICULAR METHOD OF TEACHING, IT DEMONSTRATED THE VALUE OF HAVING A READING SPECIALIST ON THE SCHOOL STAFF. MOST 4-YEAR-OLD…

  19. 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…

  20. Attitudes Regarding Action Learning: Undergraduate vs. Graduate Business Students

    ERIC Educational Resources Information Center

    Rosenstein, Alvin; Ashley, Allan; Gupta, Rakesh; Ulin, Kristin

    2008-01-01

    Previous research in our Action Learning Program demonstrated that although undergraduates preferred the Action Learning mode to the traditional lecture and discussion mode of instruction, they missed the familiar structure of the more traditional pedagogy. Consequently increased structure was implemented in both an undergraduate and graduate…

  1. 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…

  2. Heuristic Learning and Programmed Learning

    ERIC Educational Resources Information Center

    Okon, Wincenty

    1969-01-01

    Flexibility in the application of instructional methods is the best approach to a teaching situation. Insofar as possible, a combination of traditional learning methods with heuristic (problem solving) and programed ones should be used. (CK)

  3. Developing Managers as Learners and Researchers: Using Action Learning and Action Research

    ERIC Educational Resources Information Center

    Raelin, Joseph A.; Coghlan, David

    2006-01-01

    This article takes the view that formal educational programs often miss opportunities to use the rich experiences of working managers to produce both learning and knowledge. Two alternative pedagogical approaches, action learning and action research, are proposed as contributing to management education by their respective capabilities to generate…

  4. Using Action Learning for Professional Development

    ERIC Educational Resources Information Center

    Stark, Sheila

    2006-01-01

    This paper discusses using action learning with different professional groups in the UK--nurses and educators. It addresses the question: To what extent is action learning an effective approach in relation to professional development, and, if so, in what way/s? The formulation and developmental processes of action learning sets are examined. The…

  5. A Pilot Study in a Cooperative School/Community Effort to Enhance Realistic Student Vocational Choice and Awareness as well as Personal Development in a Transition to Adulthood through a Meaningful "Action Learning" Program. Final Report.

    ERIC Educational Resources Information Center

    Napolitan, Richard R.

    A project involving thirty-nine eleventh grade students was undertaken at a senior high school to plan and initiate a community-based action learning program to provide students with a meaningful cooperative school-community work learning experience. Specific curriculum requirements were met through a combination of independent study,…

  6. 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…

  7. Reflections on Working with Critical Action Learning

    ERIC Educational Resources Information Center

    Rigg, Clare; Trehan, Kiran

    2004-01-01

    Critical action learning engages participants in a process of drawing from critical perspectives to make connections between their learning and work experiences, to understand and change interpersonal and organisational practices. But what does this mean in practice? How can critical action learning be expedited? What outcomes can critical action…

  8. 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…

  9. Distance Learning Programming.

    ERIC Educational Resources Information Center

    Lucero, Jesus Ricardo; And Others

    This resource guide for distance learning information, courses, and programming covers: (1) audiographics programming by the Pennsylvania Teleteaching Project; (2) cable programming, including the Cable Alliance for Education's Cable in the Classroom projects, Consumer News and Business Channel, Nostalgia Television, PENNARAMA Channel, Silent…

  10. PROGRAMMED LEARNING PACKET.

    ERIC Educational Resources Information Center

    Modern Language Association of America, New York, NY.

    MATERIALS CONCERNING PROGRAMED INSTRUCTION IN FOREIGN LANGUAGES, PUBLISHED FROM 1960 TO 1967, ARE COLLECTED IN THIS PACKET FOR LANGUAGE TEACHERS AND PERSONS INTERESTED IN THE FUTURE USES OF THE LANGUAGE LABORATORY. INCLUDED ARE--(1) "PROGRAMED LEARNING OF A SECOND LANGUAGE" BY HARLAN LANE, (2) "A PRIMER OF PROGRAMED INSTRUCTION IN FOREIGN LANGUAGE…

  11. e-Learning and Action Research as Transformative Practice

    ERIC Educational Resources Information Center

    Farren, Margaret

    2008-01-01

    As a reflective practitioner of higher education, Margaret Farren seeks to contribute to a knowledge base of professional practice by using a "living educational theory" form of action research in her approach to teaching and learning. She focuses her research on the Masters program in e-learning at Dublin City University where professional…

  12. Virtual Action Learning: Practices and Challenges

    ERIC Educational Resources Information Center

    Dickenson, Mollie; Burgoyne, John; Pedler, Mike

    2010-01-01

    This paper reports findings from research that set out to explore virtual action learning (VAL) as an emerging variety of action learning (AL). In bringing together geographically dispersed individuals within and across organizations, and possibly across time, VAL has obvious potential in both educational and commercial contexts. Whilst there is…

  13. The Challenge of Evaluating Action Learning

    ERIC Educational Resources Information Center

    Edmonstone, John

    2015-01-01

    The paper examines the benefits claimed for action learning at individual, organisational and inter-organisational levels. It goes on to identify both generic difficulties in evaluating development programmes and action learning specifically. The distinction between formative and summative evaluation is considered and a summative evaluation…

  14. Perspective Taking Promotes Action Understanding and Learning

    ERIC Educational Resources Information Center

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

    2006-01-01

    People often learn actions by watching others. The authors propose and test the hypothesis that perspective taking promotes encoding a hierarchical representation of an actor's goals and subgoals-a key process for observational learning. Observers segmented videos of an object assembly task into coarse and fine action units. They described what…

  15. 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.

  16. Action-effect binding by observational learning.

    PubMed

    Paulus, Markus; van Dam, Wessel; Hunnius, Sabine; Lindemann, Oliver; Bekkering, Harold

    2011-10-01

    The acquisition of bidirectional action-effect associations plays a central role in the ability to intentionally control actions. Humans learn about actions not only through active experience, but also through observing the actions of others. In Experiment 1, we examined whether action-effect associations can be acquired by observational learning. To this end, participants observed how a model repeatedly pressed two buttons during an observation phase. Each of the buttonpresses led to a specific tone (action effect). In a subsequent test phase, the tones served as target stimuli to which the participants had to respond with buttonpresses. Reaction times were shorter if the stimulus-response mapping in the test phase was compatible with the action-effect association in the observation phase. Experiment 2 excluded the possibility that the impact of perceived action effects on own actions was driven merely by an association of spatial features with the particular tones. Furthermore, we demonstrated that the presence of an agent is necessary to acquire novel action-effect associations through observation. Altogether, the study provides evidence for the claim that bidirectional action-effect associations can be acquired by observational learning. Our findings are discussed in the context of the idea that the acquisition of action-effect associations through observation is an important cognitive mechanism subserving the human ability for social learning.

  17. Lessons learned on the Skylab program

    NASA Technical Reports Server (NTRS)

    1974-01-01

    Lessons learned in the Skylab program and their application and adaptation to other space programs are summarized. Recommendations and action taken on particular problems are described. The use of Skylab recommendations to identify potential problems of future space programs is discussed.

  18. 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…

  19. Envisioning an Adult Learning Graduate Program for the Early 21st Century: A Developmental Action Inquiry Study

    ERIC Educational Resources Information Center

    Dzubinski, Leanne; Hentz, Brian; Davis, Katherine L.; Nicolaides, Aliki

    2012-01-01

    The rapid pace of social and technological change in the early 21st century leaves many adults scrambling to meet the complexities that characterize their daily lives. Adult learners are faced with multiple, often competing, demands from work, education, family, and leisure, which requires adult education graduate programs to carefully consider…

  20. 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…

  1. 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…

  2. Professional Learning Communities: Concepts in Action in a Principal Preparation Program, an Elementary School Team, a Leadership Team, and a Business Partnership

    ERIC Educational Resources Information Center

    Servais, Kristine; Derrington, Mary Lynne; Sanders, Kellie

    2009-01-01

    The Professional Learning Community (PLC) model has moved to the forefront in the field of education as one of the most effective frameworks to improve student achievement and overall school success. The research conducted for this paper provides evidence for systemic and action based improvement using the PLC model in four diverse venues:…

  3. Action Learning as Legitimate Peripheral Participation

    ERIC Educational Resources Information Center

    Lawless, Aileen

    2008-01-01

    This paper explores how students made sense of the learning that occurred within a Masters educational programme (an MA in Human Resource Development), a programme informed by the ideals of critical action learning and critically reflective practice. Theoretically the paper develops links between communities of practice theory and critical action…

  4. 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 students? "Who" is…

  5. 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 opportunity for learning and…

  6. 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…

  7. Learning from Action Research about Science Teacher Preparation

    ERIC Educational Resources Information Center

    Mitchener, Carole P.; Jackson, Wendy M.

    2012-01-01

    In this article, we present a case study of a beginning science teacher's year-long action research project, during which she developed a meaningful grasp of learning from practice. Wendy was a participant in the middle grade science program designed for career changers from science professions who had moved to teaching middle grade science. An…

  8. 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…

  9. 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…

  10. 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

  11. Learning to Regulate Joint Action.

    ERIC Educational Resources Information Center

    Vila, Ignasi; Zanon, Javier

    Reported are implications of the genesis and development of joint action between Spanish adults and their infants for early first language acquisition. Focusing on the naturally occurring context of the "give and take" game format, this investigation discloses the role of the interaction pattern in the language acquisition process, including the…

  12. Learning from Action Research About Science Teacher Preparation

    NASA Astrophysics Data System (ADS)

    Mitchener, Carole P.; Jackson, Wendy M.

    2012-02-01

    In this article, we present a case study of a beginning science teacher's year-long action research project, during which she developed a meaningful grasp of learning from practice. Wendy was a participant in the middle grade science program designed for career changers from science professions who had moved to teaching middle grade science. An extended action research experience in the second year of induction proved valuable to her in learning how to modify her teaching to reach her goal, using evidence of student learning as her guide. This article closes with reflections on the value of extended action research within science teacher preparation, particularly early in one's career, and explores the promise for ongoing practice-based professional development throughout a teacher's career.

  13. 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…

  14. Compressive Sequential Learning for Action Similarity Labeling.

    PubMed

    Qin, Jie; Liu, Li; Zhang, Zhaoxiang; Wang, Yunhong; Shao, Ling

    2016-02-01

    Human action recognition in videos has been extensively studied in recent years due to its wide range of applications. Instead of classifying video sequences into a number of action categories, in this paper, we focus on a particular problem of action similarity labeling (ASLAN), which aims at verifying whether a pair of videos contain the same type of action or not. To address this challenge, a novel approach called compressive sequential learning (CSL) is proposed by leveraging the compressive sensing theory and sequential learning. We first project data points to a low-dimensional space by effectively exploring an important property in compressive sensing: the restricted isometry property. In particular, a very sparse measurement matrix is adopted to reduce the dimensionality efficiently. We then learn an ensemble classifier for measuring similarities between pairwise videos by iteratively minimizing its empirical risk with the AdaBoost strategy on the training set. Unlike conventional AdaBoost, the weak learner for each iteration is not explicitly defined and its parameters are learned through greedy optimization. Furthermore, an alternative of CSL named compressive sequential encoding is developed as an encoding technique and followed by a linear classifier to address the similarity-labeling problem. Our method has been systematically evaluated on four action data sets: ASLAN, KTH, HMDB51, and Hollywood2, and the results show the effectiveness and superiority of our method for ASLAN.

  15. 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…

  16. 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…

  17. 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…

  18. 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…

  19. 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…

  20. Lawrence Berkeley Laboratory Affirmative Action Program. Revised

    SciTech Connect

    1995-06-01

    The Lawrence Berkeley Laboratory`s Affirmative Action Program (AAP) serves as a working document that describes current policies, practices, and results in the area of affirmative action. It represents the Laboratory`s framework for an affirmative approach to increasing the representation of people of color and women in segments of our work force where they have been underrepresented and taking action to increase the employment of persons with disabilities and special disabled and Vietnam era veterans. The AAP describes the hierarchy of responsibility for Laboratory affirmative action, the mechanisms that exist for full Laboratory participation in the AAP, the policies and procedures governing recruitment at all levels, the Laboratory`s plan for monitoring, reporting, and evaluating affirmative action progress, and a description of special affirmative action programs and plans the Laboratory has used and will use in its efforts to increase the representation and retention of groups historically underrepresented in our work force.

  1. 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

  2. Learning, attentional control, and action video games.

    PubMed

    Green, C S; Bavelier, D

    2012-03-20

    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.

  3. Library Programs. LSCA Programs: An Action Report.

    ERIC Educational Resources Information Center

    Office of Educational Research and Improvement (ED), Washington, DC.

    The seven narrative reports featured in this publication detail the accomplishments, in seven key areas, of State Grant Programs (Titles I, II, and III) funded by the Library Services and Construction Act (LSCA). These descriptions of state and local library activities, demonstrating how libraries are meeting a variety of users' needs, are: (1)…

  4. 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…

  5. Action Learning: The Possibility of Differing Hierarchies in Learning Sets

    ERIC Educational Resources Information Center

    Yeadon-Lee, Annie

    2013-01-01

    This paper presents the proposition that a variety of differing hierarchies exist in an action learning set at any one time, and each hierarchy has the potential to affect an individual's behaviour within the set. An interpretivist philosophy underpins the research framework adopted in this paper. Data were captured by means of 11 in-depth…

  6. 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…

  7. Total quality management -- Remedial actions planning program

    SciTech Connect

    Petty, J.L.; Horne, T.E.

    1989-01-01

    This paper describes the management approach being taken within the Hazardous Waste Remedial Actions Program (HAZWRAP) Support Contractor Office (SCO) to ensure quality of services in a highly competitive waste management environment. An overview is presented of the contractor support role assigned to Martin Marietta Energy Systems, Inc., by the Department of Energy (DOE) national program for managing hazardous waste. The HAZWRAP SCO mission, organizational structure, and major programs are outlined, with emphasis on waste management planning for the DOE Work for Others (WFO) Program. The HAZWRAP SCO provides waste management technical support, via interagency agreements between DOE and various Department of Defense (DOD) agencies for DOD sponsors planning remedial response actions. The remainder of the paper focuses on how the concept of Total Quality Management is applied to the HAZWRAP Remedial Actions Planning (RAP) Program. The management challenge is to achieve quality on a ''system'' basis where all functional elements of program management synergistically contribute to the total quality of the effort. The quality assurance (QA) program requirements applied to the RAP Program and its subcontractors are discussed. The application of management principles in the areas of program management, procurement, and QA to achieve total quality is presented. 3 refs.

  8. 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…

  9. 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…

  10. 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. PMID:26006723

  11. 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…

  12. RCRA corrective action program guide (Interim)

    SciTech Connect

    Not Available

    1993-05-01

    The US Department of Energy (DOE) is responsible for compliance with an increasingly complex spectrum of environmental regulations. One of the most complex programs is the corrective action program proposed by the US Environmental Protection Agency (EPA) under the authority of the Resource Conservation and Recovery Act (RCRA) as amended by the Hazardous and Solid Waste Amendments (HSWA). The proposed regulations were published on July 27, 1990. The proposed Subpart S rule creates a comprehensive program for investigating and remediating releases of hazardous wastes and hazardous waste constituents from solid waste management units (SWMUs) at facilities permitted to treat, store, or dispose of hazardous wastes. This proposed rule directly impacts many DOE facilities which conduct such activities. This guidance document explains the entire RCRA Corrective Action process as outlined by the proposed Subpart S rule, and provides guidance intended to assist those persons responsible for implementing RCRA Corrective Action at DOE facilities.

  13. Elementary Teachers' Teaching for Conceptual Understanding: Learning from Action Research

    ERIC Educational Resources Information Center

    Kang, Nam-Hwa

    2007-01-01

    This study reports teachers' learning through action research on students' conceptual understanding. The study examined (a) the teachers' views about science teaching and learning, (b) the teachers' learning about their teaching practices and (c) the conditions that supported the teachers' learning through action research. A total of 14 elementary…

  14. 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…

  15. 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

  16. 77 FR 27015 - Distance Learning and Telemedicine Grant Program

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-05-08

    ... Rural Utilities Service Distance Learning and Telemedicine Grant Program AGENCY: Rural Utilities Service, USDA. ACTION: Notice of Funding for FY 2012 of the Distance Learning and Telemedicine Grant Program..., and related advanced technologies to encourage and improve telemedicine services and distance...

  17. Hazardous Waste Remedial Actions Program: Remedial Actions Planning Program Quality Assurance Program Plan

    SciTech Connect

    Not Available

    1989-04-01

    The purpose of this Plan is to describe the quality assurance (QA) requirements for the RAP Program by identifying the quality elements to be controlled and specifying how they will be controlled. The activities for which control elements will be identified include those relating to: preparation, review, and approval of plans, reports, and studies; execution of field and analytical work by subcontractors and other agents; control of subcontractors and other agents during other phases of work; and actions internal to the RAP Program to ensure proper execution of projects.

  18. Switching Reinforcement Learning for Continuous Action Space

    NASA Astrophysics Data System (ADS)

    Nagayoshi, Masato; Murao, Hajime; Tamaki, Hisashi

    Reinforcement Learning (RL) attracts much attention as a technique of realizing computational intelligence such as adaptive and autonomous decentralized systems. In general, however, it is not easy to put RL into practical use. This difficulty includes a problem of designing a suitable action space of an agent, i.e., satisfying two requirements in trade-off: (i) to keep the characteristics (or structure) of an original search space as much as possible in order to seek strategies that lie close to the optimal, and (ii) to reduce the search space as much as possible in order to expedite the learning process. In order to design a suitable action space adaptively, we propose switching RL model to mimic a process of an infant's motor development in which gross motor skills develop before fine motor skills. Then, a method for switching controllers is constructed by introducing and referring to the “entropy”. Further, through computational experiments by using robot navigation problems with one and two-dimensional continuous action space, the validity of the proposed method has been confirmed.

  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. Elementary Career Intervention Programs: Social Action Initiatives

    ERIC Educational Resources Information Center

    Palladino Schultheiss, Donna E.

    2005-01-01

    This paper examines several conceptual frameworks that can inform elementary career intervention programming. Equity, social justice, and the development of intrinsic motivation are key concepts in the promotion of social action initiatives aimed at improving academic achievement and expanding future career options for all students. Early career…

  1. Environmental Educational Youth Action Task Program

    ERIC Educational Resources Information Center

    Ab Rahman, Nik Norulaini Nik; Omar, Fatehah Mohd; Kalia, Noorliza; Hasmi, Mohammad

    2008-01-01

    An educational environmental youth camp was held comprising of fifty one 16-year old secondary students and facilitated by volunteers from the university and Friends of the Earth, a non profit organization in Penang. A weekend camp on youth action task program was held at an isolated beach packed with activities that were structured towards…

  2. Action-effect congruence during observational learning leads to faster action sequence learning.

    PubMed

    Horvath, Jared C; Gray, Zachary; Schilberg, Lukas; Vidrin, Ilya; Pascual-Leone, Alvaro

    2015-01-01

    Common coding theory suggests that any action (pressing a piano key) is intimately linked with its resultant sensory effect (an auditory musical tone). We conducted two experiments to explore the effect of varying auditory action-effect patterns during complex action learning. In Experiment 1, participants were assigned to 1 of 4 groups, watched a silent video of a hand playing a sequence on a piano keyboard with no auditory action effect (observation) and were asked to practise and perform the sequence on an identical keyboard with varying action effects (reproduction). During reproduction, Group 1 heard no auditory tones (identical to observed video), Group 2 heard typical scale-ascending piano tones with each key press, Group 3 heard fixed but out-of-sequence piano tones with each key press, and Group 4 heard random piano tones with each key press. In Experiment two, new participants were assigned to 1 of 2 groups and watched an identical video; however, the video in this experiment contained typical, scale-ascending piano sounds. During reproduction, Group 1 heard no auditory tones while Group 2 heard typical, scale-ascending piano tones with each key press (identical to observed video). Our results showed that participants whose action-effect patterns during reproduction matched those in the observed video learned the action sequence faster than participants whose action-effect patterns during reproduction differed from those in the observed video. Additionally, our results suggest that adding an effect during reproduction (when one is absent during observation) is somewhat more detrimental to action sequence learning than removing an effect during reproduction (when one is present during observation).

  3. 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.

  4. Introducing Action Learning in Local Government: A New Facilitator's Experience

    ERIC Educational Resources Information Center

    Lowe, Kirsty

    2010-01-01

    This account of practice will explore how action learning has supported local authorities by providing an opportunity to share learning and experiences across organisational boundaries. It will look at the experiences of a new action learning facilitator working with local government scrutiny officers from different organisations.

  5. Action Learning--An Experiential Tool for Solving Organizational Issues

    ERIC Educational Resources Information Center

    Kinsey, Sharon B.

    2011-01-01

    Action Learning can be effectively used in both large and small businesses and organizations by employees, stakeholders, or volunteers through this "learning by doing" approach to evaluate an issue or issues of importance to the organization. First developed in the 1940s, Action Learning has increasingly been used as a method to explore questions…

  6. Action Learning Unveiled: Finding Depth through Understanding Related Constructs

    ERIC Educational Resources Information Center

    Madsen, Susan R.

    2007-01-01

    The quality of student learning is a subject of considerable attention in higher education institutions around the world. One emerging pedagogy that addresses this issue for both higher education and the professional workplace is action learning. One concern, however, is that the definitions and conceptions of action learning vary widely. The…

  7. Developing Healthcare Practice through Action Learning: Individual and Group Journeys

    ERIC Educational Resources Information Center

    Wilson, Valerie; McCormack, Brendan; Ives, Glenice

    2008-01-01

    Action Learning is now a well established strategy for reflective inquiry in healthcare. Whilst a great deal is know about action learning there has been inadequate research on the process of learning that takes place, and the impact that this holds for individuals, groups or organisations. This article reports on the findings of 15-month action…

  8. 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…

  9. 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…

  10. Python to learn programming

    NASA Astrophysics Data System (ADS)

    Bogdanchikov, A.; Zhaparov, M.; Suliyev, R.

    2013-04-01

    Today we have a lot of programming languages that can realize our needs, but the most important question is how to teach programming to beginner students. In this paper we suggest using Python for this purpose, because it is a programming language that has neatly organized syntax and powerful tools to solve any task. Moreover it is very close to simple math thinking. Python is chosen as a primary programming language for freshmen in most of leading universities. Writing code in python is easy. In this paper we give some examples of program codes written in Java, C++ and Python language, and we make a comparison between them. Firstly, this paper proposes advantages of Python language in relation to C++ and JAVA. Then it shows the results of a comparison of short program codes written in three different languages, followed by a discussion on how students understand programming. Finally experimental results of students' success in programming courses are shown.

  11. 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…

  12. 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…

  13. Homebuyer Education Learning Program Guide.

    ERIC Educational Resources Information Center

    Federal Housing Administration (HUD), Washington, DC.

    Designed to help present the FHA Homebuyers Education and Learning Program (HELP), this guide answers questions about the home buying process. Successful program completion may entitle the participant to a reduction of the cost of mortgage insurance and, in certain cases, assistance with the downpayment and/or closing costs. Each of five modules…

  14. Marketing Prior Learning Assessment Programs.

    ERIC Educational Resources Information Center

    Heeger, Gerald A.

    1983-01-01

    Experiential learning programs must be marketed effectively if they are to succeed. The formulation of market strategy is discussed including: strategic planning; identification of a market target; and development of a market mix. A commitment to marketing academic programs is seen as a commitment to self-assessment. (MW)

  15. 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)

  16. 36 CFR 72.11 - Action program components.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... program components. The local government will submit an Action Program which documents the recreation... park and recreation system. The local government must develop the Action Program consistent with and... expressed in its comprehensive plans and other documents. The Action Program consists of two sections...

  17. 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

  18. 48 CFR 422.804 - Affirmative action programs.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 48 Federal Acquisition Regulations System 4 2010-10-01 2010-10-01 false Affirmative action programs. 422.804 Section 422.804 Federal Acquisition Regulations System DEPARTMENT OF AGRICULTURE... Affirmative action programs....

  19. 48 CFR 522.804 - Affirmative action programs.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 48 Federal Acquisition Regulations System 4 2010-10-01 2010-10-01 false Affirmative action programs. 522.804 Section 522.804 Federal Acquisition Regulations System GENERAL SERVICES ADMINISTRATION... Affirmative action programs....

  20. 48 CFR 922.804 - Affirmative action programs.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 48 Federal Acquisition Regulations System 5 2012-10-01 2012-10-01 false Affirmative action programs. 922.804 Section 922.804 Federal Acquisition Regulations System DEPARTMENT OF ENERGY SOCIOECONOMIC... Affirmative action programs....

  1. 48 CFR 522.804 - Affirmative action programs.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 48 Federal Acquisition Regulations System 4 2013-10-01 2013-10-01 false Affirmative action programs. 522.804 Section 522.804 Federal Acquisition Regulations System GENERAL SERVICES ADMINISTRATION... Affirmative action programs....

  2. 48 CFR 1522.804 - Affirmative action programs.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 48 Federal Acquisition Regulations System 6 2014-10-01 2014-10-01 false Affirmative action programs. 1522.804 Section 1522.804 Federal Acquisition Regulations System ENVIRONMENTAL PROTECTION AGENCY....804 Affirmative action programs....

  3. 48 CFR 522.804 - Affirmative action programs.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 48 Federal Acquisition Regulations System 4 2014-10-01 2014-10-01 false Affirmative action programs. 522.804 Section 522.804 Federal Acquisition Regulations System GENERAL SERVICES ADMINISTRATION... Affirmative action programs....

  4. 48 CFR 1422.804 - Affirmative action programs.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 48 Federal Acquisition Regulations System 5 2011-10-01 2011-10-01 false Affirmative action programs. 1422.804 Section 1422.804 Federal Acquisition Regulations System DEPARTMENT OF THE INTERIOR....804 Affirmative action programs....

  5. 48 CFR 1422.804 - Affirmative action programs.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 48 Federal Acquisition Regulations System 5 2013-10-01 2013-10-01 false Affirmative action programs. 1422.804 Section 1422.804 Federal Acquisition Regulations System DEPARTMENT OF THE INTERIOR....804 Affirmative action programs....

  6. 48 CFR 422.804 - Affirmative action programs.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 48 Federal Acquisition Regulations System 4 2011-10-01 2011-10-01 false Affirmative action programs. 422.804 Section 422.804 Federal Acquisition Regulations System DEPARTMENT OF AGRICULTURE... Affirmative action programs....

  7. 48 CFR 22.804 - Affirmative action programs.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 48 Federal Acquisition Regulations System 1 2013-10-01 2013-10-01 false Affirmative action programs. 22.804 Section 22.804 Federal Acquisition Regulations System FEDERAL ACQUISITION REGULATION... Affirmative action programs....

  8. 48 CFR 22.804 - Affirmative action programs.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 48 Federal Acquisition Regulations System 1 2011-10-01 2011-10-01 false Affirmative action programs. 22.804 Section 22.804 Federal Acquisition Regulations System FEDERAL ACQUISITION REGULATION... Affirmative action programs....

  9. 48 CFR 22.804 - Affirmative action programs.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 48 Federal Acquisition Regulations System 1 2014-10-01 2014-10-01 false Affirmative action programs. 22.804 Section 22.804 Federal Acquisition Regulations System FEDERAL ACQUISITION REGULATION... Affirmative action programs....

  10. 48 CFR 1422.804 - Affirmative action programs.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 48 Federal Acquisition Regulations System 5 2012-10-01 2012-10-01 false Affirmative action programs. 1422.804 Section 1422.804 Federal Acquisition Regulations System DEPARTMENT OF THE INTERIOR....804 Affirmative action programs....

  11. 48 CFR 22.804 - Affirmative action programs.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 48 Federal Acquisition Regulations System 1 2012-10-01 2012-10-01 false Affirmative action programs. 22.804 Section 22.804 Federal Acquisition Regulations System FEDERAL ACQUISITION REGULATION... Affirmative action programs....

  12. 48 CFR 1522.804 - Affirmative action programs.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 48 Federal Acquisition Regulations System 6 2011-10-01 2011-10-01 false Affirmative action programs. 1522.804 Section 1522.804 Federal Acquisition Regulations System ENVIRONMENTAL PROTECTION AGENCY....804 Affirmative action programs....

  13. 48 CFR 922.804 - Affirmative action programs.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 48 Federal Acquisition Regulations System 5 2011-10-01 2011-10-01 false Affirmative action programs. 922.804 Section 922.804 Federal Acquisition Regulations System DEPARTMENT OF ENERGY SOCIOECONOMIC... Affirmative action programs....

  14. 48 CFR 922.804 - Affirmative action programs.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 48 Federal Acquisition Regulations System 5 2013-10-01 2013-10-01 false Affirmative action programs. 922.804 Section 922.804 Federal Acquisition Regulations System DEPARTMENT OF ENERGY SOCIOECONOMIC... Affirmative action programs....

  15. 48 CFR 422.804 - Affirmative action programs.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 48 Federal Acquisition Regulations System 4 2014-10-01 2014-10-01 false Affirmative action programs. 422.804 Section 422.804 Federal Acquisition Regulations System DEPARTMENT OF AGRICULTURE... Affirmative action programs....

  16. 48 CFR 22.804 - Affirmative action programs.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 48 Federal Acquisition Regulations System 1 2010-10-01 2010-10-01 false Affirmative action programs. 22.804 Section 22.804 Federal Acquisition Regulations System FEDERAL ACQUISITION REGULATION... Affirmative action programs....

  17. 48 CFR 422.804 - Affirmative action programs.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 48 Federal Acquisition Regulations System 4 2013-10-01 2013-10-01 false Affirmative action programs. 422.804 Section 422.804 Federal Acquisition Regulations System DEPARTMENT OF AGRICULTURE... Affirmative action programs....

  18. 48 CFR 1522.804 - Affirmative action programs.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 48 Federal Acquisition Regulations System 6 2013-10-01 2013-10-01 false Affirmative action programs. 1522.804 Section 1522.804 Federal Acquisition Regulations System ENVIRONMENTAL PROTECTION AGENCY....804 Affirmative action programs....

  19. 48 CFR 522.804 - Affirmative action programs.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 48 Federal Acquisition Regulations System 4 2011-10-01 2011-10-01 false Affirmative action programs. 522.804 Section 522.804 Federal Acquisition Regulations System GENERAL SERVICES ADMINISTRATION... Affirmative action programs....

  20. 48 CFR 422.804 - Affirmative action programs.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 48 Federal Acquisition Regulations System 4 2012-10-01 2012-10-01 false Affirmative action programs. 422.804 Section 422.804 Federal Acquisition Regulations System DEPARTMENT OF AGRICULTURE... Affirmative action programs....

  1. 48 CFR 522.804 - Affirmative action programs.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 48 Federal Acquisition Regulations System 4 2012-10-01 2012-10-01 false Affirmative action programs. 522.804 Section 522.804 Federal Acquisition Regulations System GENERAL SERVICES ADMINISTRATION... Affirmative action programs....

  2. 48 CFR 1522.804 - Affirmative action programs.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 48 Federal Acquisition Regulations System 6 2012-10-01 2012-10-01 false Affirmative action programs. 1522.804 Section 1522.804 Federal Acquisition Regulations System ENVIRONMENTAL PROTECTION AGENCY....804 Affirmative action programs....

  3. 36 CFR 72.16 - Preliminary Action Program requirements.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... INTERIOR URBAN PARK AND RECREATION RECOVERY ACT OF 1978 Local Recovery Action Programs § 72.16 Preliminary Action Program requirements. The following information must be submitted: (a) Evidence of...

  4. Active Sites Environmental Monitoring Program: Action levels

    SciTech Connect

    Ashwood, J.S.; Ashwood, T.L.

    1991-10-01

    The Active Sites Environmental Monitoring Program (ASEMP) was established at Oak Ridge National Laboratory to provide for early leak detection and to monitor performance of the active low-level waste disposal facilities in Solid Waste Storage Area (SWSA) 6 and the transuranic waste storage areas in SWSA 5 North. Early leak detection is accomplished by sampling runoff, groundwater, and perched water in burial trenches. Sample results are compared to action levels that represent background contamination by naturally occurring and fallout-derived radionuclides. 15 refs., 3 figs., 12 tabs.

  5. 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.…

  6. 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…

  7. 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.

  8. On the Nature of Problems in Action Learning

    ERIC Educational Resources Information Center

    Edmonstone, John

    2014-01-01

    The article aims to explore the nature of problems in action learning. Beginning with Revans' distinction between problems and puzzles, it draws parallels with the notion of wicked and tame problems. It offers four means of considering problems in action learning--in terms of the locus of a set's work; from the viewpoint of an…

  9. 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…

  10. Action Learning: Developing Critical Competencies for Knowledge Era Workers

    ERIC Educational Resources Information Center

    Robinson, Greg

    2005-01-01

    For most of the twentieth century, the goal in education was the generation and dissemination of information. With the rise of technology and unlimited access to information, it is the ability to apply knowledge and learn from experience that is the new priority for employee development. Action learning, with its emphasis on action and reflection,…

  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. Inspecting Cases against Revans' "Gold Standard" of Action Learning

    ERIC Educational Resources Information Center

    Willis, Verna J.

    2004-01-01

    A purposive sampling and analysis of ten case histories of action learning in the US suggests that applications tend to be partial, hierarchical, and leader controlled, thus running counter in several significant ways to the gold standard of Revans' action learning theory and egalitarian rules of engagement. Using critical markers to inspect the…

  13. 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…

  14. The GLOBE Program: Partnerships in Action

    NASA Astrophysics Data System (ADS)

    Henderson, S.; Kennedy, T.; Lemone, M.; Blurton, C.

    2004-12-01

    The GLOBE Program is a worldwide science and education partnership endeavor designed to increase scientific understanding of Earth as a system, support improved student achievement in science and math, and enhance environmental awareness through inquiry-based learning activities. GLOBE began on the premise that teachers and their students would partner with scientists to collect and analyze environmental data using specific protocols in five study areas - atmosphere, soils, hydrology, land cover, and phenology. As the GLOBE network grew, additional partnerships flourished making GLOBE an unprecedented collaboration of individuals worldwide - primary, secondary, and tertiary students, teachers and teacher educators, scientists, government officials, and others - to improve K-12 education. Since its inception in 1994, more than one million students in over 14,000 schools around the world have taken part in The GLOBE Program. The GLOBE Web site (http://www.globe.gov) is the repository for over 11 million student-collected data measurements easily accessible to students and scientists worldwide. Utilizing the advantages of the Internet for information sharing and communication, GLOBE has created an international community. GLOBE enriches students by giving them the knowledge and skills that they will need to become informed citizens and responsible decision-makers in an increasingly complex world. Understanding that all members of a community must support change if it is to be sustainable, GLOBE actively encourages the development of GLOBE Learning Communities (GLCs) which are designed to get diverse stakeholder groups involved in a local or regional environmental issue. Central to the GLC is the engagement of local schools. GLCs go beyond individual teachers implementing GLOBE in the isolation of their classrooms. Instead, the GLC brings multiple teachers and grade levels together to examine environmental issues encouraging the participation of a broad range of

  15. 36 CFR 72.15 - Preliminary Action Program.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ...) copies of the Preliminary Action Program. (Sec. 1007(a) and (b) of Title X National Parks and Recreation... 36 Parks, Forests, and Public Property 1 2010-07-01 2010-07-01 false Preliminary Action Program... INTERIOR URBAN PARK AND RECREATION RECOVERY ACT OF 1978 Local Recovery Action Programs § 72.15...

  16. 36 CFR 72.15 - Preliminary Action Program.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ...) copies of the Preliminary Action Program. (Sec. 1007(a) and (b) of Title X National Parks and Recreation... 36 Parks, Forests, and Public Property 1 2012-07-01 2012-07-01 false Preliminary Action Program... INTERIOR URBAN PARK AND RECREATION RECOVERY ACT OF 1978 Local Recovery Action Programs § 72.15...

  17. 36 CFR 72.15 - Preliminary Action Program.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ...) copies of the Preliminary Action Program. (Sec. 1007(a) and (b) of Title X National Parks and Recreation... 36 Parks, Forests, and Public Property 1 2014-07-01 2014-07-01 false Preliminary Action Program... INTERIOR URBAN PARK AND RECREATION RECOVERY ACT OF 1978 Local Recovery Action Programs § 72.15...

  18. Multi-agent Reinforcement Learning Model for Effective Action Selection

    NASA Astrophysics Data System (ADS)

    Youk, Sang Jo; Lee, Bong Keun

    Reinforcement learning is a sub area of machine learning concerned with how an agent ought to take actions in an environment so as to maximize some notion of long-term reward. In the case of multi-agent, especially, which state space and action space gets very enormous in compared to single agent, so it needs to take most effective measure available select the action strategy for effective reinforcement learning. This paper proposes a multi-agent reinforcement learning model based on fuzzy inference system in order to improve learning collect speed and select an effective action in multi-agent. This paper verifies an effective action select strategy through evaluation tests based on Robocop Keep away which is one of useful test-beds for multi-agent. Our proposed model can apply to evaluate efficiency of the various intelligent multi-agents and also can apply to strategy and tactics of robot soccer system.

  19. 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…

  20. 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…

  1. 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)…

  2. 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 learning in…

  3. From action to abstraction: Using the hands to learn math

    PubMed Central

    Novack, Miriam A.; Congdon, Eliza L.; Hemani-Lopez, Naureen; Goldin-Meadow, Susan

    2014-01-01

    Previous research has shown that children benefit from gesturing during math instruction. Here we ask whether gesturing promotes learning because it is itself a physical action, or because it uses physical action to represent abstract ideas. To address this question, we taught third-grade children a strategy for solving mathematical equivalence problems that was instantiated in one of three ways: (1) in the physical action children performed on objects, (2) in a concrete gesture miming that action, or (3) in an abstract gesture. All three types of hand movements helped children learn how to solve the problems on which they were trained. However, only gesture led to success on problems that required generalizing the knowledge gained. The results provide the first evidence that gesture promotes transfer of knowledge better than action, and suggest that the beneficial effects gesture has on learning may reside in the features that differentiate it from action. PMID:24503873

  4. 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

  5. PROGRAM TO TRAIN TRADE UNIONISTS AND CAA STAFF WORKERS AS COMMUNITY ACTION TRAINERS, CURRICULUM AND SCHEDULE.

    ERIC Educational Resources Information Center

    EIGER, NORMAN

    OBJECTIVES OF THE TEN-DAY RESIDENTIAL TRAINING PROGRAM HELD IN JUNE 1967 WERE--TO UNDERSTAND THE ROLE OF THE TRAINER, TO DEVELOP SKILLS AND KNOWLEDGE IN WORKING WITH GROUPS AND IN IMPLEMENTING COMMUNITY ACTION TRAINING PROGRAMS, TO HEIGHTEN SELF-AWARENESS, TO LEARN TO APPLY FORCE FIELD ANALYSIS TO PROBLEM SOLVING, TO INTERPRET LABOR'S POSITION IN…

  6. The "Accidental Activist": Learning, Embodiment and Action

    ERIC Educational Resources Information Center

    Ollis, Tracey

    2008-01-01

    The 21st century has seen renewed interest in activism, community development and social change globally (Kenny 2006). This paper outlines the educational significance of the learning practices of activists as they engage within and against the state. In an era of adult education which emphasises lifelong learning and learning in the workplace,…

  7. Virtual Action Learning: Experiences from a Study of an SME e-Learning Programme

    ERIC Educational Resources Information Center

    Stewart, Jean-Anne; Alexander, Gillian

    2006-01-01

    This paper presents the findings from a project investigating management development for SME managers using an action learning programme, combining both face-to-face workshops and a virtual action learning environment. This programme was undertaken as part of the ENSeL (Engaging Networks for Sustainable eLearning) project, which was supported by…

  8. 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…

  9. 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.…

  10. The Learning Council: Corporate Distance Learning in Action.

    ERIC Educational Resources Information Center

    Saltzman, Phyllis

    1997-01-01

    Reviews three applications of distance learning available to Johnson & Johnson employees. The Learning Council, a corporate interdivisional enterprise, uses distance learning to meet the learning needs of all divisions of ETHICON Endo-Surgery (EES), a Johnson & Johnson Company. Lists considerations for other organizations interested in distance…

  11. Science Learning Environments and Action Research

    ERIC Educational Resources Information Center

    Martin-Dunlop, Catherine

    2006-01-01

    A learning environment survey can be easily used in the science classroom to evaluate new instructional approaches, to spark enthusiasm, and to produce evidence showing that science teachers are indeed becoming a reflective practitioner. Conducting learning environment research in the classroom is personally rewarding as well. It allows science…

  12. Learning in Social Action: The Informal and Social Learning Dimensions of Circumstantial and Lifelong Activists

    ERIC Educational Resources Information Center

    Ollis, Tracey

    2011-01-01

    This paper explores the informal and social learning dimensions of activists as they learn skills and knowledge through participating in social action. In doing this I draw on Lave and Wenger's epistemology of situated learning and Bourdieu's theory of "habitus". I argue activists learn an array of community development skills in the social…

  13. 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…

  14. 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…

  15. The Learning Context: Influence on Learning to Program

    ERIC Educational Resources Information Center

    Govender, Irene

    2009-01-01

    In this paper the influence of the learning context is considered when learning to program. For the purposes of this study, the lectures, study process, previous knowledge or teaching experience and tests comprised the learning context. The article argues that students' experiences of the learning context have important implications for teaching…

  16. Hanford Tank Farm RCRA Corrective Action Program

    SciTech Connect

    Kristofzski, J.R.; Mann, F.M.; Anderson, F.J.; Lober, R.W.

    2007-07-01

    As a consequence of producing special nuclear material for the nation's defense, large amounts of extremely hazardous radioactive waste was created at the U.S. Department of Energy's (DOE) Hanford Site in south central Washington State. A little over 50 million gallons of this waste is now stored in 177 large, underground tanks on Hanford's Central Plateau in tank farms regulated under the Atomic Energy Act and the Resource, Conservation, and Recovery Act (RCRA). Over 60 tanks and associated infrastructure have released or are presumed to have released waste in the vadose zone. In 1998, DOE's Office of River Protection established the Hanford Tank Farm RCRA Corrective Action Program (RCAP) to: - Characterize the distribution and extent of the existing vadose zone contamination; - Determine how the contamination will move in the future; - Estimate the impacts of this contamination on groundwater and other media; - Develop and implement mitigative measures; - Develop corrective measures to be implemented as part of the final closure of the tank farm facilities. Since its creation, RCAP has made major advances in each of these areas, which will be discussed in this paper. (authors)

  17. 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,…

  18. 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…

  19. 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…

  20. 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…

  1. 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,…

  2. 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…

  3. Lessons learned from RTG programs

    SciTech Connect

    Reinstrom, R.M.; Cockfield, R.D.

    1998-01-01

    During the Cassini Radioisotope Thermoelectric Generator (RTG) program, the heritage RTG design was reviewed and modified to incorporate lessons learned. Design changes were made both to resolve problems as they occurred and to correct difficulties noted in earlier missions. Topics addressed in this paper included problems experienced previously at the launch facility in attaching the pressure relief device to the generators, and the open circuit conditions that occurred at times in the resistance temperature device wiring harness. Also discussed is a problem caused by mistakes in software configuration management. How lessons learned refined the RTG design and integration with the spacecraft are discussed and the adopted solutions are described. {copyright} {ital 1998 Lockheed Martin Missles and Space, reproduced with permission.}

  4. Learning to program the liver.

    PubMed

    Klaassen, Curtis D

    2014-01-01

    Half a century ago, people were learning to program computers. Similarly, we have been trying to learn how to program the liver to protect us from chemicals. We have given various chemicals that activate transcription factors such as the nuclear receptors: These ligand-activated nuclear receptors enter the nucleus of liver cells (hepatocytes) and bind to their specific motifs in DNA to increase the transcription of various genes that protect against chemical-induced injury. Several examples from our laboratory are given to demonstrate this detoxification process: (a) a steroid chemical that increases the expression of a hepatic transporter to enhance the elimination of other chemicals and thus decrease their toxicity, (b) a metal that decreases its own toxicity by increasing the production of a protein to which it binds, and (c) an herbal chemical that activates a transcription factor that serves as a sensor of oxidative stress and electrophiles to protect against cytotoxicity by increasing the expression of numerous antioxidant proteins. In addition, at the present time, we are investigating which bile acids that are synthesized in the liver and altered by bacteria in the intestine may be used to alter the programming of the liver, as well as how the liver reprograms itself after birth in the transition from a hematopoietic organ to one that decreases the toxicity of chemicals.

  5. Commercial Orbital Transportation Services (COTS) Program Lessons Learned

    NASA Technical Reports Server (NTRS)

    Lindenmoyer, Alan; Horkachuck, Mike; Shotwell, Gwynne; Manners, Bruce; Culbertson, Frank

    2015-01-01

    This report has been developed by the National Aeronautics and Space Administration (NASA) Human Exploration and Operations Mission Directorate (HEOMD) Risk Management team in close coordination with the COTS Program. This document provides a point-in-time, cumulative, summary of actionable key lessons learned derived from the design project. Lessons learned invariably address challenges and risks and the way in which these areas have been addressed. Accordingly the risk management thread is woven throughout the document.

  6. Learning through Action: Parallel Learning Processes in Children and Adults

    ERIC Educational Resources Information Center

    Ethridge, Elizabeth A.; Branscomb, Kathryn R.

    2009-01-01

    Experiential learning has become an essential part of many educational settings from infancy through adulthood. While the effectiveness of active learning has been evaluated in youth and adult settings, few known studies have compared the learning processes of children and adults within the same project. This article contrasts the active learning…

  7. Meta-Assessment: Assessing the Learning Outcomes Assessment Program

    ERIC Educational Resources Information Center

    Schoepp, Kevin; Benson, Scott

    2016-01-01

    Assessing the effectiveness of an assessment program is essential and can be accomplished through analysing the quality of closing the loop actions and through gathering faculty feedback. In this article we present closing the loop data from over 3 years of learning assessment reporting and from findings garnered through a faculty survey. Results…

  8. Action Research in EdD Programs in Educational Leadership

    ERIC Educational Resources Information Center

    Osterman, Karen; Furman, Gail; Sernak, Kathleen

    2014-01-01

    This exploratory study gathered information about the use of action research within doctor of education programs in educational leadership and explored faculty understanding of and perspectives on action research. Survey data established that action research is used infrequently to meet dissertation requirements. Contributing factors include lack…

  9. Learning To Teach Games for Understanding: Coming To Know the Action Research Process.

    ERIC Educational Resources Information Center

    Hopper, Tim F.

    This paper describes and interprets an action research project that supported student teachers learning to teach physical education in a community-based, after-school games program. Ten student teachers taught 10 lessons to elementary school children, under the guidance of 3 supervisory teachers, who were graduate students, and one program…

  10. 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…

  11. 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…

  12. 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 cooperation and…

  13. 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…

  14. 36 CFR 72.11 - Action program components.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 36 Parks, Forests, and Public Property 1 2010-07-01 2010-07-01 false Action program components. 72.11 Section 72.11 Parks, Forests, and Public Property NATIONAL PARK SERVICE, DEPARTMENT OF THE INTERIOR URBAN PARK AND RECREATION RECOVERY ACT OF 1978 Local Recovery Action Programs § 72.11...

  15. Cross-View Action Recognition via Transferable Dictionary Learning.

    PubMed

    Zheng, Jingjing; Jiang, Zhuolin; Chellappa, Rama

    2016-05-01

    Discriminative appearance features are effective for recognizing actions in a fixed view, but may not generalize well to a new view. In this paper, we present two effective approaches to learn dictionaries for robust action recognition across views. In the first approach, we learn a set of view-specific dictionaries where each dictionary corresponds to one camera view. These dictionaries are learned simultaneously from the sets of correspondence videos taken at different views with the aim of encouraging each video in the set to have the same sparse representation. In the second approach, we additionally learn a common dictionary shared by different views to model view-shared features. This approach represents the videos in each view using a view-specific dictionary and the common dictionary. More importantly, it encourages the set of videos taken from the different views of the same action to have the similar sparse representations. The learned common dictionary not only has the capability to represent actions from unseen views, but also makes our approach effective in a semi-supervised setting where no correspondence videos exist and only a few labeled videos exist in the target view. The extensive experiments using three public datasets demonstrate that the proposed approach outperforms recently developed approaches for cross-view action recognition.

  16. 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…

  17. Action Research on "Visible Learning" in Science

    ERIC Educational Resources Information Center

    Paterson, David

    2014-01-01

    "Visible teaching and learning" is an educational philosophy that makes the processes and endpoints in a classroom highly visible and understandable to all involved. This was translated into a series of lesson "roadmaps" for a group of chemistry students studying rates of reaction and reaction energetics. Their end-of-unit…

  18. 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…

  19. Action Research to Improve Teaching and Learning

    ERIC Educational Resources Information Center

    Ross-Fisher, Roberta

    2008-01-01

    Teachers and administrators must be able to identify clearly what techniques are effective at improving student learning, which ones are not, and how to develop a set of successful instructional practices based on that knowledge. Research is not typically something that many K-12 teachers think about as part of their regular planning regimen. Many…

  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. 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.

  2. 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.

  3. Action Learning Guided by Tao for Lifelong Learning

    ERIC Educational Resources Information Center

    San, Sam Kong

    2006-01-01

    Information Technology brings about rapid changes in working environment, quickly rendering skills and knowledge gained in formal learning institutions obsolete. Even as they prepare students for their first career, institutions also need to equip students with skills necessary for lifelong learning. The Nanyang Technological University (NTU),…

  4. 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…

  5. Technology Education in Action: Outstanding Programs.

    ERIC Educational Resources Information Center

    International Technology Education Association, Reston, VA.

    This volume contains 10 articles describing middle school and high school technology education programs conducted in schools throughout the United States. Program descriptions, which are written by the teachers involved in the programs, are from schools in the following areas: Ann Arbor, Michigan; Chicago, Illinois; Pittsburg, Kansas; Salt Lake…

  6. Programmed to learn? The ontogeny of mirror neurons.

    PubMed

    Del Giudice, Marco; Manera, Valeria; Keysers, Christian

    2009-03-01

    Mirror neurons are increasingly recognized as a crucial substrate for many developmental processes, including imitation and social learning. Although there has been considerable progress in describing their function and localization in the primate and adult human brain, we still know little about their ontogeny. The idea that mirror neurons result from Hebbian learning while the child observes/hears his/her own actions has received remarkable empirical support in recent years. Here we add a new element to this proposal, by suggesting that the infant's perceptual-motor system is optimized to provide the brain with the correct input for Hebbian learning, thus facilitating the association between the perception of actions and their corresponding motor programs. We review evidence that infants (1) have a marked visual preference for hands, (2) show cyclic movement patterns with a frequency that could be in the optimal range for enhanced Hebbian learning, and (3) show synchronized theta EEG (also known to favour synaptic Hebbian learning) in mirror cortical areas during self-observation of grasping. These conditions, taken together, would allow mirror neurons for manual actions to develop quickly and reliably through experiential canalization. Our hypothesis provides a plausible pathway for the emergence of mirror neurons that integrates learning with genetic pre-programming, suggesting new avenues for research on the link between synaptic processes and behaviour in ontogeny.

  7. Improving Learning of Programming through E-Learning by Using Asynchronous Virtual Pair Programming

    ERIC Educational Resources Information Center

    Zin, Abdullah Mohd; Idris, Sufian; Subramaniam, Nantha Kumar

    2006-01-01

    The problem of learning programming subjects, especially through distance learning and E-Learning, has been widely reported in literatures. Many attempts have been made to solve these problems. This has led to many new approaches in the techniques of learning of programming. One of the approaches that have been proposed is the use of virtual pair…

  8. Jointly Learning Multiple Sequential Dynamics for Human Action Recognition

    PubMed Central

    Liu, An-An; Su, Yu-Ting; Nie, Wei-Zhi; Yang, Zhao-Xuan

    2015-01-01

    Discovering visual dynamics during human actions is a challenging task for human action recognition. To deal with this problem, we theoretically propose the multi-task conditional random fields model and explore its application on human action recognition. For visual representation, we propose the part-induced spatiotemporal action unit sequence to represent each action sample with multiple partwise sequential feature subspaces. For model learning, we propose the multi-task conditional random fields (MTCRFs) model to discover the sequence-specific structure and the sequence-shared relationship. Specifically, the multi-chain graph structure and the corresponding probabilistic model are designed to represent the interaction among multiple part-induced action unit sequences. Moreover we propose the model learning and inference methods to discover temporal context within individual action unit sequence and the latent correlation among different body parts. Extensive experiments are implemented to demonstrate the superiority of the proposed method on two popular RGB human action datasets, KTH & TJU, and the depth dataset in MSR Daily Activity 3D. PMID:26147979

  9. Self-Learning through Programmed Learning in Distance Mode.

    ERIC Educational Resources Information Center

    Rao, D. Prakasa; Reddy, B. Sudhakar

    2002-01-01

    Presents the characteristics and development of self-learning material (SLM) in distance education. Discusses teaching with programmed learning; structure of SLM; and how SLM helps in self-study. Discusses the advantages of print materials as accompanying programmed instruction, because they are portable, well-structured, compact, and easily…

  10. Learning atomic human actions using variable-length Markov models.

    PubMed

    Liang, Yu-Ming; Shih, Sheng-Wen; Shih, Arthur Chun-Chieh; Liao, Hong-Yuan Mark; Lin, Cheng-Chung

    2009-02-01

    Visual analysis of human behavior has generated considerable interest in the field of computer vision because of its wide spectrum of potential applications. Human behavior can be segmented into atomic actions, each of which indicates a basic and complete movement. Learning and recognizing atomic human actions are essential to human behavior analysis. In this paper, we propose a framework for handling this task using variable-length Markov models (VLMMs). The framework is comprised of the following two modules: a posture labeling module and a VLMM atomic action learning and recognition module. First, a posture template selection algorithm, based on a modified shape context matching technique, is developed. The selected posture templates form a codebook that is used to convert input posture sequences into discrete symbol sequences for subsequent processing. Then, the VLMM technique is applied to learn the training symbol sequences of atomic actions. Finally, the constructed VLMMs are transformed into hidden Markov models (HMMs) for recognizing input atomic actions. This approach combines the advantages of the excellent learning function of a VLMM and the fault-tolerant recognition ability of an HMM. Experiments on realistic data demonstrate the efficacy of the proposed system.

  11. Affirmative Action Compliance Program for Fiscal Year 1980

    SciTech Connect

    Not Available

    1980-01-01

    Eleven chapters are used to delineate Lawrence Berkeley Lab's compliance, namely: (1) a description of LBL's facility, history, staff, mission, etc; (2) Affirmative Action policy statement; (3) dissemination (internal and external) per the implementation regulations; (4) identification of Affirmative Action responsibilities; (5) personnel policies; (6) past goal-setting process and accomplishment; (7) work-force array, job groups, availability determinations, identification of underutilization, and goals and timetables; (8) identification of problem areas and action-oriented programs; (9) listing and brief description of specific LBL Affirmative Action programs; (10) compliance with sex-discrimination guidelines; and (11) compliance with guidelines on discrimination because of religion or national origin.

  12. 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. PMID:25610457

  13. Template learning of cellular neural network using genetic programming.

    PubMed

    Radwan, Elsayed; Tazaki, Eiichiro

    2004-08-01

    A new learning algorithm for space invariant Uncoupled Cellular Neural Network is introduced. Learning is formulated as an optimization problem. Genetic Programming has been selected for creating new knowledge because they allow the system to find new rules both near to good ones and far from them, looking for unknown good control actions. According to the lattice Cellular Neural Network architecture, Genetic Programming will be used in deriving the Cloning Template. Exploration of any stable domain is possible by the current approach. Details of the algorithm are discussed and several application results are shown.

  14. 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.

  15. Intercultural Action Learning within a Business Context.

    ERIC Educational Resources Information Center

    Sand, Gregory A.

    1996-01-01

    Describes an intercultural program adapted to international marketing requirements by GLOBALTEAM, a marketing consultancy. GLOBALTEAM aims to increase sales by introducing corporate managers and workers to merchandising principles and standards. Training stresses goal setting, appropriate change atmosphere, task-force organization, operational…

  16. 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…

  17. Lifelong Learning: Policies, Practices, and Programs.

    ERIC Educational Resources Information Center

    Hatton, Michael J., Ed.

    The 26 articles in this book focus on lifelong learning policies, practices, and programs in 13 Asia Pacific countries. The following papers are included: "Half a Revolution: A Brief Survey of Lifelong Learning in New Zealand" (P. Methven and J. Hansen); "HRD in a Multicultural Workplace: The Need for Lifelong Learning" (M. Ogisu-Kamiya);…

  18. Postsecondary Peer Cooperative Learning Programs: Annotated Bibliography

    ERIC Educational Resources Information Center

    Arendale, David R., Comp.

    2005-01-01

    Purpose: This annotated bibliography is focused intentionally on postsecondary peer cooperative learning programs that increasing student achievement. Peer learning has been popular in education for decades. As both a pedagogy and learning strategy, it has been frequently adapted for a wide range of academic content areas at the elementary,…

  19. Building a Blended Learning Program

    ERIC Educational Resources Information Center

    McLester, Susan

    2011-01-01

    "Online learning" often serves as an umbrella term that includes the subcategory of blended learning, which might also be referred to as hybrid learning, and comprises some combination of online and face-to-face time. Spurred in part by a 2009 U.S. Department of Education study, "Evaluation of Evidence-Based Practices in Online Learning," which…

  20. Affirmative Action Programs: A Current Perspective.

    ERIC Educational Resources Information Center

    Muhammad, Habibah P.

    Recent lawsuits and judgments brought against colleges and universities for enacting affirmative action policies are threatening to dismantle the core principles of the Bakke decision (Regents of the University of California v. Bakke) and undermine the Civil Rights Act of 1964. This paper discusses current issues and challenges that pertain to…

  1. Affirmative Action Training Program for Firemen.

    ERIC Educational Resources Information Center

    MacBain, Z. E.

    This paper summarizes the "Affirmative Action" training of unskilled minorities for jobs as firemen. The various training approaches undertaken are discussed; some were more successful than others. Hopefully, the information provided in this report can be used by other fire departments as a basis for developing their own minority "Affirmative…

  2. Action Implications in Adult Basic Education Programs.

    ERIC Educational Resources Information Center

    Ohio State Dept. of Education, Columbus.

    Eight articles on adult basic education are presented. The articles adapted from 1971 workshop presentations are: Action Implications for ABE Directors by Alan Knox; ABE Budget Development, by Donald G. Butcher; Competent ABE Instructors, by William D. Dowling; Interview Techniques and Training, by Norman Kagan; Reading: The Basic in Adult Basic…

  3. Action Research: Effective Marketing Strategies for a Blended University Program

    ERIC Educational Resources Information Center

    Cook, Ruth Gannon; Ley, Kathryn

    2008-01-01

    This action research study investigated a marketing plan based on collaboration among a program faculty team and other organizational units for a graduate professional program. From its inception through the second year of operation, program enrollment increased due to the marketing plan based on an effective approach grounded in simple marketing…

  4. NASA Langley/CNU Distance Learning Programs.

    ERIC Educational Resources Information Center

    Caton, Randall; Pinelli, Thomas E.

    NASA Langley Research Center and Christopher Newport University (CNU) provide, free to the public, distance learning programs that focus on math, science, and/or technology over a spectrum of education levels from K-adult. The effort started in 1997, and currently there are a suite of five distance-learning programs. This paper presents the major…

  5. The Interdependent Learning Model. Program Summary.

    ERIC Educational Resources Information Center

    Far West Lab. for Educational Research and Development, Berkeley, CA.

    This document is the sixth in a series of 12 early childhood program descriptions compiled by the Far West Laboratory for Educational Research and Development. The program described here is the Interdependent Learning Model located at the Institute for Developmental Studies at New York University in New York City. The Interdependent Learning Model…

  6. Factors Influencing "Learning Difficulty" in Programmed Instruction.

    ERIC Educational Resources Information Center

    Hornung, Owen J.; Morasky, Robert L.

    Based on the assumption that learning difficulty in programed instruction is related to completion time and program response error-rates, an attempt was made to demonstrate that deletion of knowledge of results (KR) and first example (E) in the Rule-Example-Positive/Negative Example teaching frame paradigm would increase learning difficulty. Four…

  7. The Windana Therapeutic Community's Action Adventure Program.

    ERIC Educational Resources Information Center

    Price, Richard; DeBever, Marijke

    The Windana Society is a drug and alcohol agency in Victoria (Australia) that operates, among other things, a residential drug rehabilitation program in a rural setting. The program utilizes a holistic approach that addresses health and physical fitness; education; vocational and re-integration support; and psychological, emotional, spiritual, and…

  8. 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.

  9. 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…

  10. 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 involvement was heavily…

  11. Action Learning and Organisation Development: Overlapping Fields of Practice

    ERIC Educational Resources Information Center

    Edmonstone, John

    2011-01-01

    This paper explores the relationship between action learning and Organisation Development (OD). It proposes that they are overlapping fields of practice, with interesting similarities and differences. Both fields of practice are experienced as challenging to conventional ways of viewing organisations and people but are also subject to increasing…

  12. The Compatibility of Action Learning with Inner Game Coaching

    ERIC Educational Resources Information Center

    Aitkenhead, Andy

    2009-01-01

    Using "inner game" coaching techniques in the remediation of a challenged programme at a Global Investment Bank the environment was transformed into a delivery focused culture. The techniques included group sessions that would be familiar to anyone aware of action learning and were an integral part of the strategy to ensure sustainable change was…

  13. 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…

  14. 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…

  15. 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…

  16. 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…

  17. Feeding a Growing Team: Action Learning as Fertiliser

    ERIC Educational Resources Information Center

    Dunne, Teresa Faith

    2004-01-01

    Here I describe an action learning programme I ran for a youth offending team, with 15 of the 19 team members, over a six month period. The programme emerged from running a development session for the team, which highlighted a need for more ownership of the work of the team by workers and for them to be involved in setting the direction of the…

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

    PubMed

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

    2015-01-01

    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. PMID:26066904

  19. 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.

  20. Doers of the Word? An Enquiry into the Nature of Action in Action Learning

    ERIC Educational Resources Information Center

    Rooke, John; Altounyan, Caroline; Young, Angela; Young, Steve

    2007-01-01

    A recent trend in public policy in many countries is the requirement for "joined up thinking" and "joined up working", including partnership within and between agencies, and between agencies and their publics. This in turn has led to a growth of interest in action learning as a means to bring about the organizational and individual development…

  1. 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…

  2. 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.

  3. Science in action: An interdisciplinary science education program

    NASA Technical Reports Server (NTRS)

    Horton, Linda L.

    1992-01-01

    Science in Action is an education outreach program for pre-collegiate students. It is based on the concept that, in order to interest students in science, they must see science and scientists at work. The program encompasses the full range of scientific disciplines - the core sciences, engineering, and mathematics. A unique aspect of the program is the involvement and support of scientists and engineers representing local professional societies, industries, business, and academic institutions. An outline of the program is given.

  4. Human-level concept learning through probabilistic program induction.

    PubMed

    Lake, Brenden M; Salakhutdinov, Ruslan; Tenenbaum, Joshua B

    2015-12-11

    People learning new concepts can often generalize successfully from just a single example, yet machine learning algorithms typically require tens or hundreds of examples to perform with similar accuracy. People can also use learned concepts in richer ways than conventional algorithms-for action, imagination, and explanation. We present a computational model that captures these human learning abilities for a large class of simple visual concepts: handwritten characters from the world's alphabets. The model represents concepts as simple programs that best explain observed examples under a Bayesian criterion. On a challenging one-shot classification task, the model achieves human-level performance while outperforming recent deep learning approaches. We also present several "visual Turing tests" probing the model's creative generalization abilities, which in many cases are indistinguishable from human behavior. PMID:26659050

  5. Human-level concept learning through probabilistic program induction.

    PubMed

    Lake, Brenden M; Salakhutdinov, Ruslan; Tenenbaum, Joshua B

    2015-12-11

    People learning new concepts can often generalize successfully from just a single example, yet machine learning algorithms typically require tens or hundreds of examples to perform with similar accuracy. People can also use learned concepts in richer ways than conventional algorithms-for action, imagination, and explanation. We present a computational model that captures these human learning abilities for a large class of simple visual concepts: handwritten characters from the world's alphabets. The model represents concepts as simple programs that best explain observed examples under a Bayesian criterion. On a challenging one-shot classification task, the model achieves human-level performance while outperforming recent deep learning approaches. We also present several "visual Turing tests" probing the model's creative generalization abilities, which in many cases are indistinguishable from human behavior.

  6. Cancer survivorship programs: time for concerted action.

    PubMed

    Barbui, Tiziano; Björkholm, Magnus; Gratwohl, Alois

    2014-08-01

    Hematologists, specialists in cancer survivorship and patient advocates met in Bergamo, Italy (Nov 14–16, 2013) to highlight the physical, mental, psychosocial and financial challenges faced by cancer survivors and their families. Gaps in research and resources were all too apparent. This planned meeting perspective, not a formal consensus statement, reflects the key points mentioned by the participants during the discussions and the personal view of the authors. It proposes urgent action in key areas to ensure that people surviving cancer will suffer fewer long-term health problems than their predecessors and to contain costs. PMID:25082784

  7. Live action: can young children learn verbs from video?

    PubMed

    Roseberry, Sarah; Hirsh-Pasek, Kathy; Parish-Morris, Julia; Golinkoff, Roberta M

    2009-01-01

    The availability of educational programming aimed at infants and toddlers is increasing, yet the effect of video on language acquisition remains unclear. Three studies of 96 children aged 30-42 months investigated their ability to learn verbs from video. Study 1 asked whether children could learn verbs from video when supported by live social interaction. Study 2 tested whether children could learn verbs from video alone. Study 3 clarified whether the benefits of social interaction remained when the experimenter was shown on a video screen rather than in person. Results suggest that younger children only learn verbs from video with live social interaction whereas older children can learn verbs from video alone. Implications for verb learning and educational media are discussed.

  8. 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.

  9. 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

  10. Columbia University Affirmative Action Program (Condensed Version).

    ERIC Educational Resources Information Center

    Columbia Univ., New York, NY.

    Columbia University's equal employment opportunity policy is reviewed in relation to officers of instruction and research, officers of administration and support staff, and procedures and programs. Part I reaffirms the policy, indicates dissemination of the policy and reviews the responsibility for implementation of the policy. The officers of…

  11. EDUCATIONAL OPPORTUNITIES PROVIDED BY COMMUNITY ACTION PROGRAMS.

    ERIC Educational Resources Information Center

    PINNOCK, THEODORE J.

    INFORMAL EDUCATION PRIMARILY INCLUDES EDUCATION FOR EVERYDAY EFFECTIVE LIVING AND DOES NOT NECESSARILY HAVE TO INCLUDE COURSES FOR CREDIT AT THE HIGH SCHOOL AND COLLEGE LEVELS. MILLIONS OF POVERTY STRICKEN PEOPLE CAN BENEFIT FROM THE TYPE OF INFORMAL EDUCATION PROVIDED THROUGH THE OFFICE OF ECONOMIC OPPORTUNITY (OEO) IN SUCH PROGRAMS AS--(1) THE…

  12. Conceptions of Programming: A Study into Learning To Program.

    ERIC Educational Resources Information Center

    Booth, Shirley

    This paper reports the results of a phenomenographic study which focused on identifying and describing the conceptions of programming and related phenomena of about 120 computer science and computer engineering students learning to program. The report begins by tracing developments in the students' conceptions of programming and its parts, and…

  13. The learning curves of competitive programming

    NASA Astrophysics Data System (ADS)

    Garcia, Jose R.; Aguirre, Vanessa E.

    2014-10-01

    Universities around the world have implemented competitive programming as an approach to teach computer science courses. They have empirically validated this approach as a successful pedagogical tool. However, there are no conclusive results that describe the degree in which competitive programming affects the learning process of the students. In this paper, we report on the learning curves obtained from analyzing ten years of TopCoder algorithm competitions. We discuss on how these learning curves apply to university courses and can help us explain the influence of competitive programming in a class.

  14. 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…

  15. Count Me in: The Role of Action Learning in Making Learning and Skills Provision More Inclusive

    ERIC Educational Resources Information Center

    O'Toole, Gill

    2007-01-01

    This article explores the role of action learning in a national programme of research and development. The aim of the programme was to improve provision for disabled learners in the learning and skills sector by supporting providers in implementing the requirements of the Disability Discrimination Act (2002). Practitioners worked on a wide range…

  16. Practising What We Teach: Vocational Teachers Learn to Research through Applying Action Learning Techniques

    ERIC Educational Resources Information Center

    Lasky, Barbara; Tempone, Irene

    2004-01-01

    Action learning techniques are well suited to the teaching of organisation behaviour students because of their flexibility, inclusiveness, openness, and respect for individuals. They are no less useful as a tool for change for vocational teachers, learning, of necessity, to become researchers. Whereas traditional universities have always had a…

  17. 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,…

  18. 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…

  19. 48 CFR 1522.804 - Affirmative action programs.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 48 Federal Acquisition Regulations System 6 2010-10-01 2010-10-01 true Affirmative action programs. 1522.804 Section 1522.804 Federal Acquisition Regulations System ENVIRONMENTAL PROTECTION AGENCY SOCIOECONOMIC PROGRAMS APPLICATION OF LABOR LAWS TO GOVERNMENT ACQUISITIONS Equal Employment Opportunity...

  20. 40 CFR 192.33 - Corrective action programs.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 40 Protection of Environment 25 2011-07-01 2011-07-01 false Corrective action programs. 192.33 Section 192.33 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) RADIATION PROTECTION PROGRAMS HEALTH AND ENVIRONMENTAL PROTECTION STANDARDS FOR URANIUM AND THORIUM MILL TAILINGS Standards...

  1. 40 CFR 192.33 - Corrective action programs.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 40 Protection of Environment 26 2012-07-01 2011-07-01 true Corrective action programs. 192.33 Section 192.33 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) RADIATION PROTECTION PROGRAMS HEALTH AND ENVIRONMENTAL PROTECTION STANDARDS FOR URANIUM AND THORIUM MILL TAILINGS Standards...

  2. 48 CFR 1422.804 - Affirmative action programs.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 48 Federal Acquisition Regulations System 5 2014-10-01 2014-10-01 false Affirmative action programs. 1422.804 Section 1422.804 Federal Acquisition Regulations System DEPARTMENT OF THE INTERIOR SOCIOECONOMIC PROGRAMS APPLICATION OF LABOR LAWS TO GOVERNMENT ACQUISITIONS Equal Employment Opportunity...

  3. 48 CFR 922.804 - Affirmative action programs.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 48 Federal Acquisition Regulations System 5 2014-10-01 2014-10-01 false Affirmative action programs. 922.804 Section 922.804 Federal Acquisition Regulations System DEPARTMENT OF ENERGY SOCIOECONOMIC PROGRAMS APPLICATION OF LABOR LAWS TO GOVERNMENT ACQUISITION Equal Employment Opportunity...

  4. 48 CFR 922.804 - Affirmative action programs.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 48 Federal Acquisition Regulations System 5 2010-10-01 2010-10-01 false Affirmative action programs. 922.804 Section 922.804 Federal Acquisition Regulations System DEPARTMENT OF ENERGY SOCIOECONOMIC PROGRAMS APPLICATION OF LABOR LAWS TO GOVERNMENT ACQUISITION Equal Employment Opportunity...

  5. 48 CFR 1422.804 - Affirmative action programs.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 48 Federal Acquisition Regulations System 5 2010-10-01 2010-10-01 false Affirmative action programs. 1422.804 Section 1422.804 Federal Acquisition Regulations System DEPARTMENT OF THE INTERIOR SOCIOECONOMIC PROGRAMS APPLICATION OF LABOR LAWS TO GOVERNMENT ACQUISITIONS Equal Employment Opportunity...

  6. Transition Programming for Students with Learning Disabilities.

    ERIC Educational Resources Information Center

    Harrington, Stuart A.

    1997-01-01

    Successful transition programs for students with learning disabilities have some common elements: job-related academic instruction, interpersonal skills development, vocational education, and follow-along counseling after formal schooling ends. (SK)

  7. Lessons Learned from the Parents Matter! Program

    ERIC Educational Resources Information Center

    Long, Nicholas; Miller, Kim S.; Jackson, Leslie C.; Lindner, Gretchen K.; Hunt, Regina G.; Robinson, A. Doris; Goldsby, W. Dean; Armistead, Lisa P.

    2004-01-01

    We present a discussion of some of the lessons the investigators learned during the development and implementation phases of the Parents Matter! Program (PMP). Lessons were learned that are relevant to various groups involved in large scale, multi-site, community-based intervention studies: investigators, community leaders, community members,…

  8. Learning Disability Programs in Large Universities.

    ERIC Educational Resources Information Center

    Woods, Paula A.; And Others

    1990-01-01

    Conducted survey of state universities (N=13) offering comprehensive services for learning-disabled college students to determine learning disability program characteristics. Found most institutions offered basic support services but of varying quality. Found respondent inconsistencies in identification, assessment, and diagnosis of learning…

  9. Finding the Resources for Summer Learning Programs

    ERIC Educational Resources Information Center

    Sundius, M. Jane

    2007-01-01

    Research on summer learning losses has unambiguous implications for America: all children need learning opportunities in the summer. But how and when policymakers, educators, and youth service providers will fashion appropriate programming are far less clear. At the root of this problem is the need to vastly increase, stabilize, and coordinate…

  10. Student Development in an Experiential Learning Program

    ERIC Educational Resources Information Center

    Gilbert, Brandi L.; Banks, Julianna; Houser, John H. W.; Rhodes, Simon J.; Lees, N. Douglas

    2014-01-01

    This study is an outcomes assessment of an experiential learning program for undergraduate students interested in life and health sciences careers enrolled at a public urban research institution. The year-long research and professional experience internships were projected to improve learning outcomes in undergraduates. The study included an…

  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. 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.…

  13. 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…

  14. 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…

  15. Culture and Commitment: The Key to the Creation of an Action Learning Organization

    ERIC Educational Resources Information Center

    Hind, Matthew; Koenigsberger, John

    2007-01-01

    This article examines the introduction and practice of action learning into a highly volatile, commercial environment. During nine years of action learning projects, the impact on individuals, the action learning sets into which they were formed, the organization and its structure and the organizational culture were evaluated. The article…

  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. When Action Learning Doesn't "Take": Reflections on the DALEK Programme

    ERIC Educational Resources Information Center

    Edmonstone, John

    2010-01-01

    This article describes the use of "business-driven" action learning in a healthcare setting. It reviews and reflects on an example where action learning does not "take", identifying the likely causes of this. It also poses four questions--whether action learning is counter-cultural in some organisations; whether the Organisation Development…

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

    PubMed

    Botvinick, Matthew; Weinstein, Ari

    2014-11-01

    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.

  19. 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

  20. 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…

  1. 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…

  2. 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'.

  3. PROGRAMMED LEARNING OF A SECOND LANGUAGE.

    ERIC Educational Resources Information Center

    LANE, HARLAN

    THE PROCESSES OF EXPERIMENTAL PROGRAMING OF A FOREIGN LANGUAGE ARE EXAMINED ACCORDING TO THE PRINCIPLES OF OPERANT CONDITIONING, WHICH IS THE BASIS OF PROGRAMING TECHNIQUES. DISCUSSION OF FORMAL REPERTOIRES COVERS THE USE OF SUCH CONDITIONING METHODS AS DISCRIMINATION LEARNING AND TRANSFER, STIMULUS GENERALIZATION, RESPONSE GENERALIZATION, AND…

  4. Toward Coherence in Learning to Program.

    ERIC Educational Resources Information Center

    Bork, Alfred; And Others

    1985-01-01

    Discusses philosophical considerations that should be taken into account when developing materials to teach programing at elementary and secondary levels and outlines a learning environment based on these considerations. Philosophical considerations discussed relate to programing strategies, motivation, curriculum materials, continuity, visual and…

  5. Assurance of Learning in the MIS Program

    ERIC Educational Resources Information Center

    Harper, Jeffrey S.; Harder, Joseph T.

    2009-01-01

    This article describes the development of a systematic and practical methodology for assessing program effectiveness and monitoring student development in undergraduate decision sciences programs. The model we present is based on a student's progression through learning stages associated with four key competencies: technical, analytical,…

  6. The Digital Learning Faculty Certificate Program

    ERIC Educational Resources Information Center

    Ginzburg, Ekaterina; Chepya, Peter; Demers, David

    2010-01-01

    To assist in the training and professional development of faculty new to teaching online, Sacred Heart University established the Digital Learning Faculty Certificate Program. This 8-week online cohort program provides faculty with best practices for teaching online, including instructional design, effective online communication and appropriate…

  7. PROGRAMMED LEARNING MATERIALS FOR THE BLIND.

    ERIC Educational Resources Information Center

    MALLINSON, GEORGE G.

    THIS STUDY WAS DESIGNED AS A PRELIMINARY INVESTIGATION TO DETERMINE THE FEASIBILITY OF USING PROGRAMED LEARNING MATERIALS WITH BLIND STUDENTS. FOUR TYPES OF STIMULUS-REPONSE MODES FOR PROGRAMED INSTRUCTION WERE DEVELOPED--AUDIO STIMULUS-AUDIO RESPONSE, AUDIO STIMULUS-BRAILLE RESPONSE, BRAILLE STIMULUS-AUDIO RESPONSE, BRAILLE STIMULUS-BRAILLE…

  8. Language bootstrapping: learning word meanings from perception-action association.

    PubMed

    Salvi, Giampiero; Montesano, Luis; Bernardino, Alexandre; Santos-Victor, José

    2012-06-01

    We address the problem of bootstrapping language acquisition for an artificial system similarly to what is observed in experiments with human infants. Our method works by associating meanings to words in manipulation tasks, as a robot interacts with objects and listens to verbal descriptions of the interactions. The model is based on an affordance network, i.e., a mapping between robot actions, robot perceptions, and the perceived effects of these actions upon objects. We extend the affordance model to incorporate spoken words, which allows us to ground the verbal symbols to the execution of actions and the perception of the environment. The model takes verbal descriptions of a task as the input and uses temporal co-occurrence to create links between speech utterances and the involved objects, actions, and effects. We show that the robot is able form useful word-to-meaning associations, even without considering grammatical structure in the learning process and in the presence of recognition errors. These word-to-meaning associations are embedded in the robot's own understanding of its actions. Thus, they can be directly used to instruct the robot to perform tasks and also allow to incorporate context in the speech recognition task. We believe that the encouraging results with our approach may afford robots with a capacity to acquire language descriptors in their operation's environment as well as to shed some light as to how this challenging process develops with human infants.

  9. Improving Voluntary Environmental Management Programs: Facilitating Learning and Adaptation

    NASA Astrophysics Data System (ADS)

    Genskow, Kenneth D.; Wood, Danielle M.

    2011-05-01

    Environmental planners and managers face unique challenges understanding and documenting the effectiveness of programs that rely on voluntary actions by private landowners. Programs, such as those aimed at reducing nonpoint source pollution or improving habitat, intend to reach those goals by persuading landowners to adopt behaviors and management practices consistent with environmental restoration and protection. Our purpose with this paper is to identify barriers for improving voluntary environmental management programs and ways to overcome them. We first draw upon insights regarding data, learning, and adaptation from the adaptive management and performance management literatures, describing three key issues: overcoming information constraints, structural limitations, and organizational culture. Although these lessons are applicable to a variety of voluntary environmental management programs, we then present the issues in the context of on-going research for nonpoint source water quality pollution. We end the discussion by highlighting important elements for advancing voluntary program efforts.

  10. Library Programs. LSCA Programs: An Action Report II.

    ERIC Educational Resources Information Center

    Office of Educational Research and Improvement (ED), Washington, DC.

    The eight reports featured in this publication detail the accomplishments of the State Grant Program (Titles I through IV) funded by the Library Services and Construction Act (LSCA). Written by members of the Public Library Support Staff, these descriptions are based on state and local library reports on how they meet a variety of users' needs.…

  11. Neural Dynamics of Learning Sound—Action Associations

    PubMed Central

    McNamara, Adam; Buccino, Giovanni; Menz, Mareike M.; Gläscher, Jan; Wolbers, Thomas; Baumgärtner, Annette; Binkofski, Ferdinand

    2008-01-01

    A motor component is pre-requisite to any communicative act as one must inherently move to communicate. To learn to make a communicative act, the brain must be able to dynamically associate arbitrary percepts to the neural substrate underlying the pre-requisite motor activity. We aimed to investigate whether brain regions involved in complex gestures (ventral pre-motor cortex, Brodmann Area 44) were involved in mediating association between novel abstract auditory stimuli and novel gestural movements. In a functional resonance imaging (fMRI) study we asked participants to learn associations between previously unrelated novel sounds and meaningless gestures inside the scanner. We use functional connectivity analysis to eliminate the often present confound of ‘strategic covert naming’ when dealing with BA44 and to rule out effects of non-specific reductions in signal. Brodmann Area 44, a region incorporating Broca's region showed strong, bilateral, negative correlation of BOLD (blood oxygen level dependent) response with learning of sound-action associations during data acquisition. Left-inferior-parietal-lobule (l-IPL) and bilateral loci in and around visual area V5, right-orbital-frontal-gyrus, right-hippocampus, left-para-hippocampus, right-head-of-caudate, right-insula and left-lingual-gyrus also showed decreases in BOLD response with learning. Concurrent with these decreases in BOLD response, an increasing connectivity between areas of the imaged network as well as the right-middle-frontal-gyrus with rising learning performance was revealed by a psychophysiological interaction (PPI) analysis. The increasing connectivity therefore occurs within an increasingly energy efficient network as learning proceeds. Strongest learning related connectivity between regions was found when analysing BA44 and l-IPL seeds. The results clearly show that BA44 and l-IPL is dynamically involved in linking gesture and sound and therefore provides evidence that one of the

  12. 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…

  13. Networked Learning in 70001 Programs.

    ERIC Educational Resources Information Center

    Fine, Marija Futchs

    The 7000l Training and Employment Institute offers self-paced instruction through the use of computers and audiovisual materials to young people to improve opportunities for success in the work force. In 1988, four sites were equipped with Apple stand-alone software in an integrated learning system that included courses in reading and math, test…

  14. 41 CFR 60-2.17 - Additional required elements of affirmative action programs.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... elements of affirmative action programs. 60-2.17 Section 60-2.17 Public Contracts and Property Management... Action Programs § 60-2.17 Additional required elements of affirmative action programs. In addition to the elements required by § 60-2.10 through § 60-2.16, an acceptable affirmative action program must include...

  15. 41 CFR 60-2.17 - Additional required elements of affirmative action programs.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... elements of affirmative action programs. 60-2.17 Section 60-2.17 Public Contracts and Property Management... Action Programs § 60-2.17 Additional required elements of affirmative action programs. In addition to the elements required by § 60-2.10 through § 60-2.16, an acceptable affirmative action program must include...

  16. 41 CFR 60-2.17 - Additional required elements of affirmative action programs.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... elements of affirmative action programs. 60-2.17 Section 60-2.17 Public Contracts and Property Management... Action Programs § 60-2.17 Additional required elements of affirmative action programs. In addition to the elements required by § 60-2.10 through § 60-2.16, an acceptable affirmative action program must include...

  17. 41 CFR 60-2.10 - General purpose and contents of affirmative action programs.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... contents of affirmative action programs. 60-2.10 Section 60-2.10 Public Contracts and Property Management... EMPLOYMENT OPPORTUNITY, DEPARTMENT OF LABOR 2-AFFIRMATIVE ACTION PROGRAMS Purpose and Contents of Affirmative Action Programs § 60-2.10 General purpose and contents of affirmative action programs. (a) Purpose....

  18. 41 CFR 60-741.46 - Voluntary affirmative action programs for employees with disabilities.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... PROGRAMS, EQUAL EMPLOYMENT OPPORTUNITY, DEPARTMENT OF LABOR 741-AFFIRMATIVE ACTION AND NONDISCRIMINATION... Action Program § 60-741.46 Voluntary affirmative action programs for employees with disabilities. (a) The... contractor elects to implement a voluntary affirmative action program for employees with disabilities,...

  19. A Format for Packaging Your Affirmative Action Program.

    ERIC Educational Resources Information Center

    Brookmire, David A.; Burton, Amy A.

    1978-01-01

    In order to standardize procedures for corporate affirmative action programs (AAP) in compliance with all of the diverse federal legislation and regulations, the authors present an AAP manual format which has been approved by each interested federal agency and by the Office of Federal Contracts Compliance. (MF)

  20. 41 CFR 60-1.40 - Affirmative action programs.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 41 Public Contracts and Property Management 1 2013-07-01 2013-07-01 false Affirmative action programs. 60-1.40 Section 60-1.40 Public Contracts and Property Management Other Provisions Relating to... OF LABOR 1-OBLIGATIONS OF CONTRACTORS AND SUBCONTRACTORS Ancillary Matters § 60-1.40...

  1. 41 CFR 60-1.40 - Affirmative action programs.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 41 Public Contracts and Property Management 1 2011-07-01 2009-07-01 true Affirmative action programs. 60-1.40 Section 60-1.40 Public Contracts and Property Management Other Provisions Relating to... OF LABOR 1-OBLIGATIONS OF CONTRACTORS AND SUBCONTRACTORS Ancillary Matters § 60-1.40...

  2. 41 CFR 60-1.40 - Affirmative action programs.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 41 Public Contracts and Property Management 1 2014-07-01 2014-07-01 false Affirmative action programs. 60-1.40 Section 60-1.40 Public Contracts and Property Management Other Provisions Relating to... OF LABOR 1-OBLIGATIONS OF CONTRACTORS AND SUBCONTRACTORS Ancillary Matters § 60-1.40...

  3. 41 CFR 60-1.40 - Affirmative action programs.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 41 Public Contracts and Property Management 1 2012-07-01 2009-07-01 true Affirmative action programs. 60-1.40 Section 60-1.40 Public Contracts and Property Management Other Provisions Relating to... OF LABOR 1-OBLIGATIONS OF CONTRACTORS AND SUBCONTRACTORS Ancillary Matters § 60-1.40...

  4. Affirmative Action Education Programs for Siberian Native People.

    ERIC Educational Resources Information Center

    Bartels, Dennis; Bartels, Alice

    1984-01-01

    Describes origin and development of programs, focusing on affirmative action at the Faculty of Northern Peoples of Leningrad's Herzen Pedagogical Institute. Offers conclusions and implications for North America. Includes extensive bibliography, tables on Siberian populations and languages, and biographies of two Siberian educators and two female…

  5. A Participatory Action Research Approach To Evaluating Inclusive School Programs.

    ERIC Educational Resources Information Center

    Dymond, Stacy K.

    2001-01-01

    This article proposes a model for evaluating inclusive schools. Key elements of the model are inclusion of stakeholders in the evaluation process through a participatory action research approach, analysis of program processes and outcomes, use of multiple methods and measures, and obtaining perceptions from diverse stakeholder groups. (Contains…

  6. The FCEOC Library: A Community Action Program. Operations Manual.

    ERIC Educational Resources Information Center

    Scott, R. E.

    The Fresno County (California) Economic Opportunities Commission (FCEOC) library produced this policy, procedures, and use manual as a guide for community action programs. The manual includes information on structure and use of the card catalog, organization of materials, use and organization of the vertical file, organization of grant research…

  7. 36 CFR 72.15 - Preliminary Action Program.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ....11, 72.12 and 72.13 may be satisfied by local governments' submission of a Preliminary Action Program... Act of 1978, Pub. L. 95-625, (16 U.S.C. 2506); sec. 2 of Reorganization Plan No. 3 of 1950 (34...

  8. Improving Teaching and Learning of Computer Programming through the Use of the Second Life Virtual World

    ERIC Educational Resources Information Center

    Esteves, Micaela; Fonseca, Benjamim; Morgado, Leonel; Martins, Paulo

    2011-01-01

    The emergence of new technologies such as three-dimensional virtual worlds brings new opportunities for teaching and learning. We conducted an action research approach to the analysis of how teaching and learning of computer programming at the university level could be developed within the Second Life virtual world. Results support the notion that…

  9. Distance learning in toxicology: Australia's RMIT program

    SciTech Connect

    Ahokas, Jorma . E-mail: Jorma.ahokas@rmit.edu.au; Donohue, Diana; Rix, Colin; Wright, Paul

    2005-09-01

    RMIT University was the first to offer a comprehensive Masters of Toxicology in Australasia 19 years ago. In 2001 the program was transformed into two stages, leading to a Graduate Diploma and Master of Applied Science in Toxicology. Now, these programs are fully online and suitable for graduates living and working anywhere in the world. The modular distance-learning courses are specifically designed to equip students with essential skills for entering fields such as chemical and drug evaluation; risk assessment of chemicals in the workplace; environmental and food toxicology. RMIT's online course delivery system has made it possible to deliver the toxicology programs, both nationally and internationally. The learning material and interactive activities (tests and quizzes, discussion boards, chat sessions) use Blackboard and WebBoard, each with a different educational function. Students log in to a Learning Hub to access their courses. The Learning Hub enables students to extend their learning beyond the classroom to the home, workplace, library and any other location with Internet access. The teaching staff log in to the Learning Hub to maintain and administer the online programs and courses which they have developed and/or which they teach. The Learning Hub is also a communication tool for students and staff, providing access to email, a diary and announcements. The early experience of delivering a full toxicology program online is very positive. However this mode of teaching continues to present many interesting technical, educational and cultural challenges, including: the design and presentation of the material; copyright issues; internationalisation of content; interactive participation; and the assessment procedures.

  10. Distance learning in toxicology: Australia's RMIT program.

    PubMed

    Ahokas, Jorma; Donohue, Diana; Rix, Colin; Wright, Paul

    2005-09-01

    RMIT University was the first to offer a comprehensive Masters of Toxicology in Australasia 19 years ago. In 2001 the program was transformed into two stages, leading to a Graduate Diploma and Master of Applied Science in Toxicology. Now, these programs are fully online and suitable for graduates living and working anywhere in the world. The modular distance-learning courses are specifically designed to equip students with essential skills for entering fields such as chemical and drug evaluation; risk assessment of chemicals in the workplace; environmental and food toxicology. RMIT's online course delivery system has made it possible to deliver the toxicology programs, both nationally and internationally. The learning material and interactive activities (tests and quizzes, discussion boards, chat sessions) use Blackboard and WebBoard, each with a different educational function. Students log in to a Learning Hub to access their courses. The Learning Hub enables students to extend their learning beyond the classroom to the home, workplace, library and any other location with Internet access. The teaching staff log in to the Learning Hub to maintain and administer the online programs and courses which they have developed and/or which they teach. The Learning Hub is also a communication tool for students and staff, providing access to email, a diary and announcements. The early experience of delivering a full toxicology program online is very positive. However this mode of teaching continues to present many interesting technical, educational and cultural challenges, including: the design and presentation of the material; copyright issues; internationalization of content; interactive participation; and the assessment procedures.

  11. Current activities handbook: formerly utilized sites remedial action program

    SciTech Connect

    1981-02-27

    This volume is one of a series produced under contract with the DOE, by Politech Corporation to develop a legislative and regulatory data base to assist the FUSRAP management in addressing the institutional and socioeconomic issues involved in carrying out the Formerly Utilized Sites Remedial Action Program. This Information Handbook series contains information about all relevant government agencies at the Federal and state levels, the pertinent programs they administer, each affected state legislature, and current Federal and state legislative and regulatory initiatives. This volume is a compilation of information about the activities each of the thirteen state legislatures potentially affected by the Formerly Utilized Sites Remedial Action Program. It contains a description of the state legislative procedural rules and a schedule of each legislative session; a summary of pending relevant legislation; the name and telephone number of legislative and state agency contacts; and the full text of all bills identified.

  12. Hazardous Waste Remedial Actions Program annual progress report, FY 1990

    SciTech Connect

    Not Available

    1990-12-01

    The Hazardous Waste Remedial Actions Programs (HAZWRAP), a unit of Martin Marietta Energy Systems, Inc., supports the Department of Energy (DOE) Oak Ridge Operations Office in broadly environmental areas, especially those relating to waste management and environmental restoration. HAZWRAP comprises six program areas, which are supported by central administrative and technical organizations. Existing programs deal with airborne hazardous substances, pollution prevention, remedial actions planning, environmental restoration, technology development, and information and data systems. HAZWRAP's mission to develop, promote, and apply-cost-effective hazardous waste management and environmental technologies to help solve national problems and concerns. HAZWRAP seeks to serve as integrator for hazardous waste and materials management across the federal government. It applies the unique combination of research and development (R D) capabilities, technologies, management expertise, and facilities in the Energy Systems complex to address problems of national importance. 24 figs., 10 tabs.

  13. 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…

  14. ORNL Remedial Action Program strategy (FY 1987-FY 1992)

    SciTech Connect

    Trabalka, J.R.; Myrick, T.E.

    1987-12-01

    Over 40 years of Oak Ridge National Laboratory (ORNL) operations have produced a diverse legacy of contaminated inactive facilities, research areas, and waste disposal areas that are potential candidates for remedial action. The ORNL Remedial Action Program (RAP) represents a comprehensive effort to meet new regulatory requirements and ensure adequate protection of on-site workers, the public, and the environment by providing appropriate corrective measures at over 130 sites contaminated historically with radioactive, hazardous chemical, or mixed wastes. A structured path of program planning, site characterization, alternatives assessment, technology development, engineering design, continued site maintenance and surveillance, interim corrective action, and eventual site closure or decommissioning is required to meet these objectives. This report documents the development of the Remedial Action Program, through its preliminary characterization, regulatory interface, and strategy development activities. It provides recommendations for a comprehensive, long-term strategy consistent with existing technical, institutional, and regulatory information, along with a six-year plan for achieving its initial objectives. 53 refs., 8 figs., 12 tabs.

  15. Dynamic Learning Objects to Teach Java Programming Language

    ERIC Educational Resources Information Center

    Narasimhamurthy, Uma; Al Shawkani, Khuloud

    2010-01-01

    This article describes a model for teaching Java Programming Language through Dynamic Learning Objects. The design of the learning objects was based on effective learning design principles to help students learn the complex topic of Java Programming. Visualization was also used to facilitate the learning of the concepts. (Contains 1 figure and 2…

  16. 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…

  17. Saul: Towards Declarative Learning Based Programming

    PubMed Central

    Kordjamshidi, Parisa; Roth, Dan; Wu, Hao

    2015-01-01

    We present Saul, a new probabilistic programming language designed to address some of the shortcomings of programming languages that aim at advancing and simplifying the development of AI systems. Such languages need to interact with messy, naturally occurring data, to allow a programmer to specify what needs to be done at an appropriate level of abstraction rather than at the data level, to be developed on a solid theory that supports moving to and reasoning at this level of abstraction and, finally, to support flexible integration of these learning and inference models within an application program. Saul is an object-functional programming language written in Scala that facilitates these by (1) allowing a programmer to learn, name and manipulate named abstractions over relational data; (2) supporting seamless incorporation of trainable (probabilistic or discriminative) components into the program, and (3) providing a level of inference over trainable models to support composition and make decisions that respect domain and application constraints. Saul is developed over a declaratively defined relational data model, can use piecewise learned factor graphs with declaratively specified learning and inference objectives, and it supports inference over probabilistic models augmented with declarative knowledge-based constraints. We describe the key constructs of Saul and exemplify its use in developing applications that require relational feature engineering and structured output prediction. PMID:26635465

  18. NASA Langley/CNU Distance Learning Programs

    NASA Technical Reports Server (NTRS)

    Caton, Randall; Pinelli, Thomas E.

    2002-01-01

    NASA Langley Research Center and Christopher Newport University (CNU) provide, free to the public, distance learning programs that focus on math, science, and/or technology over a spectrum of education levels from K-adult. The effort started in 1997, and we currently have a suite of five distance-learning programs. We have around 450,000 registered educators and 12.5 million registered students in 60 countries. Partners and affiliates include the American Institute of Aeronautics and Astronautics (AIAA), the Aerospace Education Coordinating Committee (AECC), the Alliance for Community Media, the National Educational Telecommunications Association, Public Broadcasting System (PBS) affiliates, the NASA Learning Technologies Channel, the National Council of Teachers of Mathematics (NCTM), the Council of the Great City Schools, Hampton City Public Schools, Sea World Adventure Parks, Busch Gardens, ePALS.com, and Riverdeep. Our mission is based on the "Horizon of Learning," a vision for inspiring learning across a continuum of educational experiences. The programs form a continuum of educational experiences for elementary youth through adult learners. The strategic plan for the programs will evolve to reflect evolving national educational needs, changes within NASA, and emerging system initiatives. Plans for each program component include goals, objectives, learning outcomes, and rely on sound business models. It is well documented that if technology is used properly it can be a powerful partner in education. Our programs employ both advances in information technology and in effective pedagogy to produce a broad range of materials to complement and enhance other educational efforts. Collectively, the goals of the five programs are to increase educational excellence; enhance and enrich the teaching of mathematics, science, and technology; increase scientific and technological literacy; and communicate the results of NASA discovery, exploration, innovation and research

  19. PROGRAMMED INSTRUCTION AND LANGUAGE LEARNING.

    ERIC Educational Resources Information Center

    LUELSDORFF, PHILIP A.

    PROGRAMED INSTRUCTION, A TEACHING METHOD WHICH INCORPORATES (1) A DETAILED SPECIFICATION OF TERMINAL BEHAVIOR, (2) A CAREFUL SEQUENCING OF THE MATERIAL INTO GRADED STEPS, AND (3) THE REINFORCEMENT OF STUDENT RESPONSE, WORKS MORE FAVORABLY IN CERTAIN INSTRUCTIONAL MEDIA THAN IN OTHERS. CARROLL AND SKINNER BELIEVE THAT SUCCESS IN PROGRAMED…

  20. Learning Scientific Programming with Python

    NASA Astrophysics Data System (ADS)

    Hill, Christian

    2016-02-01

    1. Introduction; 2. The core Python language I; 3. Interlude: simple plotting with pylab; 4. The core Python language II; 5. IPython and IPython notebook; 6. NumPy; 7. Matplotlib; 8. SciPy; 9. General scientific programming; Appendix A; Solutions; Index.

  1. "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 students from low…

  2. A blended learning approach for teaching computer programming: design for large classes in Sub-Saharan Africa

    NASA Astrophysics Data System (ADS)

    Bayu Bati, Tesfaye; Gelderblom, Helene; van Biljon, Judy

    2014-01-01

    The challenge of teaching programming in higher education is complicated by problems associated with large class teaching, a prevalent situation in many developing countries. This paper reports on an investigation into the use of a blended learning approach to teaching and learning of programming in a class of more than 200 students. A course and learning environment was designed by integrating constructivist learning models of Constructive Alignment, Conversational Framework and the Three-Stage Learning Model. Design science research is used for the course redesign and development of the learning environment, and action research is integrated to undertake participatory evaluation of the intervention. The action research involved the Students' Approach to Learning survey, a comparative analysis of students' performance, and qualitative data analysis of data gathered from various sources. The paper makes a theoretical contribution in presenting a design of a blended learning solution for large class teaching of programming grounded in constructivist learning theory and use of free and open source technologies.

  3. Action Learning: Facilitating Real Change for Part-Time Occupational Therapy Students

    ERIC Educational Resources Information Center

    Walsh, Susan; Fegan, Colette

    2007-01-01

    This study explored the use of action learning with first-year part-time occupational therapy students. The aims were: (1) to identify the issues raised by students relating to their needs on the course and any changes they made; (2) to explore the influence of action learning in facilitating change. It was also hoped that through action learning…

  4. 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…

  5. Constellation Program Lessons Learned. Volume 2; Detailed Lessons Learned

    NASA Technical Reports Server (NTRS)

    Rhatigan, Jennifer; Neubek, Deborah J.; Thomas, L. Dale

    2011-01-01

    These lessons learned are part of a suite of hardware, software, test results, designs, knowledge base, and documentation that comprises the legacy of the Constellation Program. The context, summary information, and lessons learned are presented in a factual format, as known and described at the time. While our opinions might be discernable in the context, we have avoided all but factually sustainable statements. Statements should not be viewed as being either positive or negative; their value lies in what we did and what we learned that is worthy of passing on. The lessons include both "dos" and "don ts." In many cases, one person s "do" can be viewed as another person s "don t"; therefore, we have attempted to capture both perspectives when applicable and useful. While Volume I summarizes the views of those who managed the program, this Volume II encompasses the views at the working level, describing how the program challenges manifested in day-to-day activities. Here we see themes that were perhaps hinted at, but not completely addressed, in Volume I: unintended consequences of policies that worked well at higher levels but lacked proper implementation at the working level; long-term effects of the "generation gap" in human space flight development, the need to demonstrate early successes at the expense of thorough planning, and the consequences of problems and challenges not yet addressed because other problems and challenges were more immediate or manifest. Not all lessons learned have the benefit of being operationally vetted, since the program was cancelled shortly after Preliminary Design Review. We avoid making statements about operational consequences (with the exception of testing and test flights that did occur), but we do attempt to provide insight into how operational thinking influenced design and testing. The lessons have been formatted with a description, along with supporting information, a succinct statement of the lesson learned, and

  6. Facilitating Organizational Development through Action Learning--Some Practical and Theoretical Considerations

    ERIC Educational Resources Information Center

    Donnenberg, Otmar; De Loo, Ivo

    2004-01-01

    Action learning programmes are supposed to result in both personal and organizational development. However, organizational development can be negligible because, as the term implies, a connection must be secured between what has been learned by action learning participants and other members of an organization. Here, the facilitation and analysis…

  7. Moving from Opportunism to Expediency When Introducing Action Learning into an Organisation

    ERIC Educational Resources Information Center

    Bloodworth, Mike

    2014-01-01

    During my first year of practice as a new action learning facilitator undertaking an "ILM Level 5 Certificate in Action Learning Facilitation", an innovative Individual Service Fund pilot was launched by "Certitude", the organisation for which I work. The aim of this pilot was to enable people with learning disabilities and…

  8. Animating Critical Action Learning: Process-Based Leadership and Management Development

    ERIC Educational Resources Information Center

    Trehan, Kiran; Pedler, Mike

    2009-01-01

    Increasing attention is focusing on the value of critical approaches to enhancing leadership and management development processes. This paper examines how a critical action learning perspectives can be harnessed to produce valuable learning and development through critically reflective practise. Critical action learning approaches not only explore…

  9. Optimizing Canadian public immunization programs: a prescription for action.

    PubMed

    Scheifele, David W; Naus, Monika; Crowcroft, Natasha S; Dobson, Simon; Halperin, Scott A; Bjornson, Gordean

    2011-01-01

    Recent expansion of public vaccination programs for children and youth offers new health benefits but at substantially increased cost. As with other large public investments, immunization programs ought to be systematically evaluated for safety, effectiveness and economic value. At present, program evaluations are suboptimal in most provinces and territories. Experts in public health and vaccinology who attended a workshop in 2009 reviewed the shortcomings and produced "prescriptions for action" to improve matters. Six key recommendations were made: 1) a formal requirement should exist to evaluate all public vaccination programs appropriately; 2) greater voluntary harmonization of programs will facilitate evaluations; 3) a mechanism is needed to prioritize and coordinate program-specific evaluations; 4) new funding mechanisms are needed for basic jurisdictional studies and joint studies of broad relevance; 5) strong emphasis is needed on capacity development and training; and 6) administrative barriers to accessing health information systems and publishing evaluation studies need to be overcome. The expert group considered the need to improve program evaluations as urgent and compelling, with success achievable with dedicated funding and effective leadership. Demonstrating that Canadian immunization programs are among the world's best and safest is a sound strategy for maintaining public participation in those programs.

  10. The Impact of a Peer-Learning Agent Based on Pair Programming in a Programming Course

    ERIC Educational Resources Information Center

    Han, Keun-Woo; Lee, EunKyoung; Lee, YoungJun

    2010-01-01

    This paper analyzes the educational effects of a peer-learning agent based on pair programming in programming courses. A peer-learning agent system was developed to facilitate the learning of a programming language through the use of pair programming strategies. This system is based on the role of a peer-learning agent from pedagogical and…

  11. Parallel Volunteer Learning during Youth Programs

    ERIC Educational Resources Information Center

    Lesmeister, Marilyn K.; Green, Jeremy; Derby, Amy; Bothum, Candi

    2012-01-01

    Lack of time is a hindrance for volunteers to participate in educational opportunities, yet volunteer success in an organization is tied to the orientation and education they receive. Meeting diverse educational needs of volunteers can be a challenge for program managers. Scheduling a Volunteer Learning Track for chaperones that is parallel to a…

  12. LESSONS LEARNED AND BEST PRACTICES PROGRAM MANUAL

    SciTech Connect

    Gravois, Melanie C.

    2007-05-24

    This document provides requirements and guidelines for conducting a Lessons Learned and Best Practices Program within Lawrence Berkeley National Laboratory (LBNL) to ensure ongoing improvement of safety and reliability, prevent the recurrence of significant adverse events/trends, and determine implementation strategies that will help LBNL successfully meet the missions and goals set forth by the Department of Energy (DOE).

  13. How Learning Logic Programming Affects Recursion Comprehension

    ERIC Educational Resources Information Center

    Haberman, Bruria

    2004-01-01

    Recursion is a central concept in computer science, yet it is difficult for beginners to comprehend. Israeli high-school students learn recursion in the framework of a special modular program in computer science (Gal-Ezer & Harel, 1999). Some of them are introduced to the concept of recursion in two different paradigms: the procedural programming…

  14. Experts in the Classroom: Fellows Program Connects Teacher Learning to Student Outcomes

    ERIC Educational Resources Information Center

    Pett, Kate; Strahan, David; Gates, Carlye

    2014-01-01

    This article provides snapshots of teacher leadership in action as one result of the Asheville (N.C.) City Schools Foundation Innovation Fellows program, an approach to providing high quality professional learning for the district's best teachers. With start-up funding from the Z. Smith Reynolds Foundation, this program was created to retain…

  15. Pennsylvania state information handbook: formerly utilized sites remedial action program

    SciTech Connect

    1980-12-31

    This volume is one of a series produced under contract with the DOE, by Politech Corporation to develop a legislative and regulatory data base to assist the FUSRAP management in addressing the institutional and socioeconomic issues involved in carrying out the Formerly Utilized Sites Remedial Action Program. This Information Handbook series contains information about all relevant government agencies at the Federal and State levels, the pertinent programs they administer, each affected state legislature, and current Federal and state legislative and regulatory initiatives. This volume is a compilation of information about the State of Pennsylvania. It contains a description of the state executive branch structure; a summary of relevant state statutes and regulations; a description of the structure of the state legislature, identification of the officers and committee chairmen, and a summary of recent relevant legislative action; and the full text of relevant statutes and regulations.

  16. Ohio state information handbook: formerly utilized sites remedial action program

    SciTech Connect

    Not Available

    1981-02-09

    This volume is one of a series produced under contract with the DOE, by POLITECH CORPORATION to develop a legislative and regulatory data base to assist the FUSRAP management in addressing the institutional and socioeconomic issues involved in carrying out the Formerly Utilized Sites Remedial Action Program. This Information Handbook series contains information about all relevant government agencies at the Federal and state levels, the pertinent programs they administer, each affected state legislature, and current Federal and state legislative and regulatory initiatives. This volume is a compilation of information about the state of Ohio. It contains: a description of the state executive branch structure; a summary of relevant state statutes and regulations; a description of the structure of the state legislature, identification of the officers and committee chairmen, and a summary of recent relevant legislative action; the full test of relevant statutes and regulations.

  17. Oregon state information handbook: formerly utilized sites remedial action program

    SciTech Connect

    1980-12-31

    This volume is one of a series produced under contract with the DOE, by Politech Corporation to develop a legislative and regulatory data base to assist the FUSRAP management in addressing the institutional and socioeconomic issues involved in carrying out the Formerly Utilized Sites Remedial Action Program. This Information Handbook series contains information about all relevant government agencies at the Federal and state levels, the pertinent programs they administer, each affected state legislature, and current Federal and state legislative and regulatory initiatives. This volume is a compilation of information about the State of Oregon. It contains a description of the state executive branch structure; a summary of relevant state statutes and regulations; a description of the structure of the state legislature, identification of the officers and committee chairmen, and a summary of recent relevant legislative action; and the full text of relevant statutes and regulations.

  18. Florida state information handbook: formerly utilized sites remedial action program

    SciTech Connect

    1981-02-27

    This volume is one of a series produced under contract with DOE, Office of Nuclear Waste Management, by Politech Corporation to develop a legislative and regulatory data base to assist the FUSRAP management in addressing the institutional and socioeconomic issues involved in carrying out the Remedial Action Program. This Information Handbook series contains information about all relevant government agencies at the federal and state levels, the pertinent programs they administer, each affected state legislature, and current federal and state legislative and regulatory initiatives. This volume is a compilation of information about the State of Florida. It contains a description of the state executive branch structure; a summary of relevant state statutes and regulations; a description of the structure of the state legislature, identification of the officers and committee chairmen, and a summary of recent relevant legislative action; and the full text of relevant statutes and regulations.

  19. Iowa state information handbook: formerly utilized sites remedial action program

    SciTech Connect

    1981-02-09

    This volume is one of a series produced under contract with the DOE, By Politech Corporation to develop a legislative and regulatory data base to assist the FUSRAP management in addressing the institutional and socioeconomic issues involved in carrying out the Formerly Utilized Sites Remedial Action Program. This Information Handbook series contains information about all relevant government agencies at the Federal and state levels, the pertinent programs they administer, each affected state legislature, and current Federal and state legislative and regulatory initiatives. This volume is a compilation of information about the state of Iowa. It contains: a description of the state executive branch structure; a summary of relevant state statutes and regulations; a description of the structure of the state legislature, identification of the officers and committee chairmen, and a summary of recent relevant legislative action; the full test of relevant statutes and regulations.

  20. Maryland State information handbook: formerly utilized sites remedial action program

    SciTech Connect

    1980-12-31

    This volume is one of a series produced under contract with the DOE, by Politech Corporation to develop a legislative and regulatory data base to assist the FUSRAP management in addressing the institutional and socioeconomic issues involved in carrying out the Formerly Utilized Handbook Series Remedial Action Program. This Information Handbook series contains information about all relevant government agencies at the Federal and state levels, the pertinent programs they administer, each affected state legislature, and current Federal and state legislative and regulatory initiatives. This volume is a compilation of information about the State of Maryland. It contains: a description of the state executive branch structure; a summary of relevant state statutes and regulations; a description of the structure of the state legislature, identification of the officers and committee chairmen, and a summary of recent relevant legislative action; and the full text of relevant statutes and regulations.

  1. California state information handbook: formerly utilized sites remedial action program

    SciTech Connect

    1981-02-09

    This volume is one of a series produced under contract with the DOE, by Politech Corporation to develop a legislative and regulatory data base to assist the FUSRAP management in addressing the institutional and socioeconomic issues involved in carrying out the Formerly Utilized Sites Remedial Action Program. This Information Handbook series contains information about all relevant government agencies at the Federal and state levels, the pertinent programs they administer, each affected state legislature, and current Federal and state legislative and regulatory initiatives. This volume is a compilation of information about the state of California. It contains: a description of the state executive branch structure; a summary of relevant state statutes and regulations; a description of the structure of the state legislature, identification of the officers and committee chairmen, and a summary of recent relevant legislative action; the full text of relevant statutes and regulations.

  2. Massachusetts state information handbook: formerly utilized sites remedial action program

    SciTech Connect

    1981-02-09

    This volume is one of a series produced under contract with the DOE, by Politech Corporation to develop a legislative and regulatory data base to assist the FUSRAP management in addressing the institutional and socioeconomic issues involved in carrying out the Formerly Utilized Sites Remedial Action Program. This Information Handbook series contains information about all relevant government agencies at the Federal and state levels, the pertinent programs they administer, each affected state legislature, and current Federal and state legislative and regulatory initiatives. This volume is a compilation of information about the state of Massachusetts. It contains: a description of the state executive branch structure; a summary of relevant state statutes and regulations; a description of the structure of the state legislature, identification of the officers and committee chairmen, and a summary of recent relevant legislative action; the full text of relevant statutes and regulations.

  3. Oregon state information handbook formerly utilized sites remedial action program

    SciTech Connect

    1980-12-31

    This volume is one of a series produced under contract with the DOE, by Politech Corporation to develop a legislative and regulatory data base to assist the FUSRAP management in addressing the institutional and socioeconomic issues involved in carrying out the Formerly Utilized Sites Remedial Action Program. This Information Handbook series contains information about all relevant government agencies at the Federal and state levels, the pertinent programs they administater, each affected state legislature, and current Federal and state legislative and regulatory initiatives. This volume is a compilation of information about the State of Oregon. It contains: a description of the state executive branch structure; a summary of relevant state statutes and regulations; a description of the structure of the state legislature, identification of the officers and committee chairmen, and a summary of recent relevant legislative action; and the full text of relevant statutes and regulations.

  4. Programming for safe motherhood: a guide to action.

    PubMed

    Koblinsky, M A; Tinker, A; Daly, P

    1994-09-01

    The Safe Motherhood Initiative has successfully stimulated much interest in reducing maternal mortality. To accelerate programme implementation, this paper reviews lessons learned from the experience of industrial countries and from demonstration projects in developing countries, and proposes intervention strategies of policy dialogue, improved services and behavioural change. A typological approach with three hypothetical settings from resource poor to resource rich environments is used to address the variability in health behaviours and infrastructure encountered when programming for safe motherhood.

  5. Aligning Needs, Expectations, and Learning Outcomes to Sustain Self-Efficacy through Transfer Learning Community Programs

    ERIC Educational Resources Information Center

    Leptien, Jennifer R.

    2015-01-01

    This chapter addresses strengths and difficulties encountered in implementing transfer learning community models and how efficacy is supported through transfer learning community programming. Transfer programming best practices and recommendations for program improvements are presented.

  6. 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…

  7. Administrator Entry Year Programming: A Cross Institutional Pilot Program--Process, Program Descriptions, and Lessons Learned.

    ERIC Educational Resources Information Center

    Trenta, Louis; Beebe, Robert; Cosiano, Patrick; Eastridge, Harry

    This paper reviews processes used to develop a cross institutional, pilot administrator entry year program which provided leadership and learning support for beginning principals, assisted in further development of Ohio's administrative portfolio, provided a collaborative learning community, and created a statewide learning community to help…

  8. SOFIA Program SE and I Lessons Learned

    NASA Technical Reports Server (NTRS)

    Ray, Ronald J.; Fobel, Laura J.; Brignola, Michael P.

    2011-01-01

    Once a "Troubled Project" threatened with cancellation, the Stratospheric Observatory for Infrared Astronomy (SOFIA) Program has overcome many difficult challenges and recently achieved its first light images. To achieve success, SOFIA had to overcome significant deficiencies in fundamental Systems Engineering identified during a major Program restructuring. This presentation will summarize the lessons learn in Systems Engineering on the SOFIA Program. After the Program was reformulated, an initial assessment of Systems Engineering established the scope of the problem and helped to set a list of priorities that needed to be work. A revised Systems Engineering Management Plan (SEMP) was written to address the new Program structure and requirements established in the approved NPR7123.1A. An important result of the "Technical Planning" effort was the decision by the Program and Technical Leadership team to re-phasing the lifecycle into increments. The reformed SOFIA Program Office had to quickly develop and establish several new System Engineering core processes including; Requirements Management, Risk Management, Configuration Management and Data Management. Implementing these processes had to consider the physical and cultural diversity of the SOFIA Program team which includes two Projects spanning two NASA Centers, a major German partnership, and sub-contractors located across the United States and Europe. The SOFIA Program experience represents a creative approach to doing "System Engineering in the middle" while a Program is well established. Many challenges were identified and overcome. The SOFIA example demonstrates it is never too late to benefit from fixing deficiencies in the System Engineering processes.

  9. Measuring Outcomes of Living-Learning Programs: Examining College Environments and Student Learning and Development

    ERIC Educational Resources Information Center

    Inkelas, Karen Kurotsuchi; Vogt, Kristen E.; Longerbeam, Susan D.; Owen, Julie; Johnson, Dawn

    2006-01-01

    The National Study of Living-Learning Programs (NSLLP) survey instrument was designed to assess college environments and student learning and development outcomes associated with participation in living-learning programs. Data from the NSLLP show that students in living-learning programs demonstrate higher self-reported engagement and outcomes…

  10. Expedited Remedial Action Program (SB 923): A California Brownfields initiative

    SciTech Connect

    Cambridge, M.; Wolfenden, A.K.

    1996-12-31

    California`s Expedited Remedial Action Program (ERAP) created a comprehensive program that promotes an equitable and expedited approach for redevelopment of properties contaminated with hazardous substances. This bill embodies an emerging trend in environmental policy that permits flexibility, cooperation and creativity without compromising protection to public health or the environment. Within the California Environmental Protection Agency, the Department of Toxic Substances Control (DTSC) is promoting a number of programs to facilitate the restoration of contaminated properties as part of its Brownfields initiative. ERAP represents a potentially more efficient process to remediate sites by minimizing economic risks through a clearly identified liability scheme, indemnifying future owners through a covenant not to sue, and providing risk based cleanups that are based on the permanent use of the site.

  11. Science in Action'': An interdisciplinary science education program

    SciTech Connect

    Horton, L.L.

    1991-01-01

    Science in Action is an education outreach program for pre-collegiate students. It is based on the concept that, in order to interest students in science, they must see science and scientists at work. The program encompasses the full range of scientific disciplines -- the core sciences, engineering and mathematics. A unique aspect of the program is the involvement and support of scientists and engineers representing local professional societies, industries, businesses, and academic institutions. The goal of the presentations is to be highly interactive. The students have some hands on'' experiences and leave with a good feeling about science and engineering. To present a broad spectrum of role models, scientists and engineers were involved as presenters, guides, and exhibitors.

  12. 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.

  13. Missouri State information handbook: formerly utilized sites remedial action program

    SciTech Connect

    1980-12-31

    This volume is one of a series produced under contract with the DOE, by Politech Corporation to develop a legislative and regulatory data base to assist the FUSRAP management in addressing the institutional and socioeconomic issues involved in carrying out the Formerly Utilized Sites Remedial Action Program. This Information Handbook series contains information about all relevant government agencies at the Federal and state levels, the pertinent programs they administer, each affected state legislature, and current Federal and state legislative and regulatory initiatives. This volume is a compilation of information about the State of Missouri. It contains: a description of the state executive branch structure; a summary of relevant state statutes and regulations; a description of the structure of the state legislature chairmen, and a summary of recent relevant legislative action; a description of the organization and structure of local governments affected by remedial action at the St. Louis area sites; a summary of relevant local ordinances and regulations; an identification of relevant public interest groups; a list of radio stations, television stations, and newspapers that provide public information to the St. Louis area or to Jefferson City; and the full text of relevant statutes and regulations.

  14. Learning Human Actions by Combining Global Dynamics and Local Appearance.

    PubMed

    Luo, Guan; Yang, Shuang; Tian, Guodong; Yuan, Chunfeng; Hu, Weiming; Maybank, Stephen J

    2014-12-01

    In this paper, we address the problem of human action recognition through combining global temporal dynamics and local visual spatio-temporal appearance features. For this purpose, in the global temporal dimension, we propose to model the motion dynamics with robust linear dynamical systems (LDSs) and use the model parameters as motion descriptors. Since LDSs live in a non-Euclidean space and the descriptors are in non-vector form, we propose a shift invariant subspace angles based distance to measure the similarity between LDSs. In the local visual dimension, we construct curved spatio-temporal cuboids along the trajectories of densely sampled feature points and describe them using histograms of oriented gradients (HOG). The distance between motion sequences is computed with the Chi-Squared histogram distance in the bag-of-words framework. Finally we perform classification using the maximum margin distance learning method by combining the global dynamic distances and the local visual distances. We evaluate our approach for action recognition on five short clips data sets, namely Weizmann, KTH, UCF sports, Hollywood2 and UCF50, as well as three long continuous data sets, namely VIRAT, ADL and CRIM13. We show competitive results as compared with current state-of-the-art methods. PMID:26353152

  15. Learning formative skills of nursing practice in an accelerated program.

    PubMed

    McNiesh, Susan; Benner, Patricia; Chesla, Catherine

    2011-01-01

    The purpose of this qualitative research study was to describe how students in an accelerated master's degree entry program experientially learned the practice of nursing. One research question examined in this study was: What formative experiences did students identify as helping them develop and differentiate their clinical practice? Data from clinical observations and a combination of small group and individual interviews were collected and analyzed using interpretive phenomenological methods. Students identified formative skills learned through the independent care of a patient as pivotal in their identity and agency development. By experiencing the responsibility and action from within the body and from within concrete situations, students developed a new understanding that changed their embodied ways of perceiving and orienting to the situation, as well as their skills and sense of agency.

  16. Risk assessment in the DOE Assurance Program for Remedial Action

    SciTech Connect

    Marks, S.; Cross, F.T.; Denham, D.H.; Kennedy, W.E.; Stenner, R.D.

    1985-08-01

    This document provides information obtained during the performance of risk assessment tasks in support of the Assurance Program for Remedial Action (APRA) sponsored by the Office of Operational Safety of the Department of Energy. We have presented a method for the estimation of projected health effects at properties in the vicinity of uranium mill tailing piles due to transported tailings or emissions from the piles. Because radon and radon daughter exposure is identified as the principal factor contributing to health effects at such properties, the basis for estimating lung cancer risk as a result of such exposure is discussed in detail. Modeling of health risk due to a secondary pathway, ingestion of contaminated, home-grown food products, is also discussed since it is a potentially important additional source of exposure in certain geographic locations. Risk assessment methods used in various mill tailings reports are reviewed. The protocols for radiological surveys conducted in DOE-sponsored remedial action programs are critically reviewed with respect to their relevance to the needs of health risk estimation. The relevance of risk assessment to the APRA program is discussed briefly.

  17. 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…

  18. Implementing US Department of Energy lessons learned programs. Volume 2

    SciTech Connect

    1995-08-01

    The DOE Lessons Learned Handbook is a two-volume publication developed to supplement the DOE Lessons Learned Standard (DOE-STD-7501-95) with information that will organizations in developing or improving their lessons learned programs. Volume 1 includes greater detail than the Standard in areas such as identification and documentation of lessons learned; it also contains sections on specific processes such as training and performance measurement. Volume 2 (this document) contains examples of program documents developed by existing lessons learned programs as well as communications material, functional categories, transmittal documents, sources of professional and industry lessons learned, and frequently asked questions about the Lessons Learned List Service.

  19. 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…

  20. Formerly Utilized Sites Remedial Action Program environmental compliance assessment checklists

    SciTech Connect

    Levine, M.B.; Sigmon, C.F.

    1989-09-29

    The purpose of the Environmental Compliance Assessment Program is to assess the compliance of Formerly Utilized Site Remedial Action Program (FUSRAP) sites with applicable environmental regulations and Department of Energy (DOE) Orders. The mission is to identify, assess, and decontaminate sites utilized during the 1940s, 1950s, and 1960s to process and store uranium and thorium ores in support of the Manhattan Engineer District and the Atomic Energy Commission. To conduct the FUSRAP environmental compliance assessment, checklists were developed that outline audit procedures to determine the compliance status of the site. The checklists are divided in four groups to correspond to these regulatory areas: Hazardous Waste Management, PCB Management, Air Emissions, and Water Discharges.

  1. "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…

  2. 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…

  3. 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…

  4. 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…

  5. 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…

  6. 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 offered some…

  7. 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…

  8. "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…

  9. 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…

  10. Critical by Design: Enacting Critical Action Learning in a Small Business Context

    ERIC Educational Resources Information Center

    Ram, Monder; Trehan, Kiran

    2009-01-01

    A small but growing strand of literature is beginning to make the case for "critical action learning" (CAL). Much of this interest operates on theoretical terrain, speculating on the extent to which it might differ from more conventional notions of action learning. This paper draws on insights from (CAL) to demonstrate the importance of being…

  11. The Narrative Turn in Action Learning Practices: From Restitution to Quest

    ERIC Educational Resources Information Center

    Chivers, Mandy; Yates, Alan

    2010-01-01

    Discourse genres of narrative and dialogue are integral to action learning approaches. Whilst an examination of dialogue as the mode of critical thinking, sense making and strategising has been thorough, we suggest that there has been scant attention paid to the role of narrative in action learning practices. In this paper the authors present a…

  12. 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…

  13. 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…

  14. 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 by the…

  15. Easy to learn, hard to suppress: The impact of learned stimulus-outcome associations on subsequent action control.

    PubMed

    van Wouwe, N C; van den Wildenberg, W P M; Ridderinkhof, K R; Claassen, D O; Neimat, J S; Wylie, S A

    2015-12-01

    The inhibition of impulsive response tendencies that conflict with goal-directed action is a key component of executive control. An emerging literature reveals that the proficiency of inhibitory control is modulated by expected or unexpected opportunities to earn reward or avoid punishment. However, less is known about how inhibitory control is impacted by the processing of task-irrelevant stimulus information that has been associated previously with particular outcomes (reward or punishment) or response tendencies (action or inaction). We hypothesized that stimulus features associated with particular action-valence tendencies, even though task irrelevant, would modulate inhibitory control processes. Participants first learned associations between stimulus features (color), actions, and outcomes using an action-valence learning task that orthogonalizes action (action, inaction) and valence (reward, punishment). Next, these stimulus features were embedded in a Simon task as a task-irrelevant stimulus attribute. We analyzed the effects of action-valence associations on the Simon task by means of distributional analysis to reveal the temporal dynamics. Learning patterns replicated previously reported biases; inherent, Pavlovian-like mappings (action-reward, inaction-punishment avoidance) were easier to learn than mappings conflicting with these biases (action-punishment avoidance, inaction-reward). More importantly, results from two experiments demonstrated that the easier to learn, Pavlovian-like action-valence associations interfered with the proficiency of inhibiting impulsive actions in the Simon task. Processing conflicting associations led to more proficient inhibitory control of impulsive actions, similar to Simon trials without any association. Fast impulsive errors were reduced for trials associated with punishment in comparison to reward trials or trials without any valence association. These findings provide insight into the temporal dynamics of task

  16. Lessons Learned in Architecting Human Spaceflight Programs

    NASA Technical Reports Server (NTRS)

    Muirhead, Brian; Thomas, Dale

    2010-01-01

    This paper discusses the fundamentals of architecting a major human spaceflight program and the lessons that can be learned from Constellation. Constellation is/was NASA's program to implement a new generation of human exploration missions to the moon and beyond. It is/was a tightly-coupled program where a unique set of architectural challenges can be seen and evaluated to better understand how architecting of such systems can be improved upon in the future. While the specific issues discussed in this paper derive from the current Constellation architecture they share threads with previously-crewed systems including Apollo and Shuttle and are likely to be common to any human exploration system or system of significant technical and programmatic complexity.

  17. From science to action and from action to science: the Nunavik Trichinellosis Prevention Program

    PubMed Central

    Larrat, Sylvain; Simard, Manon; Lair, Stéphane; Bélanger, Denise; Proulx, Jean-François

    2012-01-01

    Objectives During the 1980s, walrus-meat consumption caused infections with the parasite Trichinella nativa in Nunavik inhabitants. In response to these events, stakeholders set up the community-based Nunavik Trichinellosis Prevention Program (NTPP). The objectives of the present communication are to review the NTPP, describe how science and action were interwoven in its development and identify its assets and limitations. Study design Descriptive study. Methods The NTPP relies on a pooled digestion assay of tongue samples taken from each harvested walrus. The public health recommendations depend on the results of the analyses: infected walrus meat should be destroyed; parasite-free meat may be eaten raw or cooked. Results All communities involved in the walrus hunt participate in the NTPP and a high percentage of harvested walruses are included in the NTPP. Infected animals account for 2.9% of the walruses tested (20/694) since 1992. The NTPP permitted the early management of a trichinellosis event in 1997. Since then, it prevented the new occurrence of outbreaks related to walruses hunted by Nunavimmiut. Conclusions The absence of recent major outbreaks of trichinellosis in Nunavik may reasonably be attributed to the NTPP. The success of the program stands on many facilitating factors such as the nature of the disease and its source, the existence of an efficient analytic method, the strong involvement of the different partners including direct resource users, as well as the comprehensive bidirectional science-to-action approach that has been followed. PMID:22789519

  18. Learning from Their Own Actions: The Unique Effect of Producing Actions on Infants' Action Understanding

    ERIC Educational Resources Information Center

    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…

  19. Action Research as a Research Methodology for the Study of the Teaching and Learning of Science.

    ERIC Educational Resources Information Center

    Feldman, Allan; Minstrell, Jim

    This chapter addresses issues of action research from three perspectives. In the first section, what it means to engage in action research as a methodology for investigating teaching and learning in science education is overviewed and various conceptions of action research are explicitly made. The second perspective is that of an individual…

  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. 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…

  2. Impulsivity and predictive control are associated with suboptimal action-selection and action-value learning in regular gamblers

    PubMed Central

    Lim, Matthew S.M.; Jocham, Gerhard; Hunt, Laurence T.; Behrens, Timothy E.J.; Rogers, Robert D.

    2016-01-01

    Heightened impulsivity and cognitive biases are risk factors for gambling problems. However, little is known about precisely how these factors increase the risks of gambling-related harm in vulnerable individuals. Here, we modelled the behaviour of eighty-seven community-recruited regular, but not clinically problematic, gamblers during a binary-choice reinforcement-learning game, to characterise the relationships between impulsivity, cognitive biases, and the capacity to make optimal action selections and learn about action-values. Impulsive gamblers showed diminished use of an optimal (Bayesian-derived) probability estimate when selecting between candidate actions, and showed slower learning rates and enhanced non-linear probability weighting while learning action values. Critically, gamblers who believed that it is possible to predict winning outcomes (as 'predictive control') failed to use the game's reinforcement history to guide their action selections. Extensive evidence attests to the ease with which gamblers can erroneously perceive structure in the reinforcement history of games when there is none. Our findings demonstrate that the generic and specific risk factors of impulsivity and cognitive biases can interfere with the capacity of some gamblers to utilise structure when it is available in the reinforcement history of games, potentially increasing their risks of sustaining gambling-related harms. PMID:27274706

  3. A Snapshot of OST Programming in Philadelphia: An Evaluation of Six 21st Century Community Learning Center Grantees

    ERIC Educational Resources Information Center

    Hartmann, Tracey A.; Gao, Jian; Kumar, Anurag; Edmunds, Kimberly

    2013-01-01

    This report looks at the 21st Century Community Learning Center (CCLC) programs evaluated by Research for Action (RFA). It seeks to answer the following questions: (1) Who participated in the 21st CCLC programs and how frequently did they participate?; (2) What elements of program quality were in place to achieve the intended outcomes?; and (3)…

  4. A Snapshot of OST Programs in Philadelphia: An Evaluation of Eleven 21st Century Community Learning Center Grantees

    ERIC Educational Resources Information Center

    Gao, Jian; Hallar, Brittan; Hartmann, Tracey A.

    2014-01-01

    This report examines the 21st Century Community Learning Center (CCLC) programs evaluated by Research for Action (RFA) and presents an aggregate analysis of key findings to inform broader discussions about OST programs. The report addresses the following questions: (1) Who participated in the 21st CCLC programs and how frequently did they…

  5. Promoting Quality for Teacher Action Research: Lessons Learned from Science Teachers' Action Research

    ERIC Educational Resources Information Center

    Capobianco, Brenda M.; Feldman, Allan

    2006-01-01

    In this article we explore the concept of quality in teacher action research by re-examining our participation with science teachers in several different collaborative action research projects. We conducted second-order action research and generated a series reflexive conditions for promoting and ensuring quality action research. We assert that a…

  6. Action-outcome learning and prediction shape the window of simultaneity of audiovisual outcomes.

    PubMed

    Desantis, Andrea; Haggard, Patrick

    2016-08-01

    To form a coherent representation of the objects around us, the brain must group the different sensory features composing these objects. Here, we investigated whether actions contribute in this grouping process. In particular, we assessed whether action-outcome learning and prediction contribute to audiovisual temporal binding. Participants were presented with two audiovisual pairs: one pair was triggered by a left action, and the other by a right action. In a later test phase, the audio and visual components of these pairs were presented at different onset times. Participants judged whether they were simultaneous or not. To assess the role of action-outcome prediction on audiovisual simultaneity, each action triggered either the same audiovisual pair as in the learning phase ('predicted' pair), or the pair that had previously been associated with the other action ('unpredicted' pair). We found the time window within which auditory and visual events appeared simultaneous increased for predicted compared to unpredicted pairs. However, no change in audiovisual simultaneity was observed when audiovisual pairs followed visual cues, rather than voluntary actions. This suggests that only action-outcome learning promotes temporal grouping of audio and visual effects. In a second experiment we observed that changes in audiovisual simultaneity do not only depend on our ability to predict what outcomes our actions generate, but also on learning the delay between the action and the multisensory outcome. When participants learned that the delay between action and audiovisual pair was variable, the window of audiovisual simultaneity for predicted pairs increased, relative to a fixed action-outcome pair delay. This suggests that participants learn action-based predictions of audiovisual outcome, and adapt their temporal perception of outcome events based on such predictions. PMID:27131076

  7. Action-outcome learning and prediction shape the window of simultaneity of audiovisual outcomes.

    PubMed

    Desantis, Andrea; Haggard, Patrick

    2016-08-01

    To form a coherent representation of the objects around us, the brain must group the different sensory features composing these objects. Here, we investigated whether actions contribute in this grouping process. In particular, we assessed whether action-outcome learning and prediction contribute to audiovisual temporal binding. Participants were presented with two audiovisual pairs: one pair was triggered by a left action, and the other by a right action. In a later test phase, the audio and visual components of these pairs were presented at different onset times. Participants judged whether they were simultaneous or not. To assess the role of action-outcome prediction on audiovisual simultaneity, each action triggered either the same audiovisual pair as in the learning phase ('predicted' pair), or the pair that had previously been associated with the other action ('unpredicted' pair). We found the time window within which auditory and visual events appeared simultaneous increased for predicted compared to unpredicted pairs. However, no change in audiovisual simultaneity was observed when audiovisual pairs followed visual cues, rather than voluntary actions. This suggests that only action-outcome learning promotes temporal grouping of audio and visual effects. In a second experiment we observed that changes in audiovisual simultaneity do not only depend on our ability to predict what outcomes our actions generate, but also on learning the delay between the action and the multisensory outcome. When participants learned that the delay between action and audiovisual pair was variable, the window of audiovisual simultaneity for predicted pairs increased, relative to a fixed action-outcome pair delay. This suggests that participants learn action-based predictions of audiovisual outcome, and adapt their temporal perception of outcome events based on such predictions.

  8. Using Emancipatory Action Research To Implement Cooperative Learning into High School Chemistry Teaching.

    ERIC Educational Resources Information Center

    Yang, Hung-Heng; Tuan, Hsiao-lin

    This study reports on a high school teacher using emancipatory action research to implement cooperative learning strategies in a chemistry class. Data were collected and analyzed using qualitative methods. The findings of the study indicate: (1) students accept cooperative learning if they feel it can increase their ability to learn content; (2)…

  9. Creating Leaders through the Teacher Learning and Leadership Program

    ERIC Educational Resources Information Center

    Pearce, Kyle

    2015-01-01

    Leadership is a skill that can be learned through professional development, mentoring, and leadership development programs. In Ontario, the Teacher Learning and Leadership Program (TLLP) helps educators develop their leadership skills through a Ministry of Education--funded project that addresses student learning needs in their classrooms. This…

  10. Federal government information handbook: formerly utilized sites remedial action program

    SciTech Connect

    Not Available

    1980-12-31

    This volume is one of a series produced under contract with the DOE, by Politech Corporation to develop a legislative and regulatory data base to assist the FUSRAP management in addressing the institutional and socioeconomic issues involved in carrying out the Formerly Utilized Sites Remedial Action Program. This Information Handbook series contains information about all relevant government agencies at the Federal and state levels, the pertinent programs they administer, each affected state legislature, and current Federal and state legislative and regulatory initiatives. This volume is a compilation of information about the Federal Government. It contains a summary of the organization and responsibilities of agencies within the executive branch of the Federal government which may be relevant to FUSRAP activities; a brief summary of relevant Federal statutes and regulations; a description of the structure of the US Congress, identification of the officers, relevant committees and committee chairmen; a description of the Federal legislative process; a summary of legislation enacted and considered in the recently-adjourned 96th Congress; a description of the Federal budgetary process; a summary of the Carter Administration's comprehensive radioactive waste management program; and excerpts from the text of relevant federal statutes and regulations.

  11. Lessons learned from IRIS EPO program evaluations

    NASA Astrophysics Data System (ADS)

    Taber, J.; Hubenthal, M.

    2012-12-01

    Evaluating the overall impact of EPO programs that include activities ranging from formal education through broad public outreach, is a complex issue. The impact of education activities targeted at narrowly defined audiences is generally easier to quantify than the national impact of outreach activities conducted by a relatively small program. For educational activities, our approach has been to leverage the best-practices identified through research and to continuously assess the individual elements internally with the intention of making improvements based on the data generated and the existing research. By constructing our elements on the best practices identified by the research community we feel that internal formative evaluation is a valid means to determine if an activity is effective, particularly when the results are compared to similar programs. For example, effective practices of professional development are well documented in the literature. As a result, this allows us to shape our programs and our evaluations to monitor elements that have been identified as key by the educational research community. Further, such actions allow us to avoid allocating significant resources with the intention of pinning down direct causal relationships between our programs and consumers, when similar interventions (conducted by others) have already shown such relationships. Ongoing review by an EPO advisory committee also provides regular oversight of program impact. While we find internal and external formative evaluation extremely useful in shaping the program and documenting its impact, we also recognize the value of a summative evaluation process. For example, an external summative evaluation of the IRIS EPO program was conducted in 2009, followed by an external panel review, as part of the regular review of IRIS programs. We found that the most valuable part of the external evaluation was our preparation, including clarifying the goals of each of the elements of the

  12. What Have We Learned from Follow Through? Implications for Future R & D Programs.

    ERIC Educational Resources Information Center

    Evans, John W.

    This discussion traces the legislative, fiscal, and programmatic history of Project Follow Through and analyzes the many problems and controversies that have surrounded it. It is argued that problems have been largely a result of the attempt to combine research and development (R & D) and social action service programs. Lessons learned as a result…

  13. Neuro-Linguistic Programming and Learning: Teacher Case Studies on the Impact of NLP in Education

    ERIC Educational Resources Information Center

    Carey, John; Churches, Richard; Hutchinson, Geraldine; Jones, Jeff; Tosey, Paul

    2010-01-01

    This research paper reports on evidence from 24 teacher-led action research case studies and builds on the 2008 CfBT Education Trust published paper by Richard Churches and John West-Burnham "Leading learning through relationships: the implications of Neurolinguistic programming for personalisation and the children's agenda in England". The…

  14. Development of a wheelchair skills home program for older adults using a participatory action design approach.

    PubMed

    Giesbrecht, Edward M; Miller, William C; Mitchell, Ian M; Woodgate, Roberta L

    2014-01-01

    Restricted mobility is the most common impairment among older adults and a manual wheelchair is often prescribed to address these limitations. However, limited access to rehabilitation services results in older adults typically receiving little or no mobility training when they receive a wheelchair. As an alternative and novel approach, we developed a therapist-monitored wheelchair skills home training program delivered via a computer tablet. To optimize efficacy and adherence, principles of self-efficacy and adult learning theory were foundational in the program design. A participatory action design approach was used to engage older adult wheelchair users, care providers, and prescribing clinicians in an iterative design and development process. A series of prototypes were fabricated and revised, based on feedback from eight stakeholder focus groups, until a final version was ready for evaluation in a clinical trial. Stakeholder contributions affirmed and enhanced the foundational theoretical principles and provided validation of the final product for the target population. PMID:25276768

  15. Development of a Wheelchair Skills Home Program for Older Adults Using a Participatory Action Design Approach

    PubMed Central

    Giesbrecht, Edward M.; Miller, William C.; Mitchell, Ian M.; Woodgate, Roberta L.

    2014-01-01

    Restricted mobility is the most common impairment among older adults and a manual wheelchair is often prescribed to address these limitations. However, limited access to rehabilitation services results in older adults typically receiving little or no mobility training when they receive a wheelchair. As an alternative and novel approach, we developed a therapist-monitored wheelchair skills home training program delivered via a computer tablet. To optimize efficacy and adherence, principles of self-efficacy and adult learning theory were foundational in the program design. A participatory action design approach was used to engage older adult wheelchair users, care providers, and prescribing clinicians in an iterative design and development process. A series of prototypes were fabricated and revised, based on feedback from eight stakeholder focus groups, until a final version was ready for evaluation in a clinical trial. Stakeholder contributions affirmed and enhanced the foundational theoretical principles and provided validation of the final product for the target population. PMID:25276768

  16. A Three Step Plan for Implementing an Affirmative Action Program

    ERIC Educational Resources Information Center

    Hilaael, Timothy M.

    1976-01-01

    (1) Centralize organizational responsibility for affirmative action. (2) Conduct an organizational audit related to the Equal Employment Opportunity Act. (3) Implement affirmative action as an administrative responsibility. (Author)

  17. Selection-for-action emerges in neural networks trained to learn spatial associations between stimuli and actions.

    PubMed

    Simione, Luca; Nolfi, Stefano

    2015-09-01

    The objects present in our environment evoke multiple conflicting actions at every moment. Thus, a mechanism that resolves this conflict is needed in order to avoid the production of chaotic ineffective behaviours. A plausible candidate for such role is the selective attention, capable of inhibiting the neural representations of the objects irrelevant in the ongoing context and as a consequence the actions they afford. In this paper, we investigated whether a selective attention mechanism emerges spontaneously during the learning of context-dependent behaviour, whereas most neurocomputational models of selective attention and action selection imply the presence of architectural constraints. To this aim, we trained a deep neural network to learn context-dependent visual-action associations. Our main result was the spontaneous emergence of an inhibitory mechanism aimed to solve conflicts between multiple afforded actions by directly suppressing the irrelevant visual stimuli eliciting the incorrect actions for the current context. This suggests that such an inhibitory mechanism emerged as a result of the incorporation of context-independent probabilistic regularities occurring between stimuli and afforded actions. PMID:26232191

  18. Peer Educators in Learning Assistance Programs: Best Practices for New Programs

    ERIC Educational Resources Information Center

    Wilson, Wendy L.; Arendale, David R.

    2011-01-01

    Peer educators have a critical role to play in the delivery of a wide variety of important programs on college campuses. Nowhere is this more evident than in learning assistance programs. These programs, typically housed in a learning center or learning assistance office, include tutoring and mentoring and often take the form of individual and…

  19. 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

  20. 42 CFR 431.820 - Corrective action under the MEQC program.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... SERVICES (CONTINUED) MEDICAL ASSISTANCE PROGRAMS STATE ORGANIZATION AND GENERAL ADMINISTRATION Quality... program. The agency must— (a) Take action to correct any active or negative case action errors found in the sample cases; (b) Take administrative action to prevent or reduce the incidence of those...

  1. 42 CFR 431.820 - Corrective action under the MEQC program.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... SERVICES (CONTINUED) MEDICAL ASSISTANCE PROGRAMS STATE ORGANIZATION AND GENERAL ADMINISTRATION Quality... program. The agency must— (a) Take action to correct any active or negative case action errors found in the sample cases; (b) Take administrative action to prevent or reduce the incidence of those...

  2. 42 CFR 431.820 - Corrective action under the MEQC program.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... SERVICES (CONTINUED) MEDICAL ASSISTANCE PROGRAMS STATE ORGANIZATION AND GENERAL ADMINISTRATION Quality... program. The agency must— (a) Take action to correct any active or negative case action errors found in the sample cases; (b) Take administrative action to prevent or reduce the incidence of those...

  3. 41 CFR 60-741.41 - Availability of affirmative action program.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... affirmative action program. 60-741.41 Section 60-741.41 Public Contracts and Property Management Other... OPPORTUNITY, DEPARTMENT OF LABOR 741-AFFIRMATIVE ACTION AND NONDISCRIMINATION OBLIGATIONS OF CONTRACTORS AND SUBCONTRACTORS REGARDING INDIVIDUALS WITH DISABILITIES Affirmative Action Program § 60-741.41 Availability...

  4. 41 CFR 60-250.40 - Applicability of the affirmative action program requirement.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... affirmative action program requirement. 60-250.40 Section 60-250.40 Public Contracts and Property Management... EMPLOYMENT OPPORTUNITY, DEPARTMENT OF LABOR 250-AFFIRMATIVE ACTION AND NONDISCRIMINATION OBLIGATIONS OF... SEPARATED VETERANS, AND OTHER PROTECTED VETERANS Affirmative Action Program § 60-250.40 Applicability of...

  5. 41 CFR 60-250.41 - Availability of affirmative action program.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... affirmative action program. 60-250.41 Section 60-250.41 Public Contracts and Property Management Other... OPPORTUNITY, DEPARTMENT OF LABOR 250-AFFIRMATIVE ACTION AND NONDISCRIMINATION OBLIGATIONS OF CONTRACTORS AND... OTHER PROTECTED VETERANS Affirmative Action Program § 60-250.41 Availability of affirmative...

  6. 41 CFR 60-741.40 - Applicability of the affirmative action program requirement.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... affirmative action program requirement. 60-741.40 Section 60-741.40 Public Contracts and Property Management... EMPLOYMENT OPPORTUNITY, DEPARTMENT OF LABOR 741-AFFIRMATIVE ACTION AND NONDISCRIMINATION OBLIGATIONS OF CONTRACTORS AND SUBCONTRACTORS REGARDING INDIVIDUALS WITH DISABILITIES Affirmative Action Program §...

  7. 41 CFR 60-300.41 - Availability of affirmative action program.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... affirmative action program. 60-300.41 Section 60-300.41 Public Contracts and Property Management Other... OPPORTUNITY, DEPARTMENT OF LABOR 300-AFFIRMATIVE ACTION AND NONDISCRIMINATION OBLIGATIONS OF FEDERAL... OR CAMPAIGN BADGE VETERANS, AND ARMED FORCES SERVICE MEDAL VETERANS Affirmative Action Program §...

  8. 41 CFR 60-300.40 - Applicability of the affirmative action program requirement.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... affirmative action program requirement. 60-300.40 Section 60-300.40 Public Contracts and Property Management... EMPLOYMENT OPPORTUNITY, DEPARTMENT OF LABOR 300-AFFIRMATIVE ACTION AND NONDISCRIMINATION OBLIGATIONS OF... VETERANS, AND ARMED FORCES SERVICE MEDAL VETERANS Affirmative Action Program § 60-300.40 Applicability...

  9. 41 CFR 60-250.40 - Applicability of the affirmative action program requirement.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... affirmative action program requirement. 60-250.40 Section 60-250.40 Public Contracts and Property Management... EMPLOYMENT OPPORTUNITY, DEPARTMENT OF LABOR 250-AFFIRMATIVE ACTION AND NONDISCRIMINATION OBLIGATIONS OF... SEPARATED VETERANS, AND OTHER PROTECTED VETERANS Affirmative Action Program § 60-250.40 Applicability of...

  10. 41 CFR 60-250.40 - Applicability of the affirmative action program requirement.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... affirmative action program requirement. 60-250.40 Section 60-250.40 Public Contracts and Property Management... EMPLOYMENT OPPORTUNITY, DEPARTMENT OF LABOR 250-AFFIRMATIVE ACTION AND NONDISCRIMINATION OBLIGATIONS OF... SEPARATED VETERANS, AND OTHER PROTECTED VETERANS Affirmative Action Program § 60-250.40 Applicability of...

  11. 41 CFR 60-250.41 - Availability of affirmative action program.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... affirmative action program. 60-250.41 Section 60-250.41 Public Contracts and Property Management Other... OPPORTUNITY, DEPARTMENT OF LABOR 250-AFFIRMATIVE ACTION AND NONDISCRIMINATION OBLIGATIONS OF CONTRACTORS AND... OTHER PROTECTED VETERANS Affirmative Action Program § 60-250.41 Availability of affirmative...

  12. 41 CFR 60-741.41 - Availability of affirmative action program.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... affirmative action program. 60-741.41 Section 60-741.41 Public Contracts and Property Management Other... OPPORTUNITY, DEPARTMENT OF LABOR 741-AFFIRMATIVE ACTION AND NONDISCRIMINATION OBLIGATIONS OF FEDERAL CONTRACTORS AND SUBCONTRACTORS REGARDING INDIVIDUALS WITH DISABILITIES Affirmative Action Program §...

  13. 41 CFR 60-741.40 - Applicability of the affirmative action program requirement.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... affirmative action program requirement. 60-741.40 Section 60-741.40 Public Contracts and Property Management... EMPLOYMENT OPPORTUNITY, DEPARTMENT OF LABOR 741-AFFIRMATIVE ACTION AND NONDISCRIMINATION OBLIGATIONS OF CONTRACTORS AND SUBCONTRACTORS REGARDING INDIVIDUALS WITH DISABILITIES Affirmative Action Program §...

  14. 41 CFR 60-300.41 - Availability of affirmative action program.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... affirmative action program. 60-300.41 Section 60-300.41 Public Contracts and Property Management Other... OPPORTUNITY, DEPARTMENT OF LABOR 300-AFFIRMATIVE ACTION AND NONDISCRIMINATION OBLIGATIONS OF CONTRACTORS AND... FORCES SERVICE MEDAL VETERANS Affirmative Action Program § 60-300.41 Availability of affirmative...

  15. 41 CFR 60-300.40 - Applicability of the affirmative action program requirement.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... affirmative action program requirement. 60-300.40 Section 60-300.40 Public Contracts and Property Management... EMPLOYMENT OPPORTUNITY, DEPARTMENT OF LABOR 300-AFFIRMATIVE ACTION AND NONDISCRIMINATION OBLIGATIONS OF... VETERANS, AND ARMED FORCES SERVICE MEDAL VETERANS Affirmative Action Program § 60-300.40 Applicability...

  16. 41 CFR 60-300.41 - Availability of affirmative action program.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... affirmative action program. 60-300.41 Section 60-300.41 Public Contracts and Property Management Other... OPPORTUNITY, DEPARTMENT OF LABOR 300-AFFIRMATIVE ACTION AND NONDISCRIMINATION OBLIGATIONS OF CONTRACTORS AND... FORCES SERVICE MEDAL VETERANS Affirmative Action Program § 60-300.41 Availability of affirmative...

  17. 41 CFR 60-250.41 - Availability of affirmative action program.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... affirmative action program. 60-250.41 Section 60-250.41 Public Contracts and Property Management Other... OPPORTUNITY, DEPARTMENT OF LABOR 250-AFFIRMATIVE ACTION AND NONDISCRIMINATION OBLIGATIONS OF CONTRACTORS AND... OTHER PROTECTED VETERANS Affirmative Action Program § 60-250.41 Availability of affirmative...

  18. 41 CFR 60-741.40 - Applicability of the affirmative action program requirement.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... affirmative action program requirement. 60-741.40 Section 60-741.40 Public Contracts and Property Management... EMPLOYMENT OPPORTUNITY, DEPARTMENT OF LABOR 741-AFFIRMATIVE ACTION AND NONDISCRIMINATION OBLIGATIONS OF CONTRACTORS AND SUBCONTRACTORS REGARDING INDIVIDUALS WITH DISABILITIES Affirmative Action Program §...

  19. 41 CFR 60-741.40 - Applicability of the affirmative action program requirement.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... affirmative action program requirement. 60-741.40 Section 60-741.40 Public Contracts and Property Management... EMPLOYMENT OPPORTUNITY, DEPARTMENT OF LABOR 741-AFFIRMATIVE ACTION AND NONDISCRIMINATION OBLIGATIONS OF CONTRACTORS AND SUBCONTRACTORS REGARDING INDIVIDUALS WITH DISABILITIES Affirmative Action Program §...

  20. 41 CFR 60-741.41 - Availability of affirmative action program.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... affirmative action program. 60-741.41 Section 60-741.41 Public Contracts and Property Management Other... OPPORTUNITY, DEPARTMENT OF LABOR 741-AFFIRMATIVE ACTION AND NONDISCRIMINATION OBLIGATIONS OF CONTRACTORS AND SUBCONTRACTORS REGARDING INDIVIDUALS WITH DISABILITIES Affirmative Action Program § 60-741.41 Availability...

  1. 41 CFR 60-250.41 - Availability of affirmative action program.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... affirmative action program. 60-250.41 Section 60-250.41 Public Contracts and Property Management Other... OPPORTUNITY, DEPARTMENT OF LABOR 250-AFFIRMATIVE ACTION AND NONDISCRIMINATION OBLIGATIONS OF CONTRACTORS AND... OTHER PROTECTED VETERANS Affirmative Action Program § 60-250.41 Availability of affirmative...

  2. 41 CFR 60-300.41 - Availability of affirmative action program.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... affirmative action program. 60-300.41 Section 60-300.41 Public Contracts and Property Management Other... OPPORTUNITY, DEPARTMENT OF LABOR 300-AFFIRMATIVE ACTION AND NONDISCRIMINATION OBLIGATIONS OF CONTRACTORS AND... FORCES SERVICE MEDAL VETERANS Affirmative Action Program § 60-300.41 Availability of affirmative...

  3. 41 CFR 60-741.41 - Availability of affirmative action program.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... affirmative action program. 60-741.41 Section 60-741.41 Public Contracts and Property Management Other... OPPORTUNITY, DEPARTMENT OF LABOR 741-AFFIRMATIVE ACTION AND NONDISCRIMINATION OBLIGATIONS OF CONTRACTORS AND SUBCONTRACTORS REGARDING INDIVIDUALS WITH DISABILITIES Affirmative Action Program § 60-741.41 Availability...

  4. 41 CFR 60-300.41 - Availability of affirmative action program.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... affirmative action program. 60-300.41 Section 60-300.41 Public Contracts and Property Management Other... OPPORTUNITY, DEPARTMENT OF LABOR 300-AFFIRMATIVE ACTION AND NONDISCRIMINATION OBLIGATIONS OF CONTRACTORS AND... FORCES SERVICE MEDAL VETERANS Affirmative Action Program § 60-300.41 Availability of affirmative...

  5. 41 CFR 60-741.41 - Availability of affirmative action program.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... affirmative action program. 60-741.41 Section 60-741.41 Public Contracts and Property Management Other... OPPORTUNITY, DEPARTMENT OF LABOR 741-AFFIRMATIVE ACTION AND NONDISCRIMINATION OBLIGATIONS OF CONTRACTORS AND SUBCONTRACTORS REGARDING INDIVIDUALS WITH DISABILITIES Affirmative Action Program § 60-741.41 Availability...

  6. 41 CFR 60-300.40 - Applicability of the affirmative action program requirement.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... affirmative action program requirement. 60-300.40 Section 60-300.40 Public Contracts and Property Management... EMPLOYMENT OPPORTUNITY, DEPARTMENT OF LABOR 300-AFFIRMATIVE ACTION AND NONDISCRIMINATION OBLIGATIONS OF... VETERANS, AND ARMED FORCES SERVICE MEDAL VETERANS Affirmative Action Program § 60-300.40 Applicability...

  7. Programming Pluralism: Using Learning Analytics to Detect Patterns in the Learning of Computer Programming

    ERIC Educational Resources Information Center

    Blikstein, Paulo; Worsley, Marcelo; Piech, Chris; Sahami, Mehran; Cooper, Steven; Koller, Daphne

    2014-01-01

    New high-frequency, automated data collection and analysis algorithms could offer new insights into complex learning processes, especially for tasks in which students have opportunities to generate unique open-ended artifacts such as computer programs. These approaches should be particularly useful because the need for scalable project-based and…

  8. The Influence of Programming Skills on Learning and Study Strategies.

    ERIC Educational Resources Information Center

    Jang, Younghee

    The relationship between learning to program at a construct level and learning and study strategies was studied for college students enrolled in a beginning Pascal programing course and a calculus course (four sections of the programing course and two of the mathematics course). For both the experimental group (n=42) and the first control group…

  9. Learning to Program in KPL through Guided Collaboration

    ERIC Educational Resources Information Center

    Hsiao, Sheng-Che; Lin, Janet Mei-Chuen; Kang, Jiin-Cherng

    2011-01-01

    A quasi-experiment was conducted at an elementary school to investigate if guided collaboration would facilitate programming learning of 6 graders. Sixty-six students of two intact classes learned to program in KPL (kid's programming language) for 18 weeks during the experiment. One class was randomly assigned to the control group (i.e.,…

  10. Embedding an Online Career Development Program into Student Learning

    ERIC Educational Resources Information Center

    Thomson, Alison

    2010-01-01

    The Career Development Program is a nationally recognised, award-winning student-centred program designed to deal with the three university-wide learning and teaching initiatives: Transitions In; Work Integrated Learning; and Transitions Out. The program is oriented to preparing students for university; planning for and taking advantage of "real…

  11. Standards for Leading Learning Communities: A Call to Action

    ERIC Educational Resources Information Center

    Principal, 2008

    2008-01-01

    The second edition of NAESP's "Leading Learning Communities: What Principals Should Know and Be Able To Do" features new strategies to help principals structure and support learning communities to develop the whole child, prepare students for a changing global economy and society, rethink the learning day by bridging school and community, and make…

  12. 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 Profile of Hong Kong Adult Learners"…

  13. 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…

  14. 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.

  15. From experiential knowledge to public participation: social learning at the community fisheries action roundtable.

    PubMed

    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. PMID:23694969

  16. 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).

  17. 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). PMID:26955927

  18. A Critique of Motivational Bases for Affirmative Action Programs in Postsecondary Education.

    ERIC Educational Resources Information Center

    Barger, Robert N.

    Motivational bases for affirmative action programs, particularly as these programs pertain to postsecondary education, are considered. "Motivational bases" refers to the basic incentives that are invoked in order to gain public support for affirmative action programs. Three types of motivational bases are addressed: those associated with reasons…

  19. From Knowledge to Action: Tips for Encouraging and Measuring Program-Related Behavior Change

    ERIC Educational Resources Information Center

    Chazdon, Scott; Horntvedt, Jody; Templin, Elizabeth

    2016-01-01

    It is challenging to document the behavior changes that result from Extension programming. This article describes an evaluation method we call the "action items method." Unlike other approaches for measuring behavior change, this method requires program participants to define their own action plans as part of a program and then asks them…

  20. 41 CFR 60-2.10 - General purpose and contents of affirmative action programs.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ...) Identification of problem areas; (iii) Action-oriented programs; and (iv) Periodic internal audits. (c... programs also include internal auditing and reporting systems as a means of measuring the contractor's... contents of affirmative action programs. 60-2.10 Section 60-2.10 Public Contracts and Property...

  1. NASULGC Council on Extension, Committee on Program Innovation and Action Oriented Research; 1968 Report. Part 1. Program Innovations. Part 2. Action Oriented Research.

    ERIC Educational Resources Information Center

    National Association of State Universities and Land Grant Colleges, Washington, DC.

    This report on extension activities of member institutions of the National Association of State Universities and Land Grant Colleges describes 91 program innovations and action oriented research activities. Objectives, sponsorship, program evaluations, and other data are cited for program innovations in such areas as continuing medical education,…

  2. Code-specific learning rules improve action selection by populations of spiking neurons.

    PubMed

    Friedrich, Johannes; Urbanczik, Robert; Senn, Walter

    2014-08-01

    Population coding is widely regarded as a key mechanism for achieving reliable behavioral decisions. We previously introduced reinforcement learning for population-based decision making by spiking neurons. Here we generalize population reinforcement learning to spike-based plasticity rules that take account of the postsynaptic neural code. We consider spike/no-spike, spike count and spike latency codes. The multi-valued and continuous-valued features in the postsynaptic code allow for a generalization of binary decision making to multi-valued decision making and continuous-valued action selection. We show that code-specific learning rules speed up learning both for the discrete classification and the continuous regression tasks. The suggested learning rules also speed up with increasing population size as opposed to standard reinforcement learning rules. Continuous action selection is further shown to explain realistic learning speeds in the Morris water maze. Finally, we introduce the concept of action perturbation as opposed to the classical weight- or node-perturbation as an exploration mechanism underlying reinforcement learning. Exploration in the action space greatly increases the speed of learning as compared to exploration in the neuron or weight space. PMID:24875790

  3. Where Should the Action Be--Inside the Classroom or outside the Classroom? A Comparison of the Action-Learning Outcomes in Singapore, China, Korea, New Zealand and Australia

    ERIC Educational Resources Information Center

    Mueller, Jens; Liang, Tan Wee; Hanjun, Hu; Thornton, John

    2006-01-01

    In this paper, the authors review more than 300 reports of students in New Zealand, Australia, China, Singapore and South Korea who have participated in a global action-learning program to teach entrepreneurship and free market economics to their respective communities, through Students in Free Enterprise (SIFE). The authors use the results of…

  4. 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.

  5. A Pilot Action Learning Set for NHS R&D Managers

    ERIC Educational Resources Information Center

    Boaden, Margaret

    2004-01-01

    A pilot action learning set was established in late September 2002, with the objective to develop a model of action learning appropriate for R&D managers. This initiative was one of a number of responses to a request for training and support by a small group of R&D managers who were based in non-teaching acute and primary care NHS trusts. The…

  6. The 3D Elevation Program initiative: a call for action

    USGS Publications Warehouse

    Sugarbaker, Larry J.; Constance, Eric W.; Heidemann, Hans Karl; Jason, Allyson L.; Lukas, Vicki; Saghy, David L.; Stoker, Jason M.

    2014-01-01

    The 3D Elevation Program (3DEP) initiative is accelerating the rate of three-dimensional (3D) elevation data collection in response to a call for action to address a wide range of urgent needs nationwide. It began in 2012 with the recommendation to collect (1) high-quality light detection and ranging (lidar) data for the conterminous United States (CONUS), Hawaii, and the U.S. territories and (2) interferometric synthetic aperture radar (ifsar) data for Alaska. Specifications were created for collecting 3D elevation data, and the data management and delivery systems are being modernized. The National Elevation Dataset (NED) will be completely refreshed with new elevation data products and services. The call for action requires broad support from a large partnership community committed to the achievement of national 3D elevation data coverage. The initiative is being led by the U.S. Geological Survey (USGS) and includes many partners—Federal agencies and State, Tribal, and local governments—who will work together to build on existing programs to complete the national collection of 3D elevation data in 8 years. Private sector firms, under contract to the Government, will continue to collect the data and provide essential technology solutions for the Government to manage and deliver these data and services. The 3DEP governance structure includes (1) an executive forum established in May 2013 to have oversight functions and (2) a multiagency coordinating committee based upon the committee structure already in place under the National Digital Elevation Program (NDEP). The 3DEP initiative is based on the results of the National Enhanced Elevation Assessment (NEEA) that was funded by NDEP agencies and completed in 2011. The study, led by the USGS, identified more than 600 requirements for enhanced (3D) elevation data to address mission-critical information requirements of 34 Federal agencies, all 50 States, and a sample of private sector companies and Tribal and local

  7. Action-oriented support for occupational safety and health programs in some developing countries in Asia.

    PubMed

    Kawakami, T; Kogi, K

    2001-01-01

    Action-oriented support programs have been increasingly playing vital roles in promoting safety and health in developing countries in Asia. This paper studied achievements of 3 action-oriented support programs: the WISE program for small enterprises, the WIND program for farmers, and the POSITIVE program for workers and trade unions. Special attention was paid to how the programs have strengthened local efforts for sustainable actions in safety and health improvements. The results showed that there were significant achievements in action-oriented support programs in the region, including a large number of improvement examples, integration into government policies, and network support through employers' and workers' organizations. Participatory, action-oriented training tools such as action-checklists, local good example photos, and group work methods played key roles in the effective implementation of the programs. It was of note that there were a number of local efforts to extend the coverage of action-oriented support even to hard-to-reach workers such as home-based workers, rural workers, and ethnic minorities. The efforts included the equal participation in the training by female and male farmers, shortened and weekend training programs, photo sheets showing local good examples, and reasonable fee collection for better sustainability. In conclusion, action-oriented support programs provided local people with concrete means to promote safety and health improvements. The successful programs commonly focused on local initiatives and were built on local wisdom and resources.

  8. 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…

  9. 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…

  10. 41 CFR 60-741.40 - General purpose and applicability of the affirmative action program requirement.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... requirement. (a) General purpose. An affirmative action program is a management tool designed to ensure equal... measurable objectives, quantitative analyses, and internal auditing and reporting systems that measure...

  11. Uranium Mill Tailings Remedial Action Program. Annual status report

    SciTech Connect

    Not Available

    1980-12-01

    The purpose, scope, history, requirements, and management organization of the UMTRA Program are summarized in the Introduction. The remainder of the report describes progress made during the past year (F 1980) and discusses future plants and activities. Early emphasis has been on the four highest-priority sites because of their proximity to population centers. These sites are: (1) Canonsburg, Pennsylvania; (2) Salt Lake City, Utah; (3) Durango, Colorado; and (4) Shiprock, New Mexico (Navajo Reservation). To date, twenty-five vicinity properties near the Canonsburg site and two such properties near the Salt Lake City site have been designated for remedial action. A research effort was undertaken at a major vicinity property, the Mountain States Supply Company in Salt Lake City, to study the effects of heating-and-ventilating-system modification on indoor radon-daughter concentrations. A cooperative agreement was executed between DOE and the Commonwealth of Pennsylvania. A similar agreement with the State of Utah is expected to be executed in early FY 1981. Further, it is expected that additional cooperative agreements will be negotiated during FY 1981 with the States of Colorado and Wyoming and the Navajo Nation. It is expected that the processing site at Canonsburg, PA (the Canonsburg Industrial Park) will be acquired during FY 1981. Draft Environmental Impact Statements for the four highest-priority sites will be completed during FY 1981.

  12. WSTF Propulsion and Pyrotechnics Corrective Action Test Program Status-2000

    NASA Technical Reports Server (NTRS)

    Saulsberry, R.; Ramirez, J.; Julien, H. L.; Hart, M.; Smith, W.; Bement, L.; Meagher, N. E.

    2000-01-01

    Extensive propulsion and pyrotechnic testing has been in progress at the NASA Johnson Space Center White Sands Test Facility (WSTF) since 1995. This started with the Mars Observer Propulsion and Pyrotechnics Corrective Action Test Program (MOCATP). The MOCATP has concluded, but extensive pyrovalve testing and research and development has continued at WSTF. The capability to accurately analyze and measure pyrovalve combustion product blow-by, evaluate propellant explosions initiated by blow-by, and characterize pyrovalve operation continues to be used and improved. This paper contains an overview of testing since MOCATP inception, but focuses on accomplishments since the status was last reported at the 35th Joint Propulsion Conference, June, 1999. This new activity includes evaluation of 3/8 inch Conax pyrovalves; development and testing of advanced pyrovalve technologies; investigation of nondestructive evaluation techniques to inspect pyrotechnically induced hydrazine explosions both through testing and modeling. Data from this collection of projects are now being formatted into a pyrovalve applications and testing handbook and consensus standard to benefit pyrovalve users and spacecraft designers. The handbook is briefly described here and in more detail in a separate paper. To increase project benefit, pyrovalve manufacturers are encouraged to provide additional valves for testing and consideration, and feedback is encouraged in all aspects of the pyrotechnic projects.

  13. 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…

  14. 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…

  15. Implementing Service Learning: From Nutrition Education into Community Action

    ERIC Educational Resources Information Center

    Zinger, Lana; Sinclair, Alicia

    2008-01-01

    Service learning integrates academic learning and relevant community service with classroom instruction, focusing on critical, reflective thinking and personal civic responsibility. Through a grant, community college students were provided with grocery store vouchers to purchase unfamiliar, healthy foods. Students were taken on an educational…

  16. 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.…

  17. 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…

  18. Can Robots Help the Learning of Skilled Actions?

    PubMed Central

    Reinkensmeyer, David J.; Patton, James L.

    2010-01-01

    Learning to move skillfully requires that the motor system adjusts muscle commands based on ongoing performance errors, a process influenced by the dynamics of the task being practiced. Recent experiments from our laboratories show how robotic devices can temporarily alter task dynamics in ways that contribute to the motor learning experience, suggesting possible applications in rehabilitation and sports training. PMID:19098524

  19. 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…

  20. 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…

  1. An Action Dependent Heuristic Dynamic Programming-controlled Superconducting Magnetic Energy Storage for Transient Stability Augmentation

    NASA Astrophysics Data System (ADS)

    Wang, Xinpu; Yang, Jun; Zhang, Xiaodong; Yu, Xiaopeng

    To enhance the stability of power system, the active power and reactive power can be absorbed from or released to Superconducting magnetic energy storage (SMES) unit according to system power requirements. This paper proposes a control strategy based on action dependent heuristic dynamic programing (ADHDP) which can control SMES to improve the stability of electric power system with on-line learning ability. Based on back propagation (BP) neural network, ADHDP approximates the optimal control solution of nonlinear system through iteration step by step. This on-line learning ability improves its performance by learning from its own mistakes through reinforcement signal from external environment, so that it can adjust the neural network weights according to the back propagation error to achieve optimal control performance. To investigate the effectiveness of the proposed control strategy, simulation tests are carried out in Matlab/Simulink. And a conventional Proportional-Integral (PI) controlled method is used to compare the performance of ADHDP. Simulation results show that the proposed controller demonstrates superior damping performance on power system oscillation caused by three-phase fault and wind power fluctuation over the PI controller.

  2. 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…

  3. 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…

  4. 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…

  5. Beyond the Information Given: Infants' Transfer of Actions Learned through Imitation

    ERIC Educational Resources Information Center

    Yang, Dahe; Sidman, Jason; Bushnell, Emily W.

    2010-01-01

    Five experiments were conducted to investigate infants' ability to transfer actions learned via imitation to new objects and to examine what components of the original context are critical to such transfer. Infants of 15 months observed an experimenter perform an action with one or two toys and then were offered a novel toy that was not…

  6. Student Teacher Candidates' Effect on Student Learning as Measured through Action Research Projects

    ERIC Educational Resources Information Center

    Moffett, David W.; Reid, Barbara K.; Zhou, Yunfang

    2008-01-01

    The unit determined that "Assessment 5: Effect on Student Learning" would be best measured by student teachers and interns utilizing an action research activity in their clinical experience. Twenty four action research projects were evaluated by the Director of Student Teaching. Interraters blind to the Director's scores evaluated the projects.…

  7. 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…

  8. 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…

  9. Data Wise in Action: Stories of Schools Using Data to Improve Teaching and Learning

    ERIC Educational Resources Information Center

    Boudett, Kathryn Parker, Ed.; Steele, Jennifer L., Ed.

    2007-01-01

    What does it look like when a school uses data wisely? "Data Wise in Action", a new companion and sequel to the bestselling "Data Wise", tells the stories of eight very different schools following the Data Wise process of using assessment results to improve teaching and learning. "Data Wise in Action" highlights the leadership challenges schools…

  10. 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…

  11. 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 1960s,…

  12. 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…

  13. 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 overview nor a…

  14. Assessment of a Professional Development Program on Adult Learning Theory

    ERIC Educational Resources Information Center

    Malik, Melinda

    2016-01-01

    Librarians at colleges and universities invested in graduate education must understand and incorporate adult learning theories in their reference and instruction interactions with graduate students to more effectively support the students' learning. After participating in a professional development program about adult learning theory, librarians…

  15. Desegregated Learning: An Innovative Framework for Programs of Study

    ERIC Educational Resources Information Center

    Fuentes, Arturo A.; Freeman, Robert; Crown, Stephen; Kypuros, Javier; Mahdi, Hashim

    2006-01-01

    This chapter presents an innovative framework for a mechanical engineering program of study termed desegregated learning. The goal is not desegregation but rather to promote a higher level of learning and to look for opportunities where desegregating the learning environment yields optimal results with reasonable costs and complexity. (Contains 3…

  16. Insider Research as Part of a Master's Programme: Opportunities Lost and Found within Action Learning Sets

    ERIC Educational Resources Information Center

    Milano, Chloe; Lawless, Aileen; Eades, Elaine

    2015-01-01

    This account explores the role of action learning during and after an educational programme. We focus on the final stage of a master's programme and the insider research that is a key feature in many UK universities. Researching within one's own organization should lead to individual and organizational learning. However, there is relatively little…

  17. 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…

  18. How Trainee Music Teachers Learn about Teaching by Talking to Each Other: An Action Research Study

    ERIC Educational Resources Information Center

    Cain, Tim

    2011-01-01

    This article presents an action research study into how trainee music teachers in England use a structured discussion process called "Collegial Consultation" to learn about teaching. The research shows that, in Collegial Consultation, trainees learn from each other by offering several solutions to a problem, offering reasons for their ideas,…

  19. 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…

  20. 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…

  1. 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…

  2. 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…

  3. 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…

  4. Epistemological Agency: A Necessary Action-in-Context Perspective on New Employee Workplace Learning

    ERIC Educational Resources Information Center

    Smith, Ray

    2006-01-01

    This paper discusses research premised on the view that new employees' necessary learning actions may be said to constitute a socio-cultural constructivist epistemology of necessity. It examines the work and learning activities of three new employees during their first months at a wholesale fruit and vegetable company. It proposes that what new…

  5. 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…

  6. 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…

  7. 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 presents the…

  8. 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…

  9. Connecting Leadership with Learning: A Framework for Reflection, Planning, and Action

    ERIC Educational Resources Information Center

    Copland, Michael; Knapp, Michael

    2007-01-01

    Experienced or prospective school leaders know there is way more pressure to make sure all students are learning, but what specific actions will ensure that learning occurs, and where does one find the time to do this? This book answers those questions and provides the reader with a systematic way to more quickly create powerful, equitable…

  10. 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…

  11. 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…

  12. 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…

  13. Local Service Learning in Teacher Preparation Program

    ERIC Educational Resources Information Center

    Nuangchalerm, Prasart

    2016-01-01

    The local knowledge is simply integrated in education and learning process. This study aims to promote local knowledge in school through service learning. The learning process is employed herbal plants to reinforce students learn how to sustain local knowledge with modern life and 21st century classroom. Participants consisted of 42 pre-service…

  14. Human dorsal striatum encodes prediction errors during observational learning of instrumental actions.

    PubMed

    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 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.

  15. The Integration of Creative Drama in an Inquiry-Based Elementary Program: The Effect on Student Attitude and Conceptual Learning

    ERIC Educational Resources Information Center

    Hendrix, Rebecca; Eick, Charles; Shannon, David

    2012-01-01

    Creative drama activities designed to help children learn difficult science concepts were integrated into an inquiry-based elementary science program. Children (n = 38) in an upper elementary enrichment program at one primary school were the participants in this action research. The teacher-researcher taught students the Full Option Science…

  16. Assessment of Student Learning Outcomes in FCS Programs

    ERIC Educational Resources Information Center

    Weaver-Kaulis, Amy; Crutsinger, Christy

    2006-01-01

    Accreditation, budget, and accountability pressures at the institution and program levels lead to the involvement of faculty in assessment-based activities. Increasingly, programs are being expected to document student learning beyond traditional course grades. The use of outcomes as a tool to improve learning relies heavily on the active…

  17. Program Planning: The Neglected Dimension of Service-Learning

    ERIC Educational Resources Information Center

    Sandmann, Lorilee R.; Kiely, Richard C.; Grenier, Robin S.

    2009-01-01

    While service-learning has distinguished itself in the literature as a problem-based experiential alternative to dominant classroom-based, subject-centered pedagogies, there is a strange absence of research based on program planning theory. This work introduces program planning theory to the field of service-learning and reports findings from a…

  18. Income Tax Preparation Assistance Service Learning Program: A Multidimensional Assessment

    ERIC Educational Resources Information Center

    Aldridge, Richard; Callahan, Richard A.; Chen, Yining; Wade, Stacy R.

    2015-01-01

    The authors present a multidimensional assessment of the outcomes and benefits of an income tax preparation assistance (ITPA) service learning program. They measure the perceived proximate benefits at the delivery of the service program, the actual learning outcome benefits prior to graduation, and the perceived long-term benefits from a…

  19. The Hyper Apuntes Interactive Learning Environment for Computer Programming Teaching.

    ERIC Educational Resources Information Center

    Sommaruga, Lorenzo; Catenazzi, Nadia

    1998-01-01

    Describes the "Hyper Apuntes" interactive learning environment, used as a didactic support to a computer programming course taught at the University Carlos III of Madrid, Spain. The system allows students to study the material and see examples, edit, compile and run programs, and evaluate their learning degree. It is installed on a Web server,…

  20. How To Launch a Social and Emotional Learning Program.

    ERIC Educational Resources Information Center

    Elias, Maurice J.; And Others

    1997-01-01

    Addresses attitudinal and logistical roadblocks to launching social and emotional learning programs. Debunks ideas that such programs are either faddish, ineffective, "New-Age," or detractions from academic learning. Stresses conceptual origins in the work of Daniel Goleman, Howard Gardner, and Robert Sylwester. Notes educators must work to…